BUILDING BULLETIN 77
Designing for Pupils with Special Educational Needs and
Disabilities in Schools
Revised and updated 2005
department for
education and skills
The education of children with special educational needs is a key challenge for the nation. It is vital to the creation of a fully inclusive society in which all members see themselves as valued for the contribution they make. We owe children – whatever their particular needs and circumstances – the opportunity to develop to their full potential, to contribute economically, and to play a full part as active citizens.
David Blunkett, Secretary of State for Education and Employment, Meeting Special Educational Needs: A Programme of Action, DfEE, 1998.
Inclusive design:
• places people at the heart of the design process • acknowledges human diversity and difference
• offers choice where a single design solution cannot accommodate all users; • provides for flexibility in use
• aims to provide buildings and environments that are convenient, equitable and enjoyable to use by every one, regardless of ability, age and gender
Audience
This guidance is relevant for all local education authorities, diocesan boards of education, school governing bodies, non-maintained schools, charities or charitable trusts and independent schools.
This information is written mainly for providers, education advisers, architects, designers and building contractors on school–building projects. It may also be of assistance to head teachers and their staff.
Scope
This building bulletin supersedes the previous edition of Building Bulletin 77: Designing for pupils with special educational needs, Special Schools. It sets out guidance which applies to all schools in England where there are likely to be pupils who have special educational needs and disabilities. It provides information for those involved in building new school accommodation, or adapting, modifying and/or extending existing premises. Its audience includes:
• all local community schools with or without specialist facilities or with additionally resourced provision (LEA-maintained or voluntary-aided)
• independent schools and academies (state-funded independent schools)
• non-maintained schools, charities or charitable trusts which provide education
• all special schools, day or residential, co-located or stand-alone community special schools, (LEA-maintained or voluntary-aided), as well as non-maintained schools run by charities or charitable trusts and independent special schools
This guidance may also be relevant for the responsible body with oversight for pupil-referral units, learning-support units or education centres.
How to use this document
The introduction sets out the current context for pupils who have special educational needs in all schools.
Part 1 describes the key issues which designers need to understand when commencing a project. It outlines the legal framework and educational context for this.
Part 2 provides general information about the main categories of special educational need and describes the ways in which provision can be made to meet these.
Part 3 covers how LEAs’ strategic planning will assist in the decision-making and briefing processes to meet local needs. The different types of educational provision are then discussed more fully.
In Part 4, guidance and briefing information is given. It emphasises the need to design accommodation which enhances pupils’ access to a broad, balanced and relevant curriculum that is also age-appropriate at each phase of education in all schools. The whole-school approach is adopted for overall school planning and site development. There follows briefing for accommodation, using an elemental
construct. This allows for each element to be used in any setting.
Part 5 gives practical and technical advice to assist in achieving best value.
Part 6 summarises advice on project-planning. It sets out typical model schedules for different types of special school.
Part 7 will contain case studies which show designs for the future (note that these are not included in this consultation document).
The following sections will provide an initial briefing or quick guide to the information contained in this building bulletin:
Introduction: Setting the scene
1.1 Key Issues- understanding SEN and access to learning 2.1 Special Educational Needs by type and provision (first page) Summary notes for Parts 1, 2 and 3
3.1 Policy and planning
3.2 Different types of provision 4.1 Project briefing
4.3 Arrival, departure and circulation 4.4 Teaching and learning spaces 4.5 General teaching spaces 4.1.1-3 Outdoor spaces
4.14 Pupils’ toilets, hygiene and changing areas 6.1 Project planning:
6.2 Typical model schedules
The intermediate sections give further information and guidance for detailed reference.
Contents
Introduction: Setting the scene
1 Context
1.1 Key Issues: understanding SEN and access to learning 1.2 Understanding SEN and disabilities, the legal framework
and their impact on design
2 Special educational needs: types and provision 2.1 Cognition and learning
2.2 Behaviour, emotional and social development 2.3 Communication and interaction
2.4 Sensory and/or physical
3 Strategic planning for regional and local needs 3.1 Policy and planning
3.2 Different types of provision Summary notes for Parts 1, 2 and 3
4 Briefing information and guidance 4.1 Project briefing
4.2 Whole-school approach 4.3 Arrival, departure and circulation 4.4 Teaching and learning spaces 4.5 General teaching spaces
4.6 Practical specialist-subject spaces and performance spaces 4.7 Large spaces
4.8 Learning-resource areas 4.9 Outside spaces
4.10 Medical, therapy and multi-agency facilities 4.11 Dining and kitchen
4.12 Staff areas including outreach 4.13 Storage
4.14 Pupils’ toilets, hygiene and changing areas
5 Specialist sections
5.1 Furniture, fittings and equipment
5.2 Information and communication technology (ICT) 5.3 Building construction: elements, materials and finishes 5.4 Environmental services
6 Project planning and monitoring 6.1 Project planning 6.2 Typical model schedules
7 Case studies (not included in the present volume) Appendices
Glossary References
Introduction: Setting the scene
It is essential to provide a high quality of design in learning environments for all pupils, especially for those children and young people who have special educational needs (SEN) and disabilities. When building schools for the future, it is important for designers to understand the Government’s strategic vision to provide learning opportunities and challenges that lead to positive outcomes for all pupils. Inclusive design can enable and empower children and young people to participate in life at school and in the wider community.
This document offers guidance on the planning, briefing and designing of school accommodation across all educational settings where there are pupils who have SEN and disabilities. These pupils have rights under the Children Act 2004 and the
Disability Discrimination Act 1995 (DDA) as amended by the SEN and Disability Act 2001 (SENDA) (Part 4: Education). These Acts establish the health, safety and welfare of all pupils and entitlement to education as paramount. It is against this background that the current trends can be summarised:
• Approximately 15–20% of all pupils, have some form of SEN or disability, over a given period of time.
• National average figures show that 3% of all pupils have statements of special educational need. This varies across LEAs, however, from less than 0.5% to more than 4.5%.
• Over 50% of all pupils who have statements of special educational need attend their local community mainstream schools.
• Overall, approximately 1% of all pupils who have SEN attend a special school.
• As an outcome of medical advances, a higher percentage of children with profound physical, health or complex needs are surviving and have a much longer life expectancy.
• The development of early-intervention programmes for children may reduce the impact of disability on their educational and life opportunities.
• There is a perceived increase in the number of pupils who have behaviour, emotional and social difficulties and those whose needs fall within the autistic spectrum.
The result is that all schools, but especially special schools, now educate more pupils who have a wide range of complex needs, sometimes conflicting in their nature, in overall inclusive learning environments. Such changes have a significant impact on both the provision made and the design of school buildings. Special schools should therefore be planned to be a part of the whole community of local schools, as they have an important role to play in providing:
• centres of excellence for pupils who have SEN and disabilities
• outreach and training services which will support local community schools
• facilities for pupils, on the roll of the school and in the locality, who would benefit from extended-school activities
• facilities for community use
• bases for multi-agency services to support children and their families
It is for local authorities, with local consultation, to determine the pattern of provision to meet local needs, and it is vital that they ensure all schools achieve a high level of sustainability for their buildings and sites.
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CONTEXT
1.1
Key issues: understanding SEN and access to learning
It is important to understandthe key issues involved in designing to meet a range of special educational needs, so as to ensure that the appropriate provision is made and is fit for purpose. This section outlines the main needs about which designers need to be aware.
1.1.1 Pupils’ needs
In all decisions that affect children, the primary considerations must be their best interests in terms of health, welfare and safety. For individuals, these interests may change over time. It is also very important to safeguard all pupils and to ensure that meeting the needs of one group does not disadvantage another. There are occasions when different types of needs have conflicting requirements and where some
separate provision may be appropriate. Good design can help to provide appropriate interfaces which buffer and ameliorate difficulties.
School design should aim to meet pupil needs and include for:
• safety and security All pupils need to feel safe, secure, free from being stigmatised. They also need, to feel a sense of belonging and to be enabled or supported to participate fully in school life. Design can contribute to this by, for example, creating good sight lines and avoiding re-entrant or hidden spaces.
• health and well-being All pupils and staff should benefit from a healthy school environment in which to live, learn and work. Children with medical needs have the right to be treated with dignity and respect. Providing the appropriate facilities, such as hygiene, toilet and changing rooms spread around the school in convenient locations, as well as medical and therapy spaces, will support and promote their health and well-being.
• communication and interaction Children who have communication difficulties will benefit from different teaching and support techniques or specialist equipment. Various systems of signs and symbols can be used to help them access the curriculum, as well as visual or tactile materials and ‘objects of reference’. Some children, however, will not be able to
communicate their needs. Overall, therefore, it is important to design a communication-friendly environment with appropriate signage and a clear, easily understood layout.
• sensory stimulus and information Children who have sensory impairments use all of their other senses to compensate in order to understand other people and their environment. Using appropriate materials in response to sensory needs may assist them to access, understand and negotiate their environment. It is essential to provide the appropriate level and type of sensory stimulus so as to inform or calm, and not confuse, overload, or stress.
• mobility and access Children who have physical difficulties may use
different types of wheelchairs, frames and mobility aids, and should be able to move around the school alongside their friends. There should be sufficient space for circulation and storage of equipment. Some pupils may tire easily and will need a place to rest. Overall, circulation routes should be planned to minimise travel time, whilst maximising how such areas can be used to best effect.
• behavioural development Children who have behavioural difficulties may require extra space to move around, or to ensure a comfortable distance between themselves and others. They may need access to a quiet indoor place or a safe, contained, outdoor space reasonably close to the teaching space.
• activity and expression Different children have different needs relating to activity, whether for music and movement, physiotherapy or mobility training, a high level of structured activity or space in which to release emotions and calm down. Careful and thoughtful design can provide for both active and passive play in a variety of indoor or outdoor spaces.
• social awareness and participation Whatever school setting they are in, children with SEN and disabilities should be able to take part and participate in school life and out-of-school activities along with their peers. Designing age-appropriate environments using furniture, fittings and equipment to reflect pupils’ needs is essential.
• spiritual support For a child or young person this means having their needs met appropriately, having a sense of belonging and a feeling of comfort, being able to make choices and experience challenges, unconditional acceptance whatever their condition or behaviour, and having a purpose for living and a good quality of life. Designs can support these needs by providing both the appropriate ambience and practical assistance.
1.1.2 Teaching approaches
Generally, pupils with a whole range of needs are taught together wherever possible, supported in the classroom by additional teaching assistants and support staff. There are now increased levels of staffing in schools, especially in special schools.
Designers will need to be aware of the need to create buildings and spaces which support teachers in their work.
Aspects which should be considered are:
• flexibility and adaptability Teachers have to respond to the changing needs of their pupils on a day-to-day basis for different activities, groupings and annual pupil intakes. They will need to be able to rearrange the layout of teaching and learning spaces and their designated use in response to these changes.
• teaching and learning Different teaching approaches and strategies are used by teachers to engage pupils whose needs are diverse. These range from multi-sensory stimulation (for example through sight, smell and touch),
through to the use of interactive communication and language techniques, light and sound, music and movement, or tactile and practical tasks.
• learning aids and resources Specialist aids and resources can be used as learning tools to enable access to the curriculum and participation in school life.
• information and communications technology (ICT) ICT and different technologies can be used across the curriculum. They help to overcome barriers to learning, facilitate a variety of different teaching and learning styles and can be very empowering.
1.1.3 The learning environment
Creating a positive impact on the learning environment through good design is
essential. Understanding the use of space is likewise essential to ensure that designs are fit for purpose.
Aspects and types of provision to be considered include:
• the user’s point of view There should be enough space to move around and to have everything that may be needed within easy reach. Spaces should be light, airy and warm with comfortable furniture and pleasant colours.
• effective learning environments Essential elements to provide are good-quality natural and artificial lighting, good sound insulation and acoustics, adequate ventilation and heating with local adjustable controls, and all necessary support services.
• small-group rooms Just off or near to the class base, these spaces can be used for focused individual learning, group work or behaviour support and are a valuable resource for supporting individual pupil needs.
• quiet space Pupils may need to withdraw or retreat to a safe place for a break. A quiet place can be calm, still, creating a therapeutic environment or giving a sense of spirituality.
• low-sensory-stimulus environment For some pupils, perception of the world around is confusing. Providing low-sensory-stimulus, non-distracting, calming environments can assist focused individual learning.
• sensory stimulus and sensory rooms The use of multi-sensory stimulation, using light and sound with interactive training techniques can help pupils with learning difficulties to improve coordination, develop understanding of cause and effect, or promote relaxation.
• therapy rooms Therapies make an essential contribution to education, supporting pupils’ health, well-being and enabling them to access learning.
• storage Good storage is imperative to support effective teaching and learning activities. Each space should be designed to have its own storage space which should be accessible and fit for purpose.
• outdoor spaces Connection to and use of outdoor spaces is essential for pupils who have SEN and disabilities. A variety of different types of space are needed in and around the school for the outdoor classroom, sensory
stimulation, sheltered or covered play, and social and recreational use.
1.1.4 Extended schools and community use
The development of extended services (including childcare) in all schools and the use of school facilities by the community is greatly encouraged.
Schools can develop as focal points for a range of family, multi- agency and community services. Providing a parents’ room, an out-of-hours school club, or extended-school services for out-of-hours use are all possible. Schools are working more closely with parents to offer them support, and are also opening up to a range of community users for sports, arts and lifelong learning.
Schools will have different approaches to these initiatives and school designs should respond creatively and facilitate these needs. The design of schools can incorporate dual or multi-purpose use for many spaces. The main large spaces – the school hall, dining, sports and arts spaces and hydrotherapy pool – along with their ancillary facilities must be planned and located carefully. The design and layout of the school and its site must ensure the health, safety and welfare of all pupils and staff.
1.1.5 Design quality
Taking into account all of the above, it is important to develop a high quality of school design. It is essential that school buildings are attractive, fit for purpose, effective and convenient for everyone to use. Children, young people and adults respond well to aesthetics and appropriate sensory stimuli. They can also be consulted and involved in the design of their school, in an appropriate way. The following considerations are important for all schools in the design of their school buildings and their sites, but particularly so for special schools.
The essential principles for designers to bear in mind are:
• create an inclusive environment Design with SEN and disabilities in mind, so that spaces and places can be created which are both fit for purpose and enjoyable for everyone to use
• promote a positive sense of identity Create an attractive, welcoming appearance and good first impressions of the school, to reflect a positive identity, give a sense of belonging, promote a sense of ownership, and ensure the school’s value and place in the community
• convey a sense of presence and community relationship Show a positive relationship between the school and its surroundings, in terms of both the relationship between the school building and its site and the relationship between the school as a cultural expression and the neighbouring community
• display a positive sense of place Havea good atmosphere, so that the look and feel of its spaces, in terms of colour, light, space, texture and acoustics,
convey that it is a good place to be and give a sense of pleasure, of being valued and of belonging
• use appropriate aesthetics Create a good-looking building which is pleasing to the eye and uplifts the spirit, with well-proportioned spaces of appropriate size and shape to suit the purpose for which they will be used
• be user-friendly to access Design a clear, simple approach and layout which is easily understood and uses signage and wayfinding systems with visual contrast and tactile finishes to provide points of interest and landmarks for orientation
• facilitate ease of movement Ensurereasonable and convenient travel distances, with ease of movement through the building, and comfortable room relationships, giving a sense of flow through and between the rooms or
spaces
• emphasise the appropriate ambience Definingthe character of the space as well as its function can assist with intuitive wayfinding and can provide context and focus to enrich the learning experience
• enhance learning experiences Promote the positive aspect of the learning experience to support engagement, communication, interaction and
motivation, and should show the school as a place in which to enjoy learning and working, thereby encouraging creativity, innovation and attainment
• offer multi-sensory stimuli Createan appropriate level of multi-sensory stimuli in the design for the type and range of special educational needs involved, and any conflicting needs should be resolved
• be age-appropriate Reflect age-appropriate environments with respect for the culture of children from early years to teenage and for young people approaching adulthood
• promote health and well-being Provide for the health, welfare, safety and security of all pupils and staff with good-quality personal-care and support facilities at convenient locations around the school
• offer a therapeutic environment Aim to increase a sense of well-being, through the sensitive use of light, colour, texture, aroma, sound, or through connecting to nature to stimulate, calm and distract.
• provide for flexibility and adaptability allow for sufficient and appropriately generous space, arranged in a loose-fit way to encourage flexibility for day-to-day use and adaptability for the future
• use attractive, robust materials Select appropriate materials and finishes which are easily maintained, appropriate to the use and needs of the situation.
• create a comfortable environment Provide good-quality lighting, heating acoustics, ventilation and support services with comfortable furniture, providing a user-friendly learning environment for everyone
• be sustainable Develop a strategy for sustainability to meet economic, environmental and social requirements in terms of whole-life costs, thereby achieving the best long-term value
1.2
Understanding SEN and disabilities, the legal framework
and their impact on design
It is the policy of the Department for Education and Skills (DfES) that all pupils are included and have their needs met, as far as is practicable, in their local community schools, with additional support or facilities when required. As a consequence, it is important for designers and providers to understand:
• the changing context for providing for pupils who have SEN and disabilities
• the legal framework for education, and its relationship to SEN and disabilities
• the impact of the above on the design of the school and its site, to ensure it is fit for purpose, flexible and adaptable for the future
The following is a summary of the legal framework, and of those Acts and
requirements that have a bearing on educational provision for pupils with SEN and disabilities.
1.2.1 Definitions of pupil needs
In order to understand the legal background, it is essential toknowhow different pupils’ needs are clarified, identified and met. In nearly all cases, additional provision is made in schools in order to meet these requirements.
The following summary of definitions offers an explanation of:
• disability
• SEN
• medical needs
• mental-health needs
Disability
A disabled person is ‘someone who has a physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities’.
The definition is broad and might include children with a learning disability, sensory impairment, severe dyslexia, diabetes or, epilepsy. These are also covered within the DDA 1995 Ref.: Disability Rights Commission (DRC)
SEN
‘A child has SEN if he or she has a learning difficulty which calls for special educational provision to be made for him or her’.
This is provided for within the SEN Framework, including in some cases the issuing of a statement of special educational need describing provision should be made to meet these.
A disability might give rise to a learning difficulty that calls for special educational provision to be made if it prevents the disabled child from accessing education in the same way as his or her peers.
Ref.: Education Act 1996 and Special Educational Needs Code of Practice, DfES, 2001 Medical needs
Some pupils may have medical conditions that, if not properly managed, could limit their access to education. Such pupils are regarded as having medical needs but do not necessarily have SEN.
Refs.:; Supporting Pupils with Medical Needs, DfES/DoH Circular 14/96 Mental-health needs
This identifies pupils who experience or who are at risk of experiencing mental-health problems that significantly impact on their ability to learn (although they may not necessarily have SEN).
Ref.: Promoting Children’s Mental Health Within Early-years and School Settings, DfES, 2001
Under the definitions above, it should be noted that:
• not all pupils with disabilities have a special educational need
• not all pupils with SEN will have a disability
• some pupils who have medical needs may or may not have SEN or a disability
1.2.2 Equality of opportunity
Equality of opportunity for pupils with SEN and disabilities is backed by a legislative framework formed by the relevant sections of the three pieces of legislation
described below.
The Disability Rights Bill
This bill is currently going through Parliament (spring 2005), and will require public bodies to promote equality of opportunity for disabled people. It is anticipated that some of these duties may come into effect in 2006/07.
Disability Discrimination Act 1995 (DDA) as amended by the SEN and Disability Act 2001 (SENDA) (Part 4: Education).
This law sets out duties to ensure that disabled pupils are not discriminated against thereby promoting equality of opportunity between disabled and non-disabled pupils. It sets out planning duties for LEAs and schools, to increase access to information, the curriculum and the physical environment for disabled pupils. It should be noted that these planning duties involve the making of reasonable adjustments, but physical adjustments to the environment are not required.
Part 2 of the DDA 1995 sets out the provisions for staff with disabilities and Part 3 sets out the duties for providing goods or services. It should be noted that under these, physical adjustments to the environment may be required.
All relevant parts of the facilities will need to comply with legislation and may require design solutions to ensure compliance.
The SEN and Disability Act 2001 (SENDA)
This law provided a revised statutory framework for inclusion and strengthened the right of children with SEN to attend a mainstream school.
The Special Educational Needs Code of Practice 2001 retained much of the original code but now also reflects the rights and duties introduced by the SENDA. These are set out under five principles:
• that children with SEN should have their needs met
• that their needs will normally be met in mainstream schools
• that the views of children should be sought and taken into account
• that parents have a vital role to play in supporting their children’s education
• that children with SEN should be offered full access to a broad, balanced and relevant curriculum in the Foundation Stage and in later years
Pupils who have SEN and are placed in mainstream schools will have their needs met by ‘school action’ if they require provision which is ‘additional to or different from’ that made for most pupils, but which can be met from within the resources of the school, (for example, numeracy, literacy and behaviour support).
Should such pupils fail to make adequate progress further provision is made through ‘school action plus’. This is where pupil needs are met using additional resources provided by the LEA and by other agencies, (for example, a visiting peripatetic specialist).
The LEA has a legal duty to make its best endeavours to meet the needs of all pupils. Where needs are more severe or complex, the LEA may issue a statement of special educational need describing the exceptional provision which is to be made. Some of the pupils who have statements have their need met in special schools. Until a statement is issued, pupil needs are still met by school action plus.1
A similar system exists for young children with SEN in early years. Early intervention to support very young children with SEN (0–3 years) is now provided as soon as possible after birth.
Auxiliary aids and equipment which enhance educational access but are additional to, or different from, those normally available in schools are provided under the SEN Framework. In the Special Educational Needs Code of Practice 2001,the exceptions are wheelchairs and health-related equipment which are provided by the local health services.
1.2.3 Curriculum entitlement and provision
The Education Act 1996, as subsequently amended, sets out the requirements for a broadly based curriculum, including the National Curriculum and Religious Education. The National Curriculum (published by the Department for Education and
Employment and the Qualifications and Curriculum Authority in 1999) is a statutory
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requirement which applies to all community-maintained and voluntary-aided primary and secondary schools (see Appendix E).
The National Curriculum sets out the entitlement for all pupils to a broad, balanced and relevant curriculum in a learning environment appropriate to their needs. Within the curriculum, teachers and schools have the freedom to exercise their professional judgement about how they teach, how they arrange learning within the school day and how they decide upon aspects of subject study.
The chapter on ‘Inclusion’ in the National Curriculum Handbook emphasises the importance of providing effective learning opportunities for all pupils and puts forward three key principles for inclusion:
• setting suitable learning challenges
• responding to pupils’ diverse learning needs
• overcoming potential barriers to learning using the outcomes of assessments for individuals and/or groups of pupils
Education provision
The following description sets out how education provision is structured. Overall, and for all pupils, grouping is by age and in four phases: early years,
primary, secondary and post-16. In addition, the statutory school years (ages 5–16), are divided into four Key Stages. These groupings are set out in Table 1.
Generally, pupils in early years and reception work to the Foundation Stage
curriculum. The National Curriculum is assessed through eight levels across all of the Key Stages. The majority of pupils operate in line with these although some pupils’ performance may vary widely either side of these. The performance of pupils working below National Curriculum level is described, in the main, by eight P scales leading up to National Curriculum Level 1.
Table 1: Ages of pupils and corresponding phases of education Children age 3–5 Early years
Primary – statutory years
pupil age 4–5 Reception
pupil age 5–7 Years 1–3
Key Stage 1 (KS 1) pupil age 7–11 Years
3–6
Key Stage 2 (KS 2) Secondary – statutory years
pupil age 11+–14 Years 7–9
Key Stage 3 (KS 3) pupil age 14+–16 Years
10–11
Key Stage 4 (KS 4) Post-16 – post-compulsory
pupil age 16–19 Year 12–13
Within this overall structure, the National Curriculum can be adapted and
The recent policy to increase the flexibilities of the National Curriculum allows schools to decrease the need for disapplication of pupils undertaking certain subjects. Pupils who have SEN and disabilities progress in various ways in relation to:
• the Foundation Curriculum
• the National Curriculum
• P scales
Pupils with disabilities operate across the whole spectrum of attainment. At the age of 16, some may attend a college of further education, and attain GCSEs and vocational qualifications, while others may be achieving at Levels 1 or 2 or may be progressing on the P scales towards Level 1. This will have implications for
accommodation needs.
1.2.4 Health, safety and welfare
LEAs, schools and further-education colleges already have a formal duty under Section 175 of the Education Act 2002 to safeguard and promote pupils’ welfare. Schools already support children’s wider well-being, but will progressively take a personalised approach to pupils’ learning to help them achieve the highest possible standards.
The Children Act 2004 sets out a reform of children’s services and was passed following consultation on the Green Paper Every Child Matters in autumn 2003 and the publication of Every Child Matters: Next Steps in March 2004.
LEAs and schools will be focusing on provision which aims to improve the outcomes for children and young people, identified under the following five headings:
• be healthy
• stay safe
• enjoy and achieve
• make a positive contribution
• achieve economic well being
There is to be a whole-system change to support more effective and integrated services, to secure a shift from intervention to prevention and to meet the needs of the most vulnerable with integrated front-line delivery and a common assessment framework for inspection.
Under the Act, local authorities have duties:
• to make arrangements to promote cooperation between agencies and other appropriate bodies in order to improve children’s well-being (defined with reference to the five outcomes)
• to promote cooperation between agencies in order to improve children’s well-being, defined with reference to the five outcomes (there is also a duty on key partners to take part in those arrangements and provision for the pooling of resources in support of these arrangements)
• to provide databases containing basic information about children for better sharing of information, and to create an integrated inspection framework and joint area reviews
• to safeguard and promote the welfare of children and to liaise with all other agencies to ensure this occurs
It is envisaged that as part of the large-scale programme of setting up children’s centres and children‘s trusts, increasingly extended service provision will be focused around school buildings and their sites.
1.2.5 Impact on design
It is vital that the brief for a school building project identifies and describes fully the current and anticipated likely needs of the pupils so that these can inform the design. It is important for designers to understand that across the education continuum, there are different types of provision which pupils with SEN and disabilities have a right to access alongside their peers. Therefore, age-appropriate, inclusive provision should be made at each of the different phases in order to meet the needs of all pupils. It is also essential that the design supports pupils’ curriculum entitlements and their rights as children and young people to equality of opportunity and safe, healthy and purposeful learning and social environments.
The information in this bulletin will help to guide brief-writers, designers and constructors to these ends.
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SPECIAL EDUCATIONAL NEEDS: TYPES AND
PROVISION
This part of the building bulletin describes the main categories of special educational need (SEN) and the ways in which provision can be made to meet these in all schools. The impact on design is summarised for each group. The SEN Code of Practice 2001 covers four broad areas identified for the purposes of education:
• Cognition and learning needs
• Behaviour, emotional and social development needs
• Communication and interaction needs
• Sensory and/or physical needs
Data collected through the Pupil-level Annual Schools Census (PLASC) Data Collection by Type of SEN (January 2004) subdivides these categories even further (see Table 2).
Table 2: Categories of special educational need and their abbreviated forms
Cognition and learning
Specific learning difficulty SpLD Moderate learning difficulty MLD
Severe learning difficulty SLD
Profound and multiple learning difficulty PMLD
Behaviour, emotional and social development
Behaviour, emotional and social difficulty BESD
Communication and interaction
Speech, language and communication needs SLCN
Autistic-spectrum disorder ASD
Sensory and/or physical
Hearing impairment HI
Visual impairment VI
Multi-sensory impairment MSI
Physical disability PD
Other OTH
Source: DfES Pupil-level Annual Schools Census (PLASC) Data Collection by Type of SEN (January 2004)
It must be stressed that these categories are not exact and only identify the principal need for individuals who may also have other needs across a wide spectrum. Any response has to be tailored to the pupil, their circumstances and their quality of life. The essential criteria are the development of the young person’s well-being and whether they are valued as an individual.
A holistic approach to design is essential in meeting the needs of children and young people with SEN. Where pupils have more than one need, reference should be made to the different relevant sections. It is essential to understand all categories of need, however, as each will have a significant impact on the design process.
2.1
Cognition and learning
2.1.1 Specific learning difficulty (SpLD)
Pupils with specific learning difficulties have a particular difficulty in learning to read, write and spell (dyslexia) or in manipulating numbers (dyscalculia) or have poor physical coordination (dyspraxia).
Some pupils may have problems with short-term memory or organisational skills. Their performance in these areas is below their performance in other areas. The range and severity of their impairment varies widely. Typical provision to support these may be as follows:
• for dyslexia: practical learning aids, ICT software and laptops
• for dyscalcula: practical learning aids
• for dyspraxia: mobility training or PE exercises
Most pupils will be in mainstream schools (although there are some independent special schools for SpLd).
Therapies to support learning can be specialist dyslexia support, speech and language therapy and/or occupational therapy.
2.1.2 Moderate learning difficulty (MLD)
Pupils with moderate learning difficulties have attainments significantly below
expected levels in most areas of the curriculum. Their needs may not always be met through differentiation and the flexibilities permitted in delivering the National
Curriculum. They often have greater difficulty with basic literacy and numeracy skills and in understanding concepts, especially those relating to mathematics and
science. (Some pupils may be operating on P scales at primary phase and others at National Curriculum Levels 1–2 at secondary phase).
Some pupils may also have associated speech and language delay, mobility, hearing or visual impairment, low levels of concentration, low confidence and
under-developed social skills. Others may also exhibit or have associated behaviour difficulty or be emotionally vulnerable.
Most pupils with SpLD or MLD attend mainstream school and are included in general classes and tutor groups. For some subjects, however, they may be in smaller teaching groups or appropriate sets.
Some pupils who have MLD with complex needs (also referred to as complex learning difficulties) can attend a local community mainstream school with resourced provision or a community special school, depending on their individual needs.
Provision for pupils with SpLD/MLD and its impact on design Specialist SEN facility
Learning and behaviour support may be provided to suit individual needs within mainstream classes and designated SEN resource bases. Therapy support may be provided by sensory-impairment services or speech and language therapists or occupational therapists, who can accommodated in the class base or in small-group rooms, a SEN resource base or a therapy base. This kind of input will affect the number and size of spaces to be provided. Some pupils with MLD may need access to a dedicated facility, for example, for pastoral support.
Resourced provision
Some pupils with additional needs such as SpLD or MLD may need access, on a timetabled basis, to resourced provision. Typically, different learning areas within a resourced provision will be grouped around a social space. If required, an additionally resourced provision could comprise a couple of general-teaching class bases (55–65 m2) with ancillary accommodation, for example:
• a small group room (10 m2) for learning support, calming, respite or one-to-one work
• a small group room (16 m2) for discussions or role play and in which a small group can be taught
Where such a suite of different learning spaces is provided, these can also be grouped around a social space. Specialist subject bases will vary in size from approximately 30–65 m2, according to pupil groups.
Impact on design
Generally, pupils with SpLD/MLD will require careful positioning in the class base, with adequate workspace for any learning aids and specialist ICT, and allowing for a good seating posture and a clear view of the teacher and the whiteboard.
Pupils attending both mainstream and special schools may receive learning and behaviour support from teaching staff or specialists working on a one-to-one basis, either in the class base or in a small-group room nearby. Adequate provision must also be made for storage and preparation of multi-sensory materials. Provision of sufficient space for all of these needs is vital. Clear signage will also assist them finding their way around the school.
2.1.3 Severe learning difficulty (SLD)
Pupils with severe learning difficulties have significant intellectual or cognitive impairment and will need support in all areas of the curriculum. They may also have mobility, coordination, communication and perception difficulties; some may use signs and symbols. Many pupils require help to develop social and self-help skills. A percentage of pupils with SLD may be non-ambulant, have sensory impairments,
or have needs which fall within the autistic spectrum. Other pupils may have
demanding or challenging behaviour. Across the ages and phases their learning may range from P scales (P4–P8) to National Curriculum Level 1.
Multi-sensory teaching and practical work with specialist learning aids and ICT across the curriculum will take place in small groups with learning and behaviour support provided.
Most pupils will attend a special school although some may attend a mainstream school with support, while others still may be on roll at both a mainstream and a special school.
2.1.4 Profound and multiple learning difficulty (PMLD)
Pupils with profound and multiple learning difficulties may have physical difficulties, sensory impairments or a severe medical condition. Nearly all pupils require a high level of resources and adult support in order to help them access the curriculum and to assist with their personal care and medical needs.
At least half of pupils will have sensory impairments such as VI, HI or MSI. They are likely to need sensory stimulation so as to have access to a curriculum, which will be broken down into very small learning steps. Some pupils communicate by gesture, eye-pointing or using symbols, others by very simple language. Pupils may have a variety of learning programmes throughout the day, including short intensive sessions of one-to-one communication and interaction.
Nearly all will be accessing the P scales (P1–P4). In some cases, pupils with PMLD can be included in a local mainstream school with specialist support; however, most pupils attend a special school.
Provision for pupils with SLD/PMLD and its impact on design
Provision for these pupils’ needs is usually met in special schools although
sometimes specialist facilities and additionally resourced provision can be made in a mainstream school, depending on the local situation.
The ratio of pupils with SLD or PMLD varies, but nationally it ranges from (on
average) two-thirds SLD and one-third PMLD, to one-third SLD and two-thirds PMLD. The local profile must be established in order to meet pupil needs and to provide sufficient space for all relevant activities to be undertaken.
Accommodation in all types of school should provide access to a broad, balanced and relevant curriculum, whatever the setting. Well-designed indoor and outdoor spaces are vital for learning, for sensory and mobility training, for behaviour support and for social development. Indoor spaces will include general and specialist class bases as well as small-group rooms for learning and behaviour support. It is essential that there be adequate space for the increased level of staffing required.
Therapies such as sensory services, speech and language therapy, occupational therapy, physiotherapy and hydrotherapy require a range of specially designed accommodation, which may be provided in mainstream as well as in special schools.
In addition to the provision made for pupils who have SLD, sensory stimulation including communication boards, soundbeam or resonance boards are often used. Additional space in the class base or specialist spaces should therefore be provided, in inclusive, age-appropriate settings so that all pupils can participate in school life. There must be provision to meet medical needs, as well as convenient toilet and changing facilities throughout the school. Inclusion in school activities and in the wider community is essential. Buildings should therefore enable mobility, sensory and independence skills to be developed in communication-friendly environments. It is essential that means of escape and evacuation procedures are developed in consultation with the local fire authority and building-control officers, so as to ensure the safety of pupils and incorporate their needs.
The design process should also include briefing for provision to support inclusion, extended schools, and outreach links with local schools and the wider community.
2.2
Behaviour, emotional and social development
2.2.1 Behaviour, emotional and social difficulty (BESD)
Pupils with behavioural, emotional and social difficulties have behaviours which present a barrier to learning. Some will have significant difficulties in learning as a result. Many pupils may have undiagnosed SpLD or other additional learning difficulties. Pupils usually fall within the average range of ability, but a high percentage under-achieve. Pupils rarely have physical disabilities, are active and benefit from sports which encourage teamwork and social skills.
Generally, a mainstream curriculum is delivered with differentiation to suit social, emotional and behavioural needs. Appropriate use of ICT support may improve learning and behaviour. Pupils who have BESD can retain work placements, attain GCSEs or access vocational courses in higher education (HE).
Pupils may have poor concentration, a short attention span, or find it hard to cope in a group or with unstructured time. Some pupils may display signs of inappropriate social interaction, provoke, confront or have emotional or violent outbursts, which may require physical intervention by the delegated responsible person (see
Glossary). Others may be quiet, withdrawn and find it difficult to communicate. Some pupils may have attention-deficit disorder (ADD or attention-deficit hyperactivity disorder, ADHD) and a significant minority of pupils may have mental-health needs. Pupils may come from disadvantaged backgrounds and a number are vulnerable. Additional support may be provided by learning mentors, therapists, social workers, educational psychologists, psychiatrists and Child and Adolescent Mental-health Services (CAMHS).
BESD affects five times as many boys as girls. LEAs need to provide information during the briefing stage and establish the appropriate type of provision. When there are significant minorities (for example, of girls) whose needs may otherwise be overlooked, appropriate separate provision may be required in order to meet their needs, and to afford the provision to which they are entitled.
Provision for pupils with BESD and its impact on design Mainstream schools
Some pupils who have BESD may be supported in mainstream settings with general learning and behaviour support in the class base and more flexible use of small-group rooms.
Specialist SEN facilities
A specialist support base in a mainstream school can be provided to be used for different purposes according to pupils’ needs. For example, a nurture group, pastoral support and a social-skills base may all be considered appropriate means of
Resourced provision
This may be provided as a learning- and behaviour-support base in a mainstream school, to be used for a group of pupils on a timetabled basis where required. Typically, different learning areas to sustain curriculum delivery will be grouped around a social space, off a lobby from a main corridor or courtyard and combined with specialist facilities mentioned above.
Within a mainstream school, the layout and design can vary from a small resource base to a whole suite of accommodation to support most curriculum delivery. The latter is best sited off a main circulation area in a quieter part of the school, with a safe, contained, outdoor space as well as a courtyard or separate larger outdoor learning or play space.
If required, an additionally resourced provision may consist of a couple of general teaching class bases (55–65 m2) with ancillary accommodation comprising:
• a small-group room (10 m2) for learning support, calming, respite or one-to-one work
• a small-group room (16 m2) for discussions or role play and in which a small group can be taught
• a nurture group room (20–30 m2)
• a social skills base (20–30 m2)
Where a suite of different learning spaces is provided, these can also be grouped around a social space.
The size of specialist subject bases will vary according to pupil groups from 30–65 m2.
Alternatively, pupils who do attend a mainstream school may benefit from spending some time in a special school for specialist behaviour-support programmes.
Special School Provision
A pupil who has behaviour emotional and social difficulties may be placed in a special school for BESD, which has its own character and design features to meet their needs.
Impact on design
Pupils with BESD may need more personal space for self expression and because they can feel threatened by ‘invasions of their space’. Pupils need secure storage for belongings, to which they are attached. They may not have their own learning
materials and will be provided with such items; thus, additional storage for pupils’ learning resources and for work in progress may well be needed.
A storage system and separate storage spaces which assist with the orderly progression of lessons and the reinforcement of rules, are imperative. Individual workstations or a quiet corner to minimise distractions for working, or for respite or retreat, should also be considered.
Space in the class base is needed for ease of movement, to minimise disruption and distractions and for flexible layouts of furniture to suit learning needs (separate desks
minimise distraction and interference between pupils whilst group work is facilitated around a table or in a horseshoe layout).
Small-group rooms may be required but the rationale for their use must be
determined so that each room’s design is fit for purpose. It is important to consider the following design points:
• The physical environment must have a positive ambience with appropriate use of colour.
• There should be a secure, visible entrance lobby and welcome area with display of work.
• A clear, simple circulation plan and class-base layouts with good sight lines enabling all round supervision are essential, and eradicate areas where staff or pupils could become isolated or attacked.
• Sound-absorbent and sound-insulating materials should be used, because pupils tend to be noisy, loud and boisterous.
• Clear discipline, delineation between activities, and focus on tasks will need to be reflected in the design of the physical environment.
• Robust, sturdy construction and furniture are essential, as is good maintenance to repair damage.
• There should be no exposed services, fixtures or fittings and services controls should be for operation by staff only.
• Lockable storage provision should be made for resources and pupils’ work.
• Separate boys’ and girls’ toilets should be provided, with no lobbies or re-entrant corners, for good supervision.
• Designs should minimise possible pupil access to roofs, drainpipes, walls, stairwells and routes of escape.
2.3
Communication and interaction
2.3.1 Speech, language and communication needs (SLCN) Pupils with speech, language and communication needs have difficulty
understanding and/or making others understand information conveyed through spoken language. Their acquisition of speech and oral language skills may be significantly behind their peers; they may have poor speech intelligibility and experience problems in articulation.
Pupils with language disorders or impairments find it difficult to express ideas or have trouble getting others to understand what they are trying to say, which can affect their emotional and social development. Inability to communicate can give rise to feelings of frustration and anger which can lead to behaviour difficulties. Pupils with speech, language and communication needs cover the whole ability range.
Most pupils attend a mainstream school where, for some, teaching assistants prepare worksheets or assist with the delivery of speech-therapy programmes. Pupils, who may be visual learners, may need to sit near the front of the class, with a clear view of the whiteboard and of the teacher demonstrating work. Access may be needed to ICT support which includes electronic communication aids or synthetic-speech production equipment involving computer and keyboard.
Provision for pupils with SLCN and its impact on design Specialist facilities
Pupils may need access to speech and language therapy, on a timetabled basis, provided in a class base, a small quiet group room or a speech-therapy room of 10– 15 m2 (see Section 4.10, ‘Medical, therapy and multi-agency facilities’).
Learning and behaviour support may be provided to suit individual needs within mainstream classes and designated SEN resource bases. Therapy support may be provided by speech and language therapists, who can accommodated in the class base or in small-group rooms, a SEN resource base or a therapy base. This kind of input will affect the number and size of spaces to be provided. Some pupils may need access to a dedicated facility, for example, for pastoral support.
Resourced provision
This may consist of a large class base (65 m2), divided to provide:
• a small-group room (10–16 m2) for learning support or speech therapy. This should be a quiet room and may have some acoustic treatment.
• a small=group room (16 m2) for discussions and role play, with sound insulation and positioned at some distance form the quiet small-group room If required, a larger additionally resourced provision could comprise a couple of general-teaching class bases (55–65 m2) with the ancillary accommodation above.
Impact on design
Children who have communication difficulties will benefit from different teaching and support techniques and equipment. Various systems of signs and symbols can be used to help them access the curriculum, as well as visual or tactile materials. Generally, pupils with SLCN will require careful positioning in the class base, with adequate workspace for any learning aids and specialist ICT, and allowing for a good seating posture and a clear view of the teacher and the whiteboard.
Pupils attending both mainstream and special schools may receive learning and behaviour support from teaching staff or specialists working on a one-to-one basis, either in the class base or in a small-group room nearby.
Overall, therefore, it is important to design a communication-friendly environment with appropriate clear signage and an easily understood layout to assist pupils in finding their way around the school.
2.3.2 Autistic Spectrum Disorder (ASD)
The autistic spectrum is a relatively new term which recognises that there are a number of sub-groups within the spectrum of autism. There will therefore be a wide range of needs.
Pupils with autistic spectrum disorder may find it difficult:
• to understand and use non-verbal, verbal or social cues and understand social behaviour, which affects their ability to interact with children and adults
• to think and behave flexibly or play imaginatively
• to integrate and interpret sensory stimuli, which affects their understanding of their surroundings and can cause anxiety or withdrawal
Pupils with ASD cover the full range of ability and the severity of their impairment varies widely; ranging from those with Asperger’s Syndrome (who share the same triad of impairments but have higher intellectual abilities and different language development) through to those with more severe autistic spectrum disorder as well as other learning disabilities or difficulties.
Some pupils may have restricted, obsessional interests or enjoy repetitive activities, or may manifest behaviour that challenges. A number may be hyperactive, whilst others may be quiet or withdrawn.
Some pupils may require a low level of sensory stimulus or distraction, and need a quiet, calm and ordered learning environment.
Pupils may be supported in a mainstream school within the class base where there are individual low-distraction workstations.
Provision for pupils with ASD and its impact on design Specialist facilities
These can be provided for pupils and may include small-group rooms for learning or behaviour support, quiet spaces and sheltered social-recreation spaces, all with appropriate use of colour.
Resourced provision
Some pupils may not be able to cope on their own in mainstream settings, and so need the support of a resourced provision. Within the mainstream school, this can vary from a small resource base to a whole suite of accommodation to support most curriculum delivery. The latter is best sited off a main circulation area in a quieter part of the school, with a safe, contained, outdoor space as well as a courtyard or
separate larger outdoor learning or play space.
Typically, the whole suite can consist of a couple of general teaching class bases (55–65 m2) with ancillary accommodation comprising:
• a small-group room (10 m2) for learning support, calming, respite or one-to-one work
• a small-group room (16 m2) for discussions or role play and in which a small group can be taught
Where a suite of different learning spaces is provided, these can also be grouped around a social space.
The size of specialist subject bases will vary according to pupil groups, from 30–85 m2.
Alternatively, pupils who do attend a mainstream school can benefit from spending some time in a special school for specialist learning support.
Special schools
Pupils with more severe ASD and learning difficulties may attend a special school, where they are included in generic class bases or taught in separate pupil groups catering specifically for ASD. Inclusion in other school activities alongside age-related peers is considered good practice, and contact with the wider community is
beneficial, wherever possible.
There are some pupils whose behaviour is extremely challenging and, in some instances, they may require an additional space where specialist calming, behaviour support, management or training can be undertaken. In other cases, a high level of adult support may be required for small groups in a separate specialist resource base where learning spaces are grouped around their own dedicated social area.
Impact on design
The following design points should be considered:
anxious and distressed if they find it difficult to navigate.
• The building should have a simple layout which reflects order, calm, clarity and has good signage and wayfinding.
• Pupils may show different sensitivities to spaces: some will be frightened by large open spaces and wish to withdraw to smaller spaces, whilst others will not like enclosed spaces. Providing a mix of larger spaces with smaller ones to withdraw to when anxious can help.
• Designing low-sensory-stimulus environments reduces sensory overload, stress and anxiety.
• The provision of pleasant, well proportioned space, with plain bare walls decorated in muted soft colours will allow teachers to introduce stimulus (such as wall displays of work or information) gradually to suit pupils’ needs.
• Classrooms can be arranged so that teachers may employ different teaching methods, with spaces for individual work or screened personal workspaces. (The TEACCH system needs flexible furniture layouts; PECS uses picture and
symbols; these and all other such methods require focused, structured activity spaces.)2
• Use of indirect lighting and the avoidance of noise or other distractions (blind cords, exposed pipes or dominant views out) need to be considered.
• Containment in the class base for reasons of supervision, safety or security by the use of two door handles, at high and low level, must neither compromise escape procedures, nor violate human rights (in that children must not be locked up unless they are secured or detained legally in secure provision).
• Robust materials should be used where there are pupils with severe
disabilities, and safety precautions for doors, windows, glass, plaster, and piped or wired services will be required.
• There is a need to balance security and independence and to find the right mix between tough materials and special equipment on the one hand and ordinary, everyday items on the other, in order to avoid an institutional appearance whilst at the same time eliminating risks.
• Simple or reduced detailing and changes of plane may reduce the opportunity for obsessiveness.
2
The range of teaching methods for pupils who have ASD includes: TEACCH (Treatment and Education of Autistic and Communication-handicapped Children); PECS (Picture Exchange Communication System); ABA (Applied Behavioural Analysis); the Higashi method
(developed in Japan and at the Higashi School in Boston, and based on daily-life therapy and organised physical exercise); and the SPELL framework developed by the National Autistic Society.
2.4
Sensory and/or physical
2.4.1 Hearing impairment (HI)
Pupils with a hearing impairment range from those with a mild hearing loss to those who are profoundly deaf, and cover the whole ability range. For educational
purposes, pupils are regarded as having hearing impairment if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum.
Approximately 40% of pupils with a hearing impairment also have an additional disability or learning difficulty.3
There are two main types of hearing loss: conductive and sensori-neural hearing loss. A mixed hearing loss is a combination of both conductive and sensori-neural hearing loss. Hearing loss is measured on a decibel scale and four categories are commonly used to describe the level of hearing loss: mild, moderate, severe and profound.
Hearing-impaired children may learn to communicate through sign or spoken language, or a combination of both. There are three main communication
approaches: auditory-oral approaches, sign bilingualism and Total Communication. Different communication approaches may involve a combination of sign languages such as British Sign Language, systems involving signs and symbols, finger spelling, lip reading and maximisation of the use of residual hearing through hearing aids, cochlear implants and other technology.
Provision to support the use of hearing aids, radio aids (personal FM systems), sound-field systems and other assistive technology is a high priority. It is important that consideration is given to ensure that all such items of equipment in use in the school, or likely to be used by hearing-impaired pupils in the future, will be
compatible and function correctly for all pupils (see Appendix 000).
HI is a low-incidence special educational need. As a result, most pupils with HI are included in mainstream schools, where they will need specialist facilities or a resourced provision in order to meet their needs. It is good practice for pupils who have HI in mainstream to be in a group, for example in an additionally resourced provision for 10–12 pupils, so as to avoid them becoming isolated. A minority of pupils may attend a special school for HI in order to meet their particular needs. Therapy support will be obtained from a hearing-impairment specialist and speech and language therapist. It is good practice that pupils are consulted about their preferences.[may need clarification – the previous sentence does not contain an ‘or’. AC]
In class, hearing-impaired pupils may receive communication support from a teaching assistant, learning-support assistant, communication-support worker or teacher of the deaf. It will be important to ensure that there is room for the support worker to sit or stand near the child, so that the child can see both the teacher and
3Fortnum et al, Health-service Implication of Changes in Aetiology and Referral
Patterns of Hearing-impaired Children in the Trent Region (MRC Institute of
the support worker. In mainstream class, pupils may find it helpful to sit near the front of the class.
A small-group room may be required to which some pupils may withdraw periodically for learning, language development and behaviour support.
Pupils with HI may develop more sensory awareness to visual and tactile cues, and may use more of their peripheral vision. They use visual materials as learning aids, along with ICT to facilitate access to the curriculum. Sufficient workspace should be allowed for the use of video and television. Video materials should be available with subtitles or sign language where appropriate.
Provision for pupils with HI and its impact on design Specialist facilities
The following may be necessary to support pupils with hearing impairment in a mainstream school:
• a small-group room (10–16 m2) can be used as a quiet space for support work with a hearing-impairment specialist and can be dual-used by a speech therapist
• a room for preparation and storage of curriculum materials and technical support for hearing aids and radio aids (6–10 m2)
Resourced provision
This may include one or two class bases in a mainstream school, for timetabled learning support for 10–12 pupils. Typically, it may comprise:
• class bases (55–65 m2) for learning support with whiteboard or CCTV and seating in a horseshoe layout to aid language and communication development. (45–54 m2 refurbished class base in existing school for smaller groups of 6–8 pupils)
• a small-group room (10 m2) for hearing impairment support or speech therapy
• a small-group room (16 m2) for discussion or role play
• a store (4–6 m2)
• a quiet room (10 m2), which can be used for calming and respite or behaviour support, especially if pupils have behaviour that challenges
Special schools
These are available for a minority of pupils who cannot have their needs met elsewhere. These schools may cater for a wider ability range. They may act as outreach resources for the local community. Specialist facilities for an audiology department may be included (see Appendix 000 for details).
Impact on design
The following should be considered:
• A social-skills base (20–30 m2) may be provided.
• The provision of clear signage and routes along with visual signal alarms, to enable orientation and mobility, makes a significant impact. The design of the school environment should support this.
• For visitors attending a school there should be an induction loop at reception and good-quality lighting so that the receptionist’s face can be seen (down-lighting should not be used in order to avoid cast shadows which make lip-reading difficult).
• The main hall should have acoustic treatment and an amplification or sound-field system where appropriate.
• Good-quality lighting and window blinds should be provided in class bases.
• Room layouts should prevent teachers having to stand with their backs to the window.
• Adequate space is required for pupils to sign and gesture to communicate and for role play.
• A high-quality acoustic environment should be a priority, with good-quality room acoustics for speech intelligibility and sound insulation to ensure low background noise. Acoustic-absorbent surfaces should be used for ceilings, high
