UDL OF OUR CAFETERIA

Daniel Mango, Jennifer Pallotta,

Barbara Scordo, Jordan Sicknick,
& Anna Snyder
 Limitations of a “typical” school cafeteria
Enter/Exit Door

● One heavy, single door

○ Fire hazard
○ Wheelchair users have difficulty
○ Bathroom is only accessed through door

Pathing of students - Lanes of movement

● Students immediately line up for food upon entering

○ Entrance gets blocked
○ Can’t view the available food options
○ Foot traffic interferes with students who are eating
 Limitations of a “typical” school cafeteria
Tables

● Rectangular tables with benches attached

○ Heavy, immoveable
○ Students with disabilities (physical impairments, wheelchair, crutches)
○ Hard wooden seat, with no back rests
● Students sit by homeroom
○ Students can’t socialize with other friends from other classes
● Tables are set close to each other
○ Aisles are narrow
 Limitations of a “typical” school cafeteria
Blank white walls

● No colors - creates an uninviting atmosphere, no expression or school pride.

● No posters - shows no creativity, interests, involvement in the community,
upcoming events (inside and outside school), shows, or town functions.
● No Cultural symbols. (flags, town/city/state symbols)
● No University paraphernalia. (banners, sweatshirts, letters)
 Limitations of a “typical” school cafeteria
Windows

● Large, glass windows.

○ Do not open
○ Traps scents, heat
○ No shades or blinds

Ceiling

● Built in lights, with no dimmer

● Small built in ceiling fan
 Limitations of a “typical” school cafeteria
● Doors
○ Heavy
○ Narrow
○ Push/Pull may be an issue
● Bathrooms
○ Typically no entranceway to bathrooms
in cafeteria
○ Must leave the cafeteria
■ Students may roam hallways and not
return back to the cafeteria
 Limitations of a “typical” school cafeteria
Uncomfortable Areas

● Long rectangular tables

○ Benched seating
○ Students sit directly next to each other; little room to move around
○ No back support
○ Limited passing between tables
○ Students with disabilities - sit at sides
■ Segregating
● Noise Level
○ Too loud
● May cause...
○ Anxiety
○ Frustration
○ Misbehavior
○ Claustrophobia
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 Goals for the modified cafeteria
1. Movement with ease- Students should be able to move around the
cafeteria easily and without incident

*Overall goal is to make the cafeteria movement flow smoothly, allowing

students access to necessary items/areas, while also allowing for easy
monitoring of students in this area.*

● Improved Layout
● Wider doors
● Movable tables and chairs
● Multiple food lines
 Goals for the modified cafeteria
2. Minimizing distractions- Because the cafeteria is a high traffic spot in a
school, areas should be arranged in order to keep distractions at a
minimum and allow for sections where students can have a calming place
during lunch time

*Overall goal is to designate spaces for students to have a safe, calming and/or
quiet area within the cafeteria area.*

● Break-out rooms
● Study rooms/areas
● Courtyard access
● Activity/game center
 Goals for the modified cafeteria
3. Maximizing access- If students have better access to things in the
cafeteria, it will be a much more calming and inviting setting for all
students

*Overall goal is to give students access to necessary tools, materials, places,

and/or table setting in order to make an effective cafeteria setting.*

● Bathrooms access
● Better/flexible table settings
● Integrating technology to effectively convey information
● Student “kitchen” or “heating” center
 Goals for the modified cafeteria
4. Inviting Atmosphere- The space of the cafeteria should be an inviting
space, displaying colors, banners, and school spirit

● Large windows
● Soft lighting
● Bright inviting colors on the wall
● School spirit/information bulletin boards
● Community information boards
● Cultural appreciation boards
● Student work/accomplishments
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 Modification to the Cafeteria
Layout: Movement with Ease, Maximizing
Access, and Minimizing Distractions

● Separate entry and exit with automatic

sliding doors (4.1, 8.3)
● Two lines for food to reduce traffic (4.1)
● Include smaller, round tables that are
more widely spaced (4.1, 7.1,8.3)
● Easy access to trash cans, microwaves
and bathrooms (7.3)
 Modifications to the Cafeteria
Rationale for Ease of Movement and Physical Access Changes

● Access for students in wheelchairs or with other physical

impairments (4.1, 4.2)
○ Automatic sliding doors obviate assistance and don’t impede traffic
○ Kiosk ordering, two lunch lines, and multiple places to dispose of garbage reduces traffic
○ Chairs are not attached to tables
○ Smaller, movable tables with plenty of space between opens the floor plan
○ Clear space around microwaves
○ Bathrooms accessible from cafeteria
○ Supplies, garbage, and microwaves are kept in fixed locations
○ Even floor surface
■ Sliding door tracks are flush with the ground or absent
■ No buckling brick, etc., in courtyard.
 Modifications to the Cafeteria
Rationale for Minimizing Distractions and Social Access Changes
● Access for students who have impaired communication or emotional
disturbance
○ Smaller tables create smaller groups (4.1, 7.1, 7.3, 8.3)
■ Some students more comfortable with a smaller group
■ Lower noise level
○ Round tables (4.1, 7.1,8.3)
■ Easier to communicate face-to-face with all conversants
■ Radial seating provides more elbow room
○ Chair are feet muffled to keep the noise level down (4.1)
○ Open floor plan and smaller tables (4.1, 7.3)
■ Teachers can move through the room and diffuse problems or remind students of
behavioral expectations
○ High top tables (4.1, 7.1)
■ Take a break from sitting down
 Modifications to the Cafeteria
Food inclusion:
● Microwaves and sinks (7.1, 1.3)
○ For students who prefer to bring lunch
○ Braille or spoken prompts

● Some tables designated as peanut free (7.1, 7.3, 8.3)

○ Spaces where students with peanut allergies can eat without
worry.
○ Any students with/without an allergy can sit together at these
tables as long as they did not bring peanuts to limit exclusion
 Modifications to the Cafeteria
A space for everyone:
● Breakout room (6.2, 7.1, 7.3, 9.2, 9.3)
○ Quiet room to study, relax, and
decompress
○ Computers, desks, comfy chairs,
and books.
● Activities center (4.1, 7.1, 8.3)
○ Shelves where cards and games are
kept to be enjoyed during lunch.
● Courtyard (4.1, 7.1, 8.3)
○ Outdoor seating for fine weather
dining
 Modifications to the Cafeteria-Explanation
Breakout room:
● Self regulation space/retreat
(emotional disturbance and
autism)
● A place for quiet study or
reading
● Low background noise space
where people who are hard of
hearing or have auditory
processing disorders can
converse more easily
Activities center:
● Decompression/outlet
● Opportunity to take a break
and switch activities for
students with ADHD or
emotional disturbance.
● Bonding and building social
skills (emotional
disturbance or autism)
● Increase engagement with
school
Courtyard:
● Natural sunlight and
outdoor sounds
● A place where you don’t
have to use your “indoor
voice.”
● Connection with other
student activities
(gardening) encourages
engagement
 Modifications to the Cafeteria-Explanation
Using the Cafeteria Options Responsibly:
● Routines and behavioral expectations laid out clearly at the
beginning of the year (9.1)
○ Reminders posted in cafeteria.
● Use the options available to reach individual social goals (6.1)

● Strategizing and Planning (6.2, 9.2, 9.3)

Kiosks (4.1, 4.2, 5.1, 7.1)
Modifications to the Cafeteria
● Varied navigation for ordering food
○ Encourages choice/autonomy
● Quick: do not have to stand in line
● Option for communication

Smart Board/Electronic Message Boards (1.1,1.2, 1.3, 5.1)

● Displays menu, time, school announcements, etc.

● Visible to all students in room
● Large print
● Reduces use of loud microphones

Keypad payment (4.1, 4.2, 5.1, 7.1)

● Each student uses individual ID # to pay for food

● Quicker than cash
● Keeps financial privacy for free/reduced lunches
 Modifications to the Cafeteria
Atmosphere
● Lighting (1.3, 7.3)
○ Add dimmers, so the space is less of a
sensory overload
● Colorful (1.1, 8.3)
○ Fun for engagement, but not too
bright for sensory overload
● School spirit (1.1, 5.1, 6.1, 7.2, 8.3, 9.1)
○ Hang pictures of students, teams,
graduating classes, and community
involvement to promote school pride
and unity
 Modifications to the Cafeteria
● Collegiate flags, high school
courses, & career information
(1.3, 5.1, 6.1, 6.2, 7.1, 8.3, 9.1)
○ Never too early to start educating
students about their options and
opportunities, so they can start
setting goals for themselves
● Cultural diversity (7.2, 8.3)
○ Once a week, provide a different
culture’s signature dish as an option
for lunch
○ Provides students an opportunity to
learn about different countries and
cuisines
○ Promotes diversity