CHECKLIST 2:
ACCOMMODATION IMPLICATIONS OF GREATER INCLUSION

The special needs of all users should be considered throughout the design process from site planning to decisions on services and furniture. Pupils with special needs require assistance from a number of people including teachers and health and social care professionals whose needs must also be considered. The following facilities are likely to be needed. In many cases these spaces can have dual function.
• Specialist support spaces such as therapy rooms, toilets or hygiene suites.
• Small learning spaces for support teaching or quiet time.
• Access to office space for peripatetic professionals.
• Space for parents and carers to meet, and get support from, staff.
• Storage space for educational and mobility equipment. The following design points also need to be borne in mind.
• Internal and external space should be accessible to all including those with physical disabilities.
• There should be sufficient movement space for those with physical disabilities in all areas.
• Room temperatures should (as far as practicable) suit all users.
• Colour, light and scents can be used to beneficial effect in learning.
• Lighting and acoustic environment should take account of the hearing impaired.
• Clear circulation routes, colour and texture can help the visually impaired.
• A flexible design allows for changing needs.
 
 

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