BARRIER FREE SCHOOL FACILITIES NEHAL SETHI BHAVYA GAUR MALVIKA CHOUDHARY KEVIN KUMAR DEV DWI) SHRESTH GOSWAMI RAJEEV SUTHARANTHROPOMETRY Wheelchair DimensionsThe primary considerations in the design of school facility serving disabled children or adults focus on four major principles: 1. The range of movement available to most physically disabled people 2. The strength of the physically disabled subject 3. The dimensions of prosthetic devices especially wheelchairs must be considered 4. Due to the fact that many prosthetic devices including wheelchairs braces and crutches are made of hard materials ,materials that show minimum sign of wear and tear should be usedGENERAL PROBLEMS + No distinct accessible entrance. * Inadequate space in front of the entrance. DESIGN CONSIDERATIONS + For new accessible constructions, all main public entrances should be accessible to an ambulant disabled person. + Atleast one entrance per facility should be accessible to a wheelchair user. + Innew buildings, the accessible entrance(s) should be the main entrance(s) intended for use by the general public. + — Each accessible entrance should be connected by accessible pathways to accessible indoor or outdoor parking areas, local public transit stops and drop-off areas . + Inmulti-storey buildings, the accessible entrance should permit access to a conveniently located accessible elevator or lift.Signs + Accessible entrances should be clearly identified using the international symbol of accessibility including alternate locations of & accessible entrances + Nosigns are needed if the whole building is accessible. Entrance landing 120 pet a 150 | Door opening inwards Door opening outwardsGeneral Problem Narrow doorways &vestibules. DESIGN CONSIDERATIONS Inward-swinging Double-swingingGeneral Problems + Narrow doorways. + Doors hinged on the wrong side, thus hindering accessibility. + Doorways with high thresholds. + Heavy and hard-to-operate door leaves ‘ait 2 ae Design Considerations Accessible doors should be so designed ‘as to permit operation by one person in a single motion with little effort. + Power-operated doors are the best for people with disabilities. The activator system should be automatic or placed within easy reach. + An accessible door should have the following features: a sign, a door handle, an extra pull handle, glazing and a kick plate. Automatic doorsRevolving Doors + Revolving doors are not suitable for the use of disabled people or people with prams. + Wherever there are revolving doors, an adjacent accessible swinging or sliding door should be provided . Pivoted doors Pivoted doors should swing away from the direction of travel wherever possible. 2 and folding doors Manual sliding and folding doors are recommended for narrow spaces not heavily used by the public so Stiging door a Folding deorDoor Opening For exterior doors, the minimum opening is 0.90 m when the door is open. For interior doors, the minimum opening is 0.80 m when the door is open. The minimum door width of rest rooms should be 0.75 m. For doors installed in an opening more than 0.60 min depth, the clear door opening should be at least 0.90 m . For double-leaf doors, at least one leaf should have a minimum clear width of 0.80 mGeneral Problems Long and narrow corridors creating orientation difficulties. Design Considerations * The unobstructed width of a low- traffic corridor should not be less than 0.90 m. This also allows maneuverability in 90 turns . The unobstructed width of a public corridor should not be less than 1.50 m. Recommended width is 1.80 m. To allow maneuverability in 180° turns, the minimum circulation space should be 1.20 m wide. The corridor width should allow maneuverability through the doors located along its length .Obstructions + Obstacles protruding into the corridor, such as drinking fountains or public telephones, should be placed outside the circulation path, in alcoves or cul-de-sacs. + Overhanging signs and obstacles should be mounted at least 2.00 m high Surface * Changes in surface level of more than 13 mm should be ramped. + Floor surfaces should be non-slip and even. Carpets should be securely fastened.CLASSROOMS 1. The size of a classroom on a per pupil basis in a school including disabled students should be at least one third larger than in a conventional school.there must be extra space in classroom for maneuvering wheelchairs walking with crutches and for storage. 2. Allelectrical switches should be conveniently located where adjacent to doors switches should be the same level as door handles at a height 32 and 42 inches above floor level 3. If floor length windows are used a railing in front of the window be installed to prevent disabled children from falling or stumbling it seems preferable to have the lower edge of each window 12 to 14 inches above ground level. 4, Blackboards may be installed with the lowest edges approx 2 feet froom the floor for use by seated students ,vertical and horizontal support railings may be provide at the ‘edges for the student who can standGeneral Problems * Insufficient space inside a rest room. + Poor design and positioning of fixtures and fittings. + Taps that are difficult to grip Design Considerations Turning circles of 1.50 m diameter are recommended inside the rest room to allow for full-turn maneuvering of a wheelchair. The ease of transferring from a wheelchair to a toilet seat or bidet depends on the approach. In general there are four different approaches: The parallel approach, which is the easiest The diagonal approach, which is difficult The perpendicular approach, which is also difficult The frontal approach which is the most difficult and needs particular care . Frontal approachResidential Rest Rooms. Residential rest rooms include those in private residences, health facilities, dormitories and other residential institutional settings. Residential bathrooms are usually equipped with a toilet, a wash-basin and a bath-tub or shower. In multiple-rest-room arrangements (such as dormitories): (a) Only one wash-basin per rest room needs to be accessible; (b) Atleast one shower stall and one toilet stall should be designed for a wheelchair user. 205Rest Room Fixtures + The size and layout of water-closets and toilet stalls should comply with the minimum requirement 990. * The height of the toilet seat should be between 0.45 m and 0.50 m from the finished floor level. 100 | oAspo.s0 1 + The distance between the et center line of the toilet seat (atau ‘teseeean) and the adjacent wall, if Wiogoral eppreeeh) provided with a grip bar, BSc should be between 0.45 m 199 and 0.50 m. 3 o (rr approach)* Grab bars should be mounted on the wall behind the water closet, if it is of the tankless type, and on the side wall closest to the water closet, or mounted on the = __). floor at the edges of the seat. ED| * Grab bars should be mounted at a height between 0.85 m and 0.95 m from the floor. + Flushing arrangements and toilet paper should be placed within reach at a height between 0.50 m and 1.20m. 3 ™ + Accessible hand-operated flushing controls, located i on the open side of the water-closet, are recommended. + Wall-mounted water closets are recommended. os} 78. Joss WC grab barsGeneral Principles ie. Steep staircases. ee Poorly designed steps that hinder foot movement Design Considerations Differences in level should be illuminated or minimized as much a possible for the comfort of disabled people. Co A-complementary ramped route, elevator or lift should be provided where there are steps in an otherwise accessible path. All steps should be uniform. Circular stairs and stepped landings should be avoided . Open risers are not recommended. Width ‘The minimum width of a stairway should be 0.90 m for one-way traffic and 1.50 m for two-way traffic. For indoor stairs the riser should be between 0.12 m and 0.18 1m, and the tread hetween 0.28 m and 0.35 m. For outdoor stars, the maximum riser should be 0, 1S m and the minimum tread should be 0.30 m. Landing ‘An intermediate landing should be provided when the stairs, cover a difference in level of more than 2.50 m. = ‘The length of the landing should be at least 1.20 m extending 244 along the full width of the stairs.Nosing + Sharp edges and overhanging nosing should not be used for treads. + Nosing should be flush or rounded and should not project more than 40 mm. Handrails + Handrails must be installed on both sides of the stairs and around the landing for gripping + For stairs more than 3.00 m wide, one or more intermediate handrails could be provided * The distance between the handrails when both sides are used for gripping should be between 0.90 m and 1.40 m + Handrails must extend a distance between 0.30 m and 0.45 m at the top and bottom of the stairs Tactile marking + A textural marking strip should be placed at the top and botiom of the stairs and at intermediate landings to alert sightless people as to the location of the stairs. + The tactile marking strip should be at least 0.60 m wide and should extend over the full width of the stairs. + To guide users with poor vision, the colour of the strip should contrast with the surrounding surfaceSurface Landings, treads and nosing should be slip- resistant and free of projections. Exterior stairs should be pitched forward at 10 mm per metre to drain surface water. Slip-resistant stair nosing should be used to fix carpets on stairs. Emergency stairs Emergency stairs should be identified by tactile markings. Mechanical stairs (escalators) Mechanical stairs can be provided with an adaptable tread at least 1.20 m ong, if they are to be used by persons confined to wheelchairs The edges of escalators should be painted in a contrasting colour for the benefit of poor- sighted users,Problem Identification + Unsafe railings, + Hard to grip handrails. + No railings or handrails. Design Considerations + Safety guards or railings should be installed around hazardous areas, stairs, ramps, accessible roofs, mezzanines, galleries, balconies and raised platforms more than 0.40 m high. * On stairways, windows positioned less than 1,00 m from the landing should have railings. + Handrails should be installed to assist disabled persons in bathrooms and toilets . + Spacing between the vertical and horizontal bars of railings should be narrow for the safety of children. + Handrails should not obstruct the path of travel, Height + To facilitate use by ambulant disabled and elderly people, handrails should be mounted between 0.85 m and 0.95 m above the finished floor level. + For the benefit of wheelchair users, a second handrail can be mounted between 0.70 m and 0.75 m from the floor. + To facilitate use by children and short people. a third handrail can be mounted at « height of 0.60 m. + To guide sightless people using a long cane, a rail should be mounted at a height between 0.10 mand 0.15 m ; ora low curb should be installed at a height between 50 mm and 75 mm ( Low curbs also act as wheelstops.we Mounting 050n0-075en Railings should be securely attached to the wall or to a supporting structure so as to withstand heavy loads. Railings should not end abruptly but extend to the floor or blend into the wall so as not to create a hazard for sightless people. Form ‘Handrails should allow a firm and easy grip. Circular cross-sections with a diameter of 40 mm are preferable. Sharp edges should be avoided. ££ } 8 fo Preferred Not RecommendedHandrails for ramps and stairs + Handrails should continue uninterrupted (except for doorways) on both sides and around the landing. + Handrails should extend horizontally for a distance between 0.30 m and 0.45 m at the top and bottom of stairs and ramps, except in places where extensions could obstruct the pedestrian flow. + Forsstairs or ramps more than 3.00 m wide, a continuous intermediate handrail could be provided Wall-mounted handrails + The space between the handrail and the wall should be between 40 mm and 50 mm for smooth walls and 60 mm for rough textured walls . + Where handrails are fully recessed into walls, a space of at least 0.15 m should be allowed between the top of the rail and the top of the recess Tactile marking For emergency exit stairs or ramps, a contrasting tactile strip at le le least 0.90 m long should be applied to the top and bottom edges lg of the handrail to alert the partially sighted. LS Colour A contrasting colour is recommended for handrails to alert people with sight problems.Problem Identification + Inaccessible building entrances due to difference between indoor and outdoor levels. + Inaccessible routes due to differences in level. + Lack of or improper design of ramps. * Very steep and/or long ramps with no resting landings Design Considerations Anexterior location is preferred for ramps. Indoor ramps are not recommended because they take up a great deal of space. Ideally, the entrance to a ramp should be immediately adjacent to the stair Ramp configuration (a) Straight run (b) 90 turn (c) Switch back or 180 turnSlope The maximum recommended slope of ramps is 1:20, Steeper slopes may be allowed in special cases depending on the length to be covered Maximum slope Maximum length Maximum rise 1:20 ie., 9% a ‘i 8m 0.50 m Sm 035m 2m 0.15 m 1:10 Le., 10% 1.25m 0.12m 1:08 i.e., 12% 0.5m 0.06 m ' ideal <1:20 Max.4:10 | >1:10 Accessible pathway | ssisiance + Hazard - reqLandings Ramps should be provided with landings for resting, maneuvering and avoiding excessive speed. Landings should be provided every 10.00 m, at every change of direction and at the top and bottom of every ramp. The landing should have a minimum length of 1.20 m and a minimum width equal to that of the ramp Handrail A protective handrail at least 0.40 m high must be placed along the full length of ramps. For ramps more than 3.00 m wide, an intermediate handrail could be installed. The distance between handrails when both sides are used for gripping should be between 0.90 m and 1.40 mSurface The ramp surface should be hard and non-slip. Carpets should be avoided. Tactile marking Acoloured textural indication at the top and bottom of the ramp should be placed to alert sightless people as to the location of the ramp. The marking strip width should not be less than 0.60 m. Drainage Adequate drainage should be provided to avoid accumulation of water1. HAZELWOOD SCHOOL GLASGOW (SCOTLAND U.K) 2. The Forbush School Hunt Valley, (Maryland U.S.A) 3. Deyang School for Deaf & Intellectually Disabled Children ( China)SCHOOL PROJECT DESCRIPTION R ECT: Gordon Murray + Alan Dunlop AREA :28,632 square feet AGE : Intended to be usable and easily navigated by anyone, Hazelwood _ provides accommodation for a maximum of 60 pupils, aged 3. 18 years \TION:Glasgow Scotland United KingdomGM + AD Architects pursued the Hazelwood project with a commitment to building knowledge and capacity on a building that would work with children with very complex range of abilities. Most extant examples are schools serving ‘ the needs of children with visual limitations, or hearing limitations, or cognitive issues or physical limitations MAIN FEATURES OF THE SCHOOL: + The school contains eleven (11) classrooms in a single story structure, providing nursery through secondary education + The school entrance area was designed as a loop system to allow vehicles to rack up in a dedicated drop off area + The main entrance area opens to a large dining room, which doubles as the main assembly space + Signage throughout the school is redundant: in Braille, in pictures and in Moon + Large classrooms are equipped with ample built-in storage space at the back of the room, and adaptable areas between the classrooms + Design of the games hall, trampoline area, and hydrotherapy pool created opportunities for children to explore, extend their skills, and gain confidence through engagement in relatively independent activity. +The external environment is an extension to the learning environment and numerous external teaching spaces are provided within the school grounds© The unique sensory trail wall weaves throughout the| school and enables children to practice mobility and orientation skills, which lead to increased confidence, sense of mastery, and self-esteem. + The trail rail wall is clad in cork, which has a warm feel isl and provides signifiers or tactile cues to assist children Pie with orientation and navigation through the school + Each bay of sensory trail wall is individually shaped. This helps children orient along the length of the circulation space in the school. “Corridors are designed as streets, which also assist wit! orientation and mobility. +Redundant signage throughout the school, in Braille and pictograph and Moon, caters for the diverse communication abilities of all of the childrenLarge classrooms with ample storage space and adaptable areas between the classrooms *The focus-learning rooms offer viewing for staff and visitors without disturbing the children. These areas also offer quiet time as needed *The lack of clutter in the classrooms and on the walls generates a calming atmosphere without unnecessary visual confusion The subtle color, contrast, and adaptable lighting elements maximize use of children’s residual vision *Use of contrasting and neutral color as visual indicators of transitional and storage spaces *Classrooms are oriented north facing to take advantage of a more even level of light and open onto the quietist part of the grounds, the classroom garden spaces.“Storage ‘boxes’ to the rear of each classroom were designed to provide a solid wall and eliminate visual distraction for the children from outside. “To reduce the effects of traffic noises proximal to Hazelwood, a majority of classroom spaces are located along the northern, quiet edge of the site and more transient spaces to the south. The ‘street’ links these areas and guides the building around the existing adjacent trees. “The curved form means that both internally and externally the building is broken down into manageable spaces. The scale of these is then more appropriate for navigating and also minimizes any visual confusion by reducing the extent of the spaces. “Acoustic ceilings are detailed into all teaching spaces to reduce higher volume reverberation. «Differing tactile floor finishes serve as an alternative or enhancement to the trail walls for navigation and cuing in some locations inside the school.“The external structure and the cladding were all considered in terms of sensory stimulation. The structural glulam* timber frame casts shadows within the building to establish a clear pattern along the internal street of the school *Roofing slates define particular areas outside, form a good trailing surface, and the tactile contrast to the timber clearly orients children as to location when outside, The slate also has the advantage on the south elevations of being a heat source for children to use as a navigation device. *A network of paths around the school and the gardens vary in finish from bound gravel which crunches under foot to recycled bound rubber and timber decking. Each area is defined by separate finishes, which feel and sound different under foot.Architects: China Southwest Architectural Design and Research Institute Corp. Ltd It’s a charitable educational institution, recruiting children with talking and hearing disabilities or mentally retarded pupils. The school includes teaching, sports and accommodation facilities.is as the prototype of the design, expressing the special concerns for the children on campus. . The ideas of sloped roofs and square windows are originally from children’s drawings, which refers to their imaginations of homes that expressing the warmth and belonging from their hearts.FLOOR PLANS Miniature Village By dividing the campus into small-scaled sloped-roof different-sized buildings around a central courtyard, they form a miniature village.Multi-level Inter The rooms in each building are oriented towards the atrium that following the relationship of ‘Rooms’-‘atrium’-‘courtyard’ to create multi-level interactions between private and public spaces, which not only respect the pupils mental needs but also their activity routines.The atriums, courtyards, as well as the different-sized windows provide various opportunities for those special children to explore the world from different heights, inspiring them enhance the interactions with each other and discover the surrounding world together, which helps developing intelligence better. Architecture is becoming the tool of education. tidors Large windovThe Forbush School ARCHITECT: David Benn, Rima Namek, Khanh Uong, Anne Dutton AREA :30000 square foot USAGE:a private school providing educational and theraputic services for children ages 5-21with autism spectrum disorder (ASD) LOCATION:Hunt Valley, Maryland U.S.AWhile the original brief for the project was to design and construct a new 30,000 square foot school to replace an over- crowded and out-dated school on the campus of the Sheppard Pratt Health System in Baltimore. The existing private school served a mix of over 200 children about equally distributed between those with behavioral health disorders and autism spectum disorders (ASD) MIAIN FEATURES OF THE SCHOOL sThe new school contains classrooms, staff offices, therapy spaces, and a specially designed playground to meet the needs of children with ASD sRamps are incorporated into the main and playground entries. Classrooms have accessible bathrooms and the rubber- Padded linoleum floor system installed in the ai reduces impact injury and noise sThe design introduced maximum daylight into the interior of the school through skylights and classroom arrangement around the perimeter of the building mooussyr9 NoouSsYT9 NOOUSSYTD oowssy9UNIVERSAL DESIGN FEATURES Careful attention was paid to the proportions of spaces for both public common areas and classrooms. Ceiling heights and corridor widths were increased beyond code standards to accommodate the children’s needs. Bringing in natural light was an important feature of the design. New window openings are introduced around the perimeter of the building to allow each classroom to have daylight *A playful pattern of circular skylights helps bring natural light to the common central spaces. “Because children with ASD tend to be sensitive to the flicker associated with fluorescent lighting, several types of indirect/direct energy efficient fixtures were tested to select the most comfortable/flicker-free ones. “The use of highly absorptive ceiling panels, quiet mechanical/air distribution systems, and wall materials that minimize transmitted sounds between adjacent spaces results in an acoustically comfortable environment. Amplified noise, echoes and reverberated noise are minimal despite the spaciousness of the place 1 sverano ma ATS PROGRAMTHANK YOU for patiently hearing