Designing of educational buildings for handicapped children

Abstract

One of the most significant changes which has occurred in our society during the past half century is our response to the needs and problems of handicapped children. The interests and welfare of these children and their families had been grossly ignored until recently. In few other instances have we witnessed such dramatic changes in attitudes; the handicapped have moved from a disenfranchised status to one of recognition and concern, if not total acceptance. Although there are still many ''closet children" whose needs are unknown and unmet, and although a number of shortcomings in service still exist, a quite revolution ls in progress. previously ignored as citizens, these children finally attain their rights to full and appropriate educational programmes and services. It is in education in particular that this change can be clearly seen, and with this general awareness comes the specialized and professional knowledge based on both statistical and practical information. The architects contribution in this regard is a dominant factor in creating an environment and building design that will be conducive to minimise the effect of any disability and to enhance self-confidence and self reliance which will prepare the child for such life and work as they can achieve within their limitations. The scope of this paper is to set out design approaches and studies which will cover the main stages of education for the handicapped child. The work has been subdivided into four main chapters each covering a separate form of generalized handicap. Although these studies and recommendations will refer specifically to all-age day schools, many of the proposals may be relevant to other types of provision for the education of the handicapped and indeed in certain respects to homes and other similar institutions for the handicapped.