 |
|
|
 |
 |
|
 |
|
|
 |
|
|
 |
|
|
 |
|
|
 |
|
|
|
|
 |
 |
|
 |
|
|
 |
|
|
 |
|
|
 |
|
|
 |
|
|
|
To look for a specific item then please use the search facility by clicking here
See fact sheets 4.3 Signs and Notices, 6.13 Interior Fittings, 6.14 Communication Aids and 6.20 Colour and Lighting.
Good signage around a school is a major factor in enabling people with a variety of disabilities to make full use of the buildings and their facilities. Good signage is one of the best ways of improving accessibility to a school for a large number of people. It also has the advantage of being relatively low cost and straightforward to carry out.
As well as providing clear and concise information about locations of facilities and directions to them, good signage can convey information about facilities that are available to assist people with disabilities.
Signs should use upper and lower case lettering, with letters contrasted against
their background by tone and/or colour. Signs with embossed letters or Braille
can be helpful to people with visual disabilities. Full details of good signage
practice can be found in section 4.3 Signs and
Notices.
Similarly, independent use of controls of things such as lighting, lifts, telephones, security systems etc is of vital importance in achieving accessibility.
Tone and colour contrast should be used to ensure that controls, including door furniture, are clearly distinguished from their background. The heights of controls should be set so as to be accessible for all users.
Controls conveying information, such as lifts, should have raised letters and
Braille embossing.
Lighting should meet the needs of the individual and the task on which they are working.
Lighting can be used to enhance the impact of variation in colour and texture, consequently providing visual cues that will assist people with visual disabilities.
Uplighting, set above eye level can be helpful in providing a glare free environment.
Detailed guidance relating to lighting can be found in fact sheet 6.20
lighting.
Heating, electrical and ventilation services can add an unacceptable amount of background noise and cause difficulties for pupils with hearing disabilities. Such services should be sited to add minimally to background noise levels.
The main power supply cable to a building generates a considerable magnetic
field that may generate a hum in hearing aids. Its position should be clearly
located and communal activities avoided in its vicinity.
home page | contents | introduction | principles and policies | useful information | appendices
fact sheets: general | development | external environments | buildings | transport | education
