Facilities Planning Guide for Special Education Programs: Planning Accessibility for the Handicapped in Public Schools

The guide details characteristics to provide architecturally accessible special education programs for handicapped students. Impetus for the accessibility movement is traced to legislation, including the Architectural Barriers Act and Sections 503 and 504 of the Rehabilitation Act of 1973. Planning...

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Bibliographic Details
Main Author Brooks, Kenneth W
Format Web Resource
LanguageEnglish
Published National Association of State Directors of Special Education 01.08.1979
Subjects
Architectural Barriers
Building Design
Compliance (Legal)
Design Requirements
Facility Guidelines
Facility Planning
Federal Legislation
Guidelines
Handicapped Children
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Summary:The guide details characteristics to provide architecturally accessible special education programs for handicapped students. Impetus for the accessibility movement is traced to legislation, including the Architectural Barriers Act and Sections 503 and 504 of the Rehabilitation Act of 1973. Planning features considered are the development of a master plan, identification of qualitative and quantitative needs, determination of resources, and staff involvement. A final section outlines specific accessibility requirements and current and proposed ANSI (American National Standard Specifications) standards for general interior considerations, specific areas within facilities, ground and floor surfaces, parking and passenger loading zones, ramps, stairs, elevators, drinking fountains, bathrooms, alarms, signage, telephone, and assembly areas. (CL)