INCLUSIVE SCH OOL

LITERATURE STUDY
INCLUSIVE SCHOOL - Types of disability

Type of disability Definition

In Seeing 1. Cannot see at all; or
2. Has no perception of light even with the help of spectacles; or
3. Has perception of light but has blurred vision even after using spectacles, contact
lenses etc. A simple test is whether the person can count the fingers of hand from a
distance of 10 feet in good daylight. Such persons can however, move independently with
the help of remaining sight; or
4. Can see light but cannot see properly to move about independently; or
5. Has blurred vision but had no occasion to test if her/his eyesight would improve after
taking corrective measures.
6. One-eyed person not to be considered as disabled in Seeing
In Hearing 1. Cannot hear at all; or
2. Has difficulty in hearing day-to-day conversational speech
(hard of hearing); or
3. If she/he is using a hearing aid.
4. Hearing problem in one ear not to be considered as having hearing disability.
In Speech 1. Can not speak at all or she/he is unable to speak normally on account of certain
difficulties linked to speech disorder; or
2. Able to speak in single words only and is not able to speak in sentences; or
3. Stammers to such an extent that the speech is not comprehensible.
In Movement 1. Do not have both arms or both legs; or
2. Are paralysed and are unable to move but crawl; or
3. Are able to move only with the help of walking aids; or
4. Have acute and permanent problems of joints/muscles that have resulted in limited
movement; or
5. Have lost all the fingers or toes or a thumb; or
6. Are not able to move or pick up any small thing placed nearby; or
7. Have stiffness or tightness in movement; or
8. Have difficulty in balancing and coordinating body movements; or
9. Have loss of sensation in the body due to paralysis or leprosy or any other reason; or
10. Have any deformity of the body part/s like having a hunch back; or
11. Very short statured (dwarf).
In Mental Retardation 1. Lacks understanding/comprehension as compared to her/his own age group; or
2. Is unable to communicate her/his needs when compared to other persons of her/his
age group; or
3. Has difficulty in doing daily activities; or
4. Has difficulty in understanding routine instructions; or
5. Has extreme difficulty in making decisions, remembering things or solving problems.
In Mental Illness 1. Is taking medicines or other treatment for mental illness; or
2. Exhibits unnecessary and excessive worry and anxiety; or
3. Exhibits repetitive (obsessive-compulsive) behaviour/thoughts; or
4. Exhibits sustained changes of mood or mood swings (joy and sadness); or
5. Has unusual experiences - such as hearing voices, seeing visions, experience of strange
smells or sensations or strange taste; or
6. Exhibits unusual behaviours like talking/laughing to self, staring in space; or
7. Has difficulty in social interactions and adoptability.
Any Other 1. If the person has a disability other than the categories mentioned above; or
2. The respondent fails to report the exact type of the disability; or
3. Disabilities like “Autism” etc. (Difficulty in communicating, interacting with others;
unusual & repetitive behaviours etc).
Multiple Disability 1. Multiple Disabilities means a combination of two or more specific type of disabilities.
2. The question has been designed to record a combination of maximum three types of
disabilities.
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural influence
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - Architectural considerations
INCLUSIVE SCHOOL - School intro

INCLUSIVE EDUCATION – also called inclusion – is education that includes everyone, with non-disabled and Disabled people
(including those with “special educational needs”) learning together in mainstream schools, colleges and universities.

AGE RANGE
PRIMARY SCHOOL –
• Age 4 – 11 years old
• R, 1st to 6th grade.

SECONDARY SCHOOL -
• Age 11- 18 years old
• 7th – 12th grade.

TABLE 1. AGE RANGE

Source : architects handbook, Quintin

ARCHITECTURAL FUNCTIONS
1. Orientation. Classroom windows facing east or west receive
excessive heat from the sun. Although this fact assists heating in
cold weather, the cooling problem is generally greater. As a
general rule, it is preferable to face the majority of rooms north
or south.
2. Solar controls. Wide roof overhangs, solar screens, glass block,
and similar devices to control sunlight are no longer as essential.
The use of heat-absorbing glass reduces glare and light
transmission and produces economies in the HVAC system
design . Cleaner, simpler, far less expensive designs are now
possible with uniform, high-level electrical illumination.
3. Insulation. Adequate insulation of roofs and exterior walls
reduces both heat loss and heat gain far more than is generally
supposed . Even double glazing adds measurably to more
economical climate control.
4 Space conditioning . Skillful use of lighting, acoustic materials,
and color and form in school design are essential ingredients of
conditioning space in the learning environment and, properly
applied, act upon our senses of sight and hearing to cause
reactions conducive to better learning and teaching.
5. Lighting. Good lighting design involves locating illumination sources so that work areas receive adequate light free of glare
and excessive contrast or shadow. Both natural and artificial light must be controllable to eliminate glaring shafts of sunlight or
to darken the room for projecting pictures . It is desirable to use some incandescent lighting, strategically placed, to create
points of variety and accent in the more conventional all-fluorescent systems.
6. Colors. Color is a psychological aid to learning . Tastefully used, it can enhance environment, engendering a cheerful,
receptive mood. Bright, warm colors stimulate excitement and action in the gymnasium; soft, cool colors create a quiet at.
INCLUSIVE SCHOOL - School intro

ARCHITECTURAL FUNCTIONS
7 . Acoustics. Acoustical control involves containment, absorption, and reflection or reinforcement of sound . According to the
circumstances of the listener, sound should be prevented from leaving a space when it will disturb people in adjacent rooms.
Certain amounts of acoustically absorbent material must be used to "soak up" noise in such areas as corridors, toilets, and
cafeterias . Accurate and comfortable hearing of music in an auditorium depends on projecting sound from reflection from some
surfaces, but absorption in others to prevent distracting ethos ; a speaker's voice may have to be reinforced by an amplifier in large
rooms.
8 . Form . The physical shapes of our surroundings also have psychological effects which can favorably influence learning . Large
rooms, such as the library, cafeteria, or auditorium require higher ceilings, for a sense of airy freedom, than do small offices and
conference rooms; corridors should be offset, widened occasionally, and given a view in order to avoid the feeling of interminable
constricting length ; an atmosphere of spaciousness, or lack of confinement, can be created by making some interior partitions of
glass. This is particularly important when the plan design involves large areas of interior spaces, made possible by a climate-
conditioned system . mosphere in places of study.

Boarding accommodation

(Further information and guidance is available in BB84.) Pupils board for a variety of reasons and may be resident for a few nights
per week or up to every day of the year. Expectations of boarding accommodation have changed in recent years, with higher
standards and an atmosphere more comparable with home now being expected.
Boarding houses These vary in size from small ‘family’ houses to larger, more communal houses. They may be on the main school
site, sometimes making use of some of its facilities, or on a separate site or sites, but it is important to ensure that within any one
school all houses have comparable provision and opportunities. In order to reduce opportunities for bullying and abuse, and
facilitate supervision, isolated rooms or areas should be avoided in the design. Because of their small scale, the greater need for
adult assistance and supervision, and complex educational and medical needs, many special schools require higher area standards
than mainstream schools. They may also have particular requirements in terms of planning, services, storage, finishes, furniture
and equipment.
Sleeping accommodation In houses with a wide age range this should be grouped by age. In mixed houses, bedrooms should also
be organised by gender. Because of important age-related developmental factors the number of boarders sharing a bedroom, and
thus its size, is likely to depend on how old they are. Boarders’ bed spaces are one of the few areas that are personal to them.
As well as storage for clothes and other belongings, including some lockable storage for private possessions, they should have
shelves, a pinboard, a able or worktop and chair.
INCLUSIVE SCHOOL - Basic Measurements
INCLUSIVE SCHOOL - Basic Measurements
INCLUSIVE SCHOOL - Man and color

Colors have a power over humans. They can create feelings of

well-being, unease, activity or passivity, for instance. Coloring in
factories, offices or schools can enhance Or reduce performance;
in hospitals it can have a positive influence on patients' health.

•The strongest impulse effect comes from orange; then follow

yellow, red, green, and purple.
•The weakest impulse effect comes from blue, greeny blue and
violet (i.e. cold and passive colors).
•Strong impulse colors are suitable only for small areas in a room.
•Conversely, low impulse colors can be used for large areas.
•Warm colors have an active and stimulating effect, which in
certain circumstances can be exciting.
•Cold colors have a passive effect — calming and spiritual. Green
causes nervous tension.

The effects produced by color also depend on brightness and

location. Warm and bright colors viewed overhead have a spiritually
stimulating effect; viewed from the side, a warming, drawing closer
effect; and, seen below, a lightening, elevating effect.
•Warm and dark colors viewed above are enclosing or dignified;
seen from the side, embracing; and, seen below, suggest safe to grip
and to tread on.
•Cold and bright colors above brighten things up and are relaxing;
from the side they seem to lead away; and seen below, look smooth
and stimulating for walking on.
•Cold and dark colors are threatening when above; cold and sad
from the side; and burdensome, dragging down, when below.
•White is the color of total purity, cleanliness and order. White plays
a leading role in the color design of rooms, breaking up and
neutralizing other groups of colors, and thereby create an
invigorating brightness. As the color of order, white is used as the
characteristic surface for warehouses and Storage places, for road
lines and traffic markings.
INCLUSIVE SCHOOL - Lab

General
•Room sizes for demonstrations and practicals in chemistry and
biology,physics or combiations should be 80-90m2
•Second entrance/exit.
•Possibility of internal classroom with artificial lighting.
•Position of rooms : north facing with constant room temperature.
•Space required depends on the number of pupils. Generally 6-14 pupils per
group. 3-4m2 per workspace.
Storage and Preparation Rooms
•Rooms for preparetion, collections and materials for individual subject. Total
of 30-40 or 70m2 depending on the size of the school and science area.
•Storage and preparation rooms should be adjacent to general science and
biology. These rooms are used for teacher preparation, storage of bulk
supplies, conferences and offices .
•This area should be lined with storage spaces for materials and equipment
of various sizes . There should be provision for teachers' records and
professional books . Room should be outfitted with a sink and gas and
electric outlets . Access windows should open into the
laboratories .
Chemistry Laboratories
•Laboratory activities include demonstrations, individual and group study
and experimentation, writing, viewing projected materials, and lectures.
•large free working area and all services available.
•The front wall should be equipped for its entire length with a chalkboard,
the center section of which should be raisable .
•One end of the room should contain the teacher's desk and a
demonstration area with a 5-in .-high dais for demonstration .
Demonstration table should have a stone top, spotlight lighting, and a roll-
away extension .
•Provision should be made for darkening the room.
•It should include tablet armchairs ; teacher's combination wardrobe and
closet ; acid-proof sinks with dilution tank ; storage for chemical supplies ;
storage space in laboratory tables ; normal chemistry laboratory equipment
for semi-micro techniques ; salt and solution cabinets ; three rolling tables to
service tables ; standard reagent storage area ; locked cupboards for delicate
instruments and dangerous chemicals ; fire extinguishers and first-aid kits ;
storage for notebooks and aprons ; experiment-sheet filing cabinet ; charts
and models ; projection screen .

Physics Laboratories
•Physics laboratories are used for lectures, demonstrations, viewing
projected material, individual and group study, writing, individual and group
experimentation.
•Around the room on three sides at a comfortable height (higher than the
ordinary table) should be a work station for each student, consisting of a
table with a large free working area.
•One end of the room should contain the teacher's desk and a
demonstration area with a 5-in .-high dais for the demonstration table.
•One of the main problems for the physics area will be provision of adequate
storage space for a vast amount of demonstration equipment and specialized
scientific apparatus. Storage space with glass doors for visibility, bookshelves
for a reference library, and a cabinet for notebooks should be provided.
INCLUSIVE SCHOOL - Kitchen and library
INCLUSIVE SCHOOL - Classroom

Recommended classroom sizes for elementary schools range from 850 to 1,150 sq ft . High school classrooms may range
from 750 to 900 sq ft . In some instances where large group teaching or team teaching is taking place, double classrooms
may be desirable. In other instances, regular classrooms may be divided by the use of a folding partition which has a
satisfactory acoustical separation .
General Requirements for All Classrooms Design
1 . Sufficient space is needed near the front of the room for setting up audiovisual equipment,
such as projection screens and charts .
2. Ceilings should be a maximum of 9',¢ ft high .
3. Light from windows should, if possible, come over a pupil's left shoulder . No teacher should
be required to face the windows when addressing the class from the normal teaching position.
4. Ceilings and/or walls should be acoustically treated.
5. Floors should have a cushioning material.
Location
The classroom should have as quiet a location as possible, away from noisy outdoor areas.
Ease of access to specialized facilities
outside the academic unit should be ensured. Light Control Color films, television, and slides
are becoming more and more widely used . Darkening curtains or light-tight blinds should be
provided for light control in all teaching areas. The architect should give careful consideration
to the problem of darkening clerestories,
skylights, and other sources of light . Consideration might be given to the type of venetian
blinds that ride in side channels and are easier to operate and to clean than other blinds.
Doors
1 . Doors should be placed at the front of the classroom and should be recessed so that they
do not protrude into the corridor.
2. Thresholds should be avoided so that equipment on wheeled tables, such as mounted movie
projectors, can be rolled in and out easily .
3. All doors should have a vision panel of tempered or wire glass.
4. Door hardware should be such that doors cannot be locked from inside the classroom.
INCLUSIVE SCHOOL - Sports and Recreation – Outdoor
INCLUSIVE SCHOOL - Sports and Recreation – Indoor
INCLUSIVE SCHOOL - Atheletics Facilities
INCLUSIVE SCHOOL - Indoor swimming pool
INCLUSIVE SCHOOL - Outdoor swimming pool
INCLUSIVE SCHOOL - Swimming pool example
INCLUSIVE SCHOOL - Primary school area

Other basic ingredients for class teaching include:

free floor space, for gathering pupils together and for space-consuming
work
Book corner with room to browse
computer workstations
facilities for practical work.
Non-teaching area
Non-teaching area falls into six categories:
( 1) Staff and administration accommodation will include
The head teacher’s office,
Staff work and
Social space(s),
Additional staff offices and/or workrooms to suit the type and size of
the school,
Administration areas (including reception, a main office and
reprographic facilities),
A medical inspection (MI) room and staff lavatories, and may also
include changing facilities and showers. The amount of toilet and
changing facilities required can be calculated with reference to the
workplace (health, safety and welfare) regulations, 1992.
The head teacher’s room will probably be between 10 and 14m2, but
in secondary schools may be as large as 30mZ, unless a separate
meeting room is provided.
Staff work and social activities have tended to be accommodated in
one space but there is a growing trend, where space is available,
towards separate social and work areas in both primary and secondary
schools.

(2) Pupils’ storage and washrooms will include areas for coats and
bags (possibly containing lockers) and pupils’ sanitary facilities required
by the SPRs. These include toilets (one for every 20 pupils aged 5 or
over, one for every 10 pupils under 5), changing and showering
facilities for pupils aged 11 and over, and a shower or deep sink for
every 40 under-fives.

(3) Teaching storage will include class storage and walk-in stores for
books, materials, equipment (including that for indoor and outdoor PE)
and pupils’ work in progress. There will also be preparation/storage
areas for science and technology departments in secondary schools.
Catering facilities comprise dining areas and kitchens, including stores
and facilities for catering staff. Many primary schools now only have
‘finishing kitchens’ to cook or heat convenience food. Dining areas may
be available for part of the day as teaching space and in primary
schools a multipurpose hall usually accommodates dining, PE and
assembly. Dining may occasionally take place in class bases.
Ancillary spaces may include a caretaker’s office, storage for
maintenance equipment, cleaner’s, caretaker’s and bulk stock, secure
storage for valuable items such as examination papers and the boiler or
plant room and fuel store.
Circulation and partitions including corridors, stairs, foyers and
defined circulation routes in open-plan teaching areas, as well as the
area of internal walls, can take up a quarter of the gross area of the
school, depending on the plan. It is therefore worth trying to make
effective use of corridor spaces by making them ‘double-loaded’ where
possible and ensuring that open areas ‘off‘ corridors are designed such
that they can be used for small groups, social areas (x display without
interfering with the natural traffic flow.
A minimum width of around 1.8m in heavily used corridors and 1.2m
in routes to one or two rooms is ‘preferable.

TYPICAL SCHEDULE OF SPACES FOR PRIMARY SCHOOL

Source : architects handbook, Quintin
INCLUSIVE SCHOOL - Secondary school area

SECONDARY SCHOOLS
INCLUSIVE SCHOOL - Design for Physically abled