 |
|
|
 |
 |
|
 |
|
|
 |
|
|
 |
|
|
 |
|
|
 |
|
|
|
|
 |
 |
|
 |
|
|
 |
|
|
 |
|
|
 |
|
|
 |
|
|
|
To look for a specific item then please use the search facility by clicking here
Schools that have been designed to be accessible for all users have space in which people can easily move, interact and use the physical features. It should be remembered that employees are part of the school, both in terms of their own interaction with pupils and parents, and also the ease with which they work within their physical environment. If you make changes that make life easier for disabled pupils, staff and visitors, it will also improve the school, experience for everyone.
Not all of the fact sheets detailed within this section will be relevant to
all schools. Specialist facilities such as hydrotherapy pools, parents rooms,
and specialist shower facilities will traditionally only be found in special
schools. With increased inclusion within mainstream schools, it is the size
of the school and the number of people who would benefit from such facilities
that will determine whether it is reasonable for them to be provided.
Many of the access issues that are relevant to schools are the same as those relating to any building or service provider. As such, information contained within other sections of this Code is relevant and will be cross- referenced where applicable.
The aim of this section of the Code is to consider accessibility from the perspective of schools where issues of size (of pupils), security and facilities required are unique to the education environment.
home page | contents | introduction | principles and policies | useful information | appendices
fact sheets: general | development | external environments | buildings | transport | education
