Improving the learning and living spaces

Improving facilities and equipment with consideration to auditory information

Visually Impaired
Facilities for the
(9) Auditory study rooms
are equipped with
quadruple windows for
sound insulation.

(10) Equipped with an

Deaf and Hard of Hearing

FM hearing-aid system,
the library is also used
for exchange activities

Facilities for the

such as story hour by
student volunteers.

(11) Language study rooms

are equipped with tools to
support speech learning,
including mirrors and

Intellectually Disabled
teaching materials showing
the shape of the mouth and

Facilities for the

tongue.

(12) Hearing test rooms are equipped with

audiometric equipment and hearing-aid
adjusting equipment.

Facilities to support learning of to an optimum state based on the test semicircular floor and large windows.
speech and hearing results (12). Equipped with an FM hearing-aid
Auditory study rooms are equipped with system, the spacious library is used for
The school has language study rooms quadruple windows so that outside sound reading books and research studies by a

Physically Disabled
and auditory study rooms where children dose not interfere with the activities inside wide range of children from kindergarten

Facilities for the

learn speech as well as understanding by
sensing sounds (11).
The school has a hearing test room to
check and adjust hearing aids. The room is
equipped with audiometric equipment and
hearing-aid adjusting equipment. How you
hear through hearing aids can be adjusted
(9). to junior-high school. It is also used for
exchange activities such as story hour by
The library is also used for exchange student volunteers (10).
with local communities
Facing an inner courtyard, the library is
an open and bright space with a

Health Impaired
Facilities for the

School’s Comment Committee’s Comment

In addition to the Kindergarten, Elementary and
Junior-high school departments, the school has facilities for
early education from under the age of one and special
support education for children with disability who attend
other schools in the region.
Our activities to increase understanding of hearing
impairment include sign language classes for local
communities. In the future, we will improve our ICT
environment including visual school broadcasting.
It is impressive that the school uses innovative signs and
notices in and outside classrooms to supplement hearing
with visual information. The use of such information in
combination with information through the FM hearing-aid
system and others effectively support children’s learning of
language and speech.
For the future, it is desirable to improve its ICT
environment by introducing large displays and presentation
software, for example, for information support through
visual information.

A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 15
 Hokkaido
Intellectual disability
Hokkaido Otaru High School for Special Needs Education Number of Number of
Department students classes
High school
■ Owner: Hokkaido
*As of April 2011
■ Location: 1-10-1, Zenibako, Otaru City, Hokkaido, 047-0261
■ Site area: 54,917m2
■ Building area: 7,976m2
■ Total floor area: 12,739m2
■ Structure and scale: Composite structure of steel and concrete
with frame construction. Three floors above ground
■ Construction period: Dec. 2009 – Mar. 2011

Key points adopted in the plan from the revised guidelines

■ Developing spaces conducive to the improvement of

vocational education in partnership with business
firms
■ Environmental consideration
■ Meeting educational needs of each child

School building designed with a view to

exchange with local residents to support
social independence of students
The school provides education to enhance basic
capabilities essential for vocational independence and
social participation and to develop practical abilities.
The coffee shop used for practical training of
vocational education is installed in the gallery
building that faces a residential area to make it easily
accessible for local residents. With a dedicated entrance and a wood deck, the coffee shop invites local residents.

School Layout
Because the school is built on
a ground that has a difference
in height, the front entrance is
on the second floor. Swimming
pool
Dormitory

Gym
Inner courtyard

Building Building
Entrance A C
for staff Building
B Building for Swimming
vocational Changing room pool
Entrance for education Machinery
Gallery building Hall
students room
Car parking
for staff Broadcasting Instrument
Residential area room storage

Dormitory

Multipurpose Gym
hall

Multipurpose Connecting corridor

room Teaching Teaching
material material
2nd-floor plan Teaching Preparation
material room room
Art
2nd graders
3rd graders

1st graders

Students’ room Changing Changing

meeting Science
room room
room room
Classroom

Classroom

Classroom

Changing Changing Changing Environmental Material

room room room Tailor practice Machinery
practice room
room room
Lounge Lounge Lounge
Changing Changing Changing Entrance Material room
room room room
Food storage
Multipurpose
room
Inner courtyard Confectionary
Preparation Preparation Preparation practice room
room room room
Anterior
Bathroom chamber Changing room
Home
economics Building Cooking Building Computer Building Material Multipurpose Building for
A room B room C room vocational
room
Care Sales Material education
practice practice room Life skill
Entrance for Entrance hall for Gallery building Multipurpose room room practice
students Library room Woodwork room 2
students
Coffee shop practice
Dust room Painting Material room
Entrance dedicated collector
Medicine
to the coffee shop Life skill
practice
Storage
room 1

16 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education
 Developing spaces conducive to the improvement of vocational education in partnership with business firms
Creating an environment for vocational education through exchange with local residents

Visually Impaired
Facilities for the
Deaf and Hard of Hearing
Facilities for the
(1) The coffee shop that appears to be a real shop has a
dedicated entrance to invite casual visits by local residents.

(2) In the coffee shop, students can

serve customers as part of their
Gallery building Home practical training
economics 3rd Cooking nd Computer st Classroom
1
room graders room 2 room
graders graders

Entrance for Entrance hall Library Multipurpose

students for students Entrance Coffee shop room

Intellectually Disabled
dedicated to
the coffee
Wood deck

Facilities for the

shop

School gate

Physically Disabled
Facilities for the
(3) A display space is set up in the gallery building that is visited by people (4) Equipped with movable partitions and audio equipment such as
outside of the school so that more people can see works made by students. microphones, the multipurpose room can be used as a meeting room. It is
also used for exchange with local residents.

Overall features of the facilities Under the policy of “demonstrate the display space connected to the coffee shop
students’ ability to live to people of the exhibits works of students of the life skill
Health Impaired
Facilities for the

Otaru High School for Special Needs
Education is a high school with vocational
courses for students with intellectual
disabilities. The school has courses for
students with mild intellectual disabilities
(a woodwork course, an environment and
distribution support course and a welfare
service course) and those for students with
relatively severe intellectual disabilities (a
life skill course and a life and home
economics course.) The school facilities
are designed with consideration to
disabilities of students to provide an
environment for a wide range of
vocational education.
community,” the school actively opens its
facilities to the communities, while
devising various ways to attract local
residents to the school.
Creating a school open to the
communities
The gallery building that faces a
residential area is designed for exchange
with the community. For example, there is
an entrance dedicated to a coffee shop to
enable direct access from outside. In the
coffee shop, students serve customers as
part of their practical training (1, 2). A
course and the life and home economics
course in large part. The exhibits are not
only eye-pleasing for visitors but also
attract orders for new production (3).
Equipped with movable partitions and
audio equipment such as microphones, the
multipurpose room is also used for
exchange with local residents. When the
coffee shop is open, students deliver coffee
to users of the room. This is a place for
interaction between students and local
residents (4).

A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 17
 Developing spaces conducive to the improvement of vocational education in partnership with business firms
Vocational training environment with future employment in sight

Entrance
Material room
Building for
vocational Food storage
education Multipurpose Inner
room courtyard Confectionary
practice room
Anterior
Bathroom chamber Changing room
Material Multipurpose
room
Material
Care Sales store
practice Life skill
practice room
room practice
room Woodwork
room 2
practice
Dust room Painting Material room
collector Medicine
room Life skill
practice
Storage
room 1

(5) All equipment used in work practice facilities (6) The sales practice room has both a lecture space
are of business specification with employment in and a practice space to ensure a good balance
sight. The school has a disinfection room to ensure between gaining knowledge and practice such as
strict hygiene control. cooking.

Environmental consideration
School building and education activities realizing the spirit of producer-consumer collaboration

(8) An electric board

before the entrance
explains photovoltaic
power generation in
addition to the output
of the solar panels.

(9) Lawn is planted all

over the premise to
promote greening.

(7) Woods produced in Hokkaido are used inside of the school building

The building for vocational education is
equipped with facilities to learn about the
service industry (e.g. sales practice room),
facilities to learn about nursing care (e.g.
care practice room) and facilities to learn
distribution management (e.g. distribution
practice room). In addition, the entire
school is used as a facility to learn
building cleaning (space for practice of
cleaning and environmental improvement).
Reviewing the conventional manufacturing
training, the school introduced equipment
for business use to the woodwork room
and confectionery practice room for Consideration to the environment
education activities with actual working
environments in sight (5). Surrounded by the sea, mountains and
The sales practice room has both a greenery, Otaru High School for Special
lecture space and a practice space so that Needs Education is an eco-friendly
students can practice in the practice space facility. From the perspective of
what they have learned in the lecture producer-consumer collaboration to
space, and after completing the practice, revitalize the local economy by utilizing
return to the lecture space for summing up local resources, the school uses materials
and review. This is a layout suitable for produced in Hokkaido including wood
students to deepen their understanding (6). inside the school building and bricks on
the outer walls (7). Materials produced in
Hokkaido are also used in sweets and other
products made by students as part of their
vocational training.

18 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education
 Meeting educational needs of each child
Classroom layout with clear zoning of activities

Visually Impaired
Facilities for the
(10) A set of classrooms, a restroom, a lounge and a
changing room are arranged close to each other to
Basic movement zone
Multipurpose make clear activity zones for students and help them
hall foresee the next activity.

Multipurpose
Teaching Teaching
material material
Teaching Preparation
material room room
Art
Students’ room
Science
meeting room
room

1st graders
2nd graders
3rd graders

Deaf and Hard of Hearing

Classrooms

Classrooms

Classrooms
Changing Changing Changing
room

Facilities for the

room room
Lounge Lounge Lounge

Changing Changing Changing

room room room

Preparation Preparation Preparation

room room room

Home Building Building Building

Cooking Computer
economics room
A room B C
room

Entrance
for Entrance hall Multipurpose
students for students Coffee shop
Library
room (11) There are lounges for students who wish to interact to
gather.

Intellectually Disabled
Entrance dedicated
to the coffee shop

Facilities for the

Solar panels have been installed on the Arranging classrooms with foresee the next activities and act calmly.
rooftop of the dormitory. An electric board consideration to disabilities (10). The lounge that is placed in the
before the entrance for students displays building of each grade has benches to
the power generation status to increase Giving consideration to students with provide a place for students to gather and
students’ concern about the environment autistic tendencies, a set of essential rooms interact during break and after school (11).
(8). Lawn is planted all over the premise to including classrooms, a restroom, a lounge
promote greening. This is also a place for and changing room are arranged close to
students to enjoy ball games (9). each other to make clear activity zones for
students, which defines the basic moving
range for each grade. Reducing

Physically Disabled
Facilities for the
environmental changes helps students

School’s Comment Committee’s Comment

It is only about nine months since the opening of the new school building but With the goal of assisting in the
local residents are highly interested in our school. There are many people who employment and working of high-school
are actively involved in the school by doing physical exercise with our students students with intellectual disability, the
Health Impaired
Facilities for the

or visiting the coffee shop, for example. In a questionnaire survey for school has created an environment for
customers of the coffee shop, we received advice concerning the service in extensive vocational education. This is a
addition to appreciation such as “I like their brisk motion” and “they look better model case for schools with the same
every time I come,” which encouraged our students. There are many hurdles purpose. The school provides a good
such as hygiene standard and price setting for opening a coffee shop, but this is example of facility design with exchange
the best way to have people of the community visit the school. For the future, with local residents in mind, especially
we are considering expanding the range of exchange by providing a place for in that a coffee shop facility used for
life-time learning such as woodwork class using the wood processing room. We vocational training is set in a place easily
wish to increase visitors by expanding the coffee shop to the entire gallery accessible for outside users and has a
building in the future. dedicated entrance. For students who
will live in their community after
graduation, it is important to increase
mutual understanding with local
residents in such a manner.

A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 19
 Tokyo
Tokyo Metropolitan Eifuku Gakuen Intellectual disability
Number of Number of
Physical impairment
Number of Number of
Department students classes Department children classes
Elementary
High school school
■ Owner: Tokyo Junior-high
*As of May 2011 school
■ Location: 1-7-28 Eifuku, Suginami-ku, Tokyo 168-0064 High school
■ Site area: 20,519m2 Total
■ Building area: 7,167m2
*As of May 2011
■ Total floor area: 16,818m2 *Number of children and classes of
■ Structure and scale: Composite structure of steel and concrete with frame construction. Four floors above multiple impairments in parentheses
ground (included in total)
■ Construction period: Jun. 2006 – February 2007 (conversion: area of the vocational skill department)
Oct. 2007 – Feb. 2009 (new construction (1st and 2nd floor: area of the physically impaired student
education department) (3rd floor: area of the vocational skill department), gym and indoor swimming
pool)

Key points adopted in the plan from the revised guidelines

■Developing spaces conducive to the improvement of

vocational education in partnership with business
firms
■ Responding to the increasing number of children in
schools for special needs education
■ Improving the learning and living spaces
■ Responding to the revision of the Courses of Study

Teaching in collaboration with citizen

instructors in training rooms simulating actual
working place
The school building of an abolished high school
was converted into a high school of vocational skill
courses for students with mild intellectual disabilities.
For students who aspire to work in a company, the
school provides a building cleaning course, a logistics
course, a food course and a welfare course
corresponding to their technical subject. The school
building houses vocational training rooms simulating
working environments such as a coffee shop and Students learn how to sell and serve customers in a coffee shop in the school.
logistics warehouse.

School Layout

Kanda River

Main gate

Entryway

New building (1st and 2nd floor: area of education

for physically impaired students)
(3rd floor: vocational skill area) Converted building (area
for the vocational skill
department)

Field

Swimming pool
Gym Entryway

Area for shared use

Conversion
New construction

20 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education
 Developing spaces conducive to the improvement of vocational education in partnership with business firms
Practical room of each course is designed simulating “workplace”

(2) The logistics training

Visually Impaired
Facilities for the
room for 3rd graders is
designed in the image of
a distribution center of a
business firm. The room
has an entrance of the
right size for a truck bed
so that students can
exercise carrying goods
in and out.

(1) To ensure teaching according to the stage (basic,

progressive and application), each course has two practical

Deaf and Hard of Hearing

training rooms. The logistics training room used by 1st and
2nd graders is designed for learning basic operations.

Facilities for the

(3) The kitchen of the food Wood floor
course has enough space
for dividing the cooking
and washing areas to create
an environment similar to
their future workplace.
Carpet

(5) The floor of the welfare

training room is carpeted so
(4) The unit bathroom in the welfare training that students can learn
room that is made like a hotel room has a different cleaning methods

Intellectually Disabled
window to enable teaching while checking how depending on the material.
the student is cleaning the inside.

Facilities for the

Responding to the increasing number of children in schools for special needs education
Ensuring sufficient space and necessary number of classrooms

(6) The classrooms of the vocational skill department

are two-thirds the size of the high-school classroom
before the conversion (two rooms’ space is divided
into three) to ensure sufficient space and a sufficient
number of classrooms.

Physically Disabled
Facilities for the

Overall features of the facilities
Eifuku Gakuen is a school for special
needs education consisting of a high
impaired students in the new building, the the other is designed keeping in mind their
living environment is improved by future workplace environment. The latter
ensuring spaces for placing wheelchairs has an environment more similar to the
while at the same time giving actual working environment of companies
Health Impaired
Facilities for the

school vocational skill department for
students with mild intellectual disabilities
and elementary, junior-high and high
school departments for students with
physical impairments. The building of the
vocational skill department is converted
from a high-school school building and
has practical rooms for vocational training.
With a goal of 100% employment of
students after graduation, the school
provides professional education in
collaboration with citizen instructors. In
the area for education of physically
consideration to smooth traffic in in order to reduce students’ “puzzlement
corridors, for example. The gymnasium for due to their lack of experience” after
shared use is designed barrier-free and joining a company. In these rooms students
equipped with a hearing-aid system to receive practical training according to their
make it friendly to all users. stage (basic, progressive and application)
(1).
Designing vocational training room of The practical room of the logistics
each course with actual workplace in course has a space similar to an actual
mind distribution center with high ceiling that
enables a truck to pull up alongside.
Each course has two practical rooms.
One is for vocational training where
students can learn basic operations while

A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 21
 Improving the learning and living spaces
Learning and living spaces designed to be easy to use for everyone

(7) The stage in the gym has

ramps on both sides for children
who use a wheelchair to go up on
the stage.

(8) An infrared hearing-aid system is

installed for children with hearing
impairments

Special
classroom

Corridor

Classroom Classroom Classroom

(10) Small spaces like the lobby are created at the side of
(9) In the new building, there is a space for wheelchairs in a corner of a corridor in the area for stairs of the shared area and other places. The bright and open
the physically-impaired children education, in a way not to interfere with traffic. spaces are used for workshops and presentations of
vocational training and extracurricular activities.

A wide space is created for division of
labor according to the goods handled (2).
The kitchen of the food course is designed
to divide the cooking and washing areas so
that students can practice in an
environment similar to the kitchen of a
company cafeteria (3).
The building cleaning course gradually
widens the area to clean from the practical
room eventually to the entire school
building.
Both wood and PVC sheeting are used for
corridors in the school, and the floor of the
welfare learning room is carpeted so that
students can learn different cleaning skills
depending on the floor material. The unit
bathroom has a window to enable teaching
while checking the condition of the inside
(4, 5).
Space of the classrooms was reviewed
in the conversion
Classrooms of the area for vocational
skill department are designed to ensure
sufficient space and a sufficient number
for the students. Two classrooms for 40
students were divided into three rooms (6).
Gym that is easy to use for anyone
The stage in the gym has ramps on both
sides for children who use a wheelchair to
go up on the stage (7). An infrared hearing
aid system is installed for children with
hearing impairments (8).

22 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education
Responding to the revision of the Courses of Study
Improving the environment for exercise

(11) The gym is air-conditioned so that

Visually Impaired
Facilities for the
children who have difficulty in temperature
control can safely participate in physical
exercise and events

Deaf and Hard of Hearing

Facilities for the
(12) Mirrors and whiteboards are useful to give
instructions about the positions and movements
when playing sports.

Because facilities such as the field and the
gym are often used as life-long sports
facilities for graduates, the gym has an
entrance for external users.
The gym also has a restroom that can be
used from the field side.
Ensuring wheelchair bay with traffic
line in mind
Because one child uses multiple
wheelchairs (e.g. for indoor, outdoor,
eating) it is necessary to prepare a space
Intellectually Disabled
Facilities for the
children. In the new building, there is a Improving physical activities
space for wheelchairs in a corner of a wide
corridor in the area for education for The gym is air-conditioned so that
physically-impaired children, in a way not children who have difficulty in
to interfere with traffic (9). temperature control can also safely
participate in physical exercise and events
Efficiently using small spaces (11). Mirrors and whiteboards attached to
the walls are used for giving instructions
Small spaces like the lobby are created about the position in sports, checking body
at the side of stairs of shared area and movements and other purposes during
other places. The bright and open spaces learning activities (12).
are used for workshops and presentations
of vocational training and extracurricular

Physically Disabled
for more wheelchairs than the number of activities (10).

Facilities for the

School’s Comment Committee’s Comment

The vocational skill department and the physically impaired The conversion of the school building that
student education department have different roles but fulfill a enabled vocational education in partnership with
Health Impaired
Facilities for the

shared mission to meet the needs of their children in collaboration business firms is a good example of high schools
among the teacher and external human resources and experts. for students with mild intellectual disabilities.
We received advice from business firms for the design of the Careful consideration to create a training room
training rooms of the vocational skill department. After the opening environment similar to an actual working place
of the school, we invited citizen instructors from outside to the further enhances the educational effect.
training rooms to teach students vocational and communication A coffee shop could be opened in a place on the
skills necessary in the workplace. Students vigorously tackling 1st floor that is more accessible for local residents.
vocational training also inspire future students who visit the school.

A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 23
 Ishikawa Prefecture
Ishikawa Prefectural School for Students Physical impairment Intellectual disability
Number of Number of Number of Number of
Department children classes Department children classes
with Special Needs Elementary
school
Elementary
school
Junior-high Junior-high
school school
High school High school
■ Owner: Ishikawa Prefecture
Total Total
■ Location: 1-1 Ri, Minamimorimoto-machi, Kanazawa City,
*As of May 2011 *As of May 2011
Ishikawa Prefecture, 920-3116 *Number of children and classes of *Number of children and classes of
■ Site area: 52,156m2 multiple impairments in parentheses multiple impairments in parentheses
■ Building area:13,980m2 (included in total) (included in total)
■ Total floor area: 20,233m2
■ Structure and scale: Composite structure of steel and concrete
with steel-reinforced concrete and frame construction. Two
floors above ground
■ Construction period: Oct. 2004 – Mar. 2006 (1st construction)
Oct. 2006 – Mar. 2008 (2nd construction)

Key points adopted in the plan from the revised guidelines

■ Meeting educational needs of each child
■ Improving the learning and living spaces
■ Improving the functions as a center for special
needs education and the promoting community
exchange activities

Facilities that enable flexible response to

varied learning contents and styles

Classrooms have movable partitions and storage

spaces to create spaces for flexible response to
diverse educational activities including teaching Movable partitions are opened to create a large space for flexible response
to group learning.
one-on-one and in groups. The facilities are designed
to support children’s independent learning and School building for mentally impaired Community support building
fulfilling school life through diverse activities. children (north building) School building for physically
impaired children (north building)
School building for physically
Life experience building impaired children (middle building)
Big School building for physically
Job practice building Gym impaired children (east building)
Administration
building
School Small gym

Layout
Intellectual disability
School building for mentally impaired Physical impairment
children (middle building)
Shared use

Kanazawa
Field A School building for physically
Medical Center
School building for mentally impaired impaired children (south building)
for Children
children (south building)
Field B

1st-floor plan Big Gym

Community support
building
Bath canopy
Music
room
Reception Principal’s
Meeting room
Infirmary

room office
Life experience Machinery
Rest room A ES
Restroom

building room Ramp Study

Office Front entrance room1

Science Manual Restroom

Entrance Art room Storage A ES
Individualized room
Food Restroom Care Common Storage learning room
art room 5-1
Multipurpose room for
processing room parents

room Anterior Inner

chamber
courtyard
Rest room
Small Gym Entrance hall Tennis court A ES
Individualized
Playroom Playroom 4-1
Workshop learning room
Job practice building

1 Restroom A ES
2·3-4
Rest room Rest room A ES 3-4
Inner A ES A ES 2-2 Care room A ES
Restroom
B ES Restroom A ES
Music Art Manual B ES B ES B ES
B ES courtyard 2-1 1-2 2-3 3-1
3-3
1·2-2 3-2 Storage
Workshop room room art room 2·3-3
1-1 2-1 2-2
4-4 Storage
2 Independence A ES
Inner courtyard Dining room Changing activity room 3-2
room
Inner courtyard
Restroom Kitchen
Swimming
pool Shower Room for learning
Windbreak room through senses Storage
Rest room Changing
A ES A ES A ES
room A ES A ES
B ES B ES B ES B ES Warm tub A ES A ES Study 4-2 5-2
B ES B ES South Windbreak 6-4 Restroom 4·5-5
B HS B HS B ES Rest room 4-3 4-2 4-1 3-1 6-2 6-3 room2 4-3 4·5-4
Craft room 2-2 5-1 5-2 entrance room 6-5
2-3 6-1
Administration
Building for education for the building Building for education of the ES: Elementary School
mentally impaired physically impaired HS: High School

24 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education
 Meeting educational needs of each child
Versatile class rooms and an independence support room designed with an approach of learning through
movements and senses

Visually Impaired
Facilities for the
Corridor

Storage
space

Accordion
curtain or wall

(2) A 3.5m-wide and 2m-deep storage

space for teaching materials and aids is

Deaf and Hard of Hearing

created between two classrooms and can
accommodate large learning tools.
(1) For lessons and group activities for which

Facilities for the

Classroom Classroom Restroom Classroom
many children in wheelchair gather, two rooms
are used as one large space by opening the
movable partition in the center. A curtained Balcony
space in each classroom provides a separate
space that is used for changing or
individualized learning (4) Each classroom of the
elementary school lower grades
has a restroom for use by
children anytime they need.

(3) There is a hand-wash station in

each classroom to teach children
to wash hands and gargle after
outdoor activities, which is

Intellectually Disabled
effective to prevent infection.

Facilities for the

Physically Disabled
Facilities for the
(6) The room for learning through senses creates a
space to help children feel the external world
(5) The independence activity room that provides support according to the condition of the impairment through stimuli such as light, sound, smell, vibration
is equipped with attachments to attach swing play equipment. and touch.

Overall features of the facilities
The facility is divided into the building
for education of the physically impaired
Versatile and user-friendly classrooms can accommodate large learning tools (2).
There is a hand-wash station in each
Classrooms are designed to form one classroom to teach children to wash hands
unit by two rooms. By opening the and gargle after outdoor activities, which
Health Impaired
Facilities for the

and the building for education of the
mentally impaired. At the center, there is
an administration building with shared
facilities such as an entrance, dining hall
and small gym. Classrooms are equipped
with storage spaces and movable partitions
to enable diverse education activities.
The entire school is carefully designed
to make it barrier-free. Restrooms and
hand-wash stations are also designed
giving consideration to different
impairments and physical sizes.
movable partition in the center, the two is effective to prevent infection (3).
rooms can be used as one large space, Each classroom of the elementary
which enables flexible teaching according school lower grades has a restroom for use
to the group and the content of learning. A by children anytime they need (4).
curtained space in each classroom provides
a separate space that can be used for
changing or individualized learning (1).
There is a storage space between
classrooms to facilitate preparation of
teaching materials and aids. The large
space of 3.5m in width and 2m in depth

A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 25
 Improving the learning and living spaces
Giving consideration to exchange among children and the difference in impairment and physical size

(7) At lunch time children of both departments gather in the dining hall.

(8) The entrance hall shared by the two departments spreads in front of the entrance.
Benches are placed in the hall for exchange, while taking into consideration traffic lines.

(9) Restrooms are equipped with a

sink to wash away dirt.

(11) Corridors are 3.5m-wide so that wheelchairs placed in front of the classrooms
do not hinder traffic.

(10) Hand-wash stations in corridors are installed at two height levels considering
the use of wheelchairs and the difference in physical size. A large open space is
under the wash-basins to enable access in a wheelchair.

Improving facilities to support The room for learning through senses stories at the center of the school are
independence activities has equipment that stimulate through light, spaces for spontaneous interaction by
sound, smell, vibration, touch, etc. to help children of the two education departments
The school has a room for independence children feel the external world. Children (for the mentally impaired and for the
activity and a room for learning through who did not react much to stimuli from the physically impaired). The entrance hall has
senses to help independence and sense environment gradually increase their benches and sofas where children enjoy
activities of children with physical response by doing activities and receiving conversations with friends and teachers
impairments and children with severe stimuli in the room (6). during break after lunch and after school
multiple handicaps. (7, 8).
The room for independence activity is Designing facilities with Restrooms are carefully designed to
equipped with swing play equipment, accommodate disabilities: they are wide
consideration to the impairments and for easy entrance and exit in wheelchairs
trampolines and balance balls for activities physical sizes of children
to produce a proper balance of the senses and are equipped with a shower room and
(sensory integration) (5). The school is a sink to wash away dirt, for example (9).
The dining hall where all children of the Hand-wash stations in corridors are
proposing improvement and development
school gather for lunch and an open installed at two height levels considering
of aids in partnership with manufacturers.
entrance hall with a well hole through two the use of wheelchairs and the difference

26 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education
Improving the functions as a center for special needs education and the promoting community exchange activities
Regional support room to offer consultations from teachers and parents in the region

Visually Impaired
Facilities for the
Dedicated car parking

To main gate
Dedicated
entrance

Staff room One-on-one

teaching room
Playroom
Special support
(12) Regional support building is built resource room Examination
Restroom
(13) From the counseling room you can look
independently from the school buildings and room into the one-on-one teaching room through a

Deaf and Hard of Hearing

has an entrance directly accessible from one-way mirror, which enables consultations
outside. Six dedicated staff members are while observing the child’s activities.
Regional support

Facilities for the

assigned to the staff room. School building for the
building
physically impaired:
north building

(14) The building houses a playroom to

enable consultations while engaging with the
children.

in physical size. A large open space is
under the wash-basins to enable access in
wheelchairs (10).
Corridors are 3.5m-wide so that
wheelchairs placed before classrooms do
not hinder traffic (11).
Intellectually Disabled
Facilities for the
Regional support room to respond to that houses the regional support room is
consultations built independently from the school
buildings and has a dedicated entrance to
The school has a regional support room protect privacy. Six dedicated staff
offering consultations so that it can fulfill members are assigned to the staff room
the function as a center of special needs (12).
education in the region. In addition, it The building also houses a playroom, a
provides information to kindergartens, counseling room and a one-on-one
schools and parents in the communities teaching room to respond to consultations
through dispatched lecturers and while engaging with the children (13, 14).

Physically Disabled
Facilities for the
workshops. The regional support building

School’s Comment Committee’s Comment

The school opened the department of education for the The school is a good example of combining special
physically impaired in April 2006 and the department of needs education for the mentally impaired and that for the
education for the mentally impaired in April 2008. This is the physically impaired. Ishikawa prefecture has many
first school to combine the two functions in the prefecture. specialists in rehabilitation whose experience and
Barrier-free Promotion Studio of the Ishikawa Prefectural knowledge were used in the design of the school. In order
Health Impaired
Facilities for the

Rehabilitation Center gave us full support to design the
facilities to be easy to use for anyone regardless of disability,
physical size and other conditions. Classrooms designed for
multiple uses with storage and movable partitions are highly
appreciated by our teachers as well.
The school is making a strong effort to fulfill its function as
a center of the community. Our community support room
receives over 3,000 consultations in annual total through
visits, telephone and fax. We are surprised by the strong needs
and at the same time feeling a sense of responsibility.
to create an education environment for children with
disabilities to study and live easily, it is necessary to
assume certain mental and physical characteristics of the
children at the time of planning and design. The
experienced rehabilitation center of the prefecture
supported this difficult task and the design staff also took
full advantage of the location.
Increased size and upgrading of space give rise to the
problem of the increased use of energy for
air-conditioning and lighting. This is one of the key
challenges of complex facilities and requires careful study
at the time of planning.

A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 27
 Nagano Prefecture
Intellectual disability Physical impairment
Inariyama Special Education School Department
Number of Number of
Department
Number of Number of
children classes children classes
Elementary Elementary
school school
■ Owner: Nagano Prefecture Junior-high Junior-high
school school
■ Location: 1795 Notakaba, Chikuma City, Nagano Pref. 387-0022 High school High school
■ Site area: 25,521m2 Total Total
■ Building area: 9,475m2 *As of May 2011 *As of May 2011
■ Total floor area: 14,461m2 *Number of children and classes of *Number of children and classes of
■ Structure and scale: Composite structure of wood with steel and multiple impairments in parentheses multiple impairments in parentheses
concrete. Two floors above ground. (included in total) (included in total)
■ Construction period: Jan. 2004 – Mar. 2007

Key points adopted in the plan from the revised guidelines

■ Improving the learning and living spaces

■ Developing spaces conducive to the improvement of
vocational education in partnership with business
firms
■ Environmental considerations

Warm wooden building for learning is

constructed using materials produced in the
prefecture

An environment is created for children with

disabilities to learn together and support each other.
Children’ voices and soft footsteps resonate in the
wooden school building lavished with the larch of
Nagano as if they are walking in a forest. The wooden school building was built using bountiful larches produced in the prefecture.

School Layout 1st-floor plan

Instrument Bicycle
storage parking Field
West car
parking
building
Gym

classroom
building
North

Arena

Restroom accessible
Small meeting Broadcasting

from outside
Field Cooking
room

room I Changing
Gym Changing room
Playroom
building room

Elementary school
Office
Prefectural highway Nagano-Ueda line

room

Block 2 classroom East car

Elementary school
Block 2 classroom
parking
North classroom
Entrance

Swimming
building pool
Platform

classroom
building

Administration
Middle

Staff Printing
building Swimming room room Dining
pool Principal’s room I
office
Meeting
Middle classroom Waste
Administration

room Elementary Elementary Junior-high dump

Medical school
building school school
building

Infirmary care room Block 3 Block 3 Block 3 Inariyama

Approach classroom classroom classroom Medical
road Welfare
Inariyama Elementary Junior-high Center
Special classroom Medical school school
Block 3 Block 3
processing

building Welfare Woodwork classroom classroom

Juice

South classroom room

processing
Cooking

Center
room II

building
Jam

Kiln
room Ramp
Dining
center room

room II
Support
through the senses
Room for learning

Laundry Elementary
building
South

High school High school school

classroom

Dormitory
building

classroom
Special

classroom classroom
High school

High
classroom
Science
room

school
classroom

South car Service Staff Room for

parking room room meeting and
dining

Kitchen
Dormitory

Playroom

28 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education
 Improving the learning and living spaces
Design ingenuities in the spacious wooden school buildings

Visually Impaired
Facilities for the
Deaf and Hard of Hearing
Facilities for the
(2) Panel heater covers in the corridors are used as benches
for waiting during activities and exchange among children

(1) Classrooms have a double door with a 2.7m opening through which two wheelchairs can easily
pass each other. Transparent acrylic boards through which one can see the opposite side are set beside
door handles in order to prevent collision of children. Acrylic boards are also set at adult eye level so
that teachers, etc. can see the situation in the room without diverting the children’ attention.

(3) Corridor walls can be used as display space. Works of
children and activity photos are displayed at the eye level
of children in wheelchairs for looking back on daily
activities.
(4) A vaulted ceiling that looks like
assembled branches creates an
atmosphere as if you are in a forest.
Intellectually Disabled
Facilities for the
(5) Benches are placed in the entrance so that parents and
teacher members can sit beside children and assist them
in removing and wearing shoes with ease.

Physically Disabled
Facilities for the
(6) The school has a
stairway with two
handrails set several
dozen centimeters apart
from each other for (7) Classroom signs are designed with
walking exercise. the color and the mark of the building to
help children find where they are.

Overall features of the facilities The wooden school buildings made of wheelchairs can easily pass each other.
larch produced in the prefecture are Transparent acrylic boards through which
Health Impaired
Facilities for the

Nagano Prefecture Inariyama Special
Education School formulates its
curriculum based on three Blocks for each
of the elementary and junior high schools
and three courses of the high school. The
layout and zoning of its school buildings
are planned corresponding to the Blocks
and courses. The design of each classroom
is appropriate to the Block or course. For
example, classrooms of the Block for
children who need total assistance (Block
3) are equipped with a floor heating
system.
spacious and equipped with furniture such one can see the opposite side are set beside
as benches and rockers and room name door handles in order to prevent collision
plates according to the characteristics of of children. Acrylic boards are also set at
the children. the adult eye level so that teachers, etc. can
see the situation in the room without
Relaxing space with warmth diverting the children’ attention (1).
The wooden school buildings with
warmth are spacious to provide comforts
to children.
Classrooms have a double door with a
2 . 7 m o p e n i n g t h r o u g h w h i ch t w o

A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 29
 Improving the learning and living spaces
Designing good living spaces including classrooms and restrooms

Waste
dump

Junior-high
school Junior-high
Block 3 school
classroom Block 3
classroom
Elementary Elementary
school school
Block 3 Block 3
classroom classroom

Elementary
school
Block 3
Dining classroom
room I
Medical
care
room
Restroom for Restroom for
(9) Restrooms are equipped with several
the teacher the teacher types of toilets including one for ostomates
(8) Classrooms for children of Block 3 are two times larger than classrooms and one for infants as well as a bed for
used by children of other Blocks in consideration of more activities in assistance. Entrance is through a sliding
wheelchairs. The rooms are equipped with floor heating and hooks for door and not a curtain.
hanging play equipment.

Developing spaces conducive to the improvement of vocational education in partnership with business firms
Designing work-related rooms to support social independence of children

(10) The laundry room has a front desk in addition to laundry equipment for (11) The woodwork room is equipped with wood processing machines that are
business use so that children can exercise the full line of operations of a laundry typically used in craft centers. It is designed with a large floor area to ensure a
shop. The floor finish is water resistant considering the use of water. wide space between machines for safety reasons.

Panel heater covers in the corridors are Ingenuities to support children’s Designing classrooms giving
used as benches for waiting during activities consideration to activities of children
activities and exchange among children with severe impairment
(2). The large walls of the corridors can be Benches are placed before the
used as display space. Works of children shoeboxes in the entrance so that children Classrooms for children of Block 3 are
and activity photos are displayed here for can remove and wear shoes with ease. two times larger than classrooms used by
looking back on daily activities (3). Parents and teacher members can help children of other Blocks in consideration
A vaulted ceiling that looks like children easily as well (5). The school has of more activities in wheelchairs. The
assembled tree branches creates an a stairway with two handrails set several rooms are equipped with floor heating to
atmosphere as if you are in a forest (4). dozen centimeters apart from each other ensure comfort in relaxed activities
for walking exercise (6). without wheelchairs also in winter. The
Classroom signs are designed with the ceiling has hooks for hanging play
color and the mark of the building to help equipment (8).
children find where they are (7).

30 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education