Access by design 133

access by design Winter 2012 • Issue 133

AgrAbility Donaldson’s School Well-designed outdoor spaces Frank Barnes School for Deaf Children

Vital station – trains that never sleep 24 lifts bring 24-hour flow Making life easier for millions What can Stannah do for you?

Welcome to Access by Design issue 133 This issue considers the role of well-designed outdoor spaces, their impact on our health, wellbeing and our livelihoods. The task of well-designed interiors, particularly those created to support and enrich learning is also explored.

Appearing in this issue is AgrAbility, a programme from the USA that assists disabled farmers to work their land and maintain their livelihoods in some very challenging settings, whilst our regular contributor Vivien King explores the meaning of disability.

access by design 1

Winter 2012 Issue 133 The journal of the Centre for Accessible Environments®

Welcome

by Geraldine McNamara

2 Newsdesk 4 Publications 6 Grundtvig

by Wai Chan and Foteini Galanopoulou

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Well-designed outdoor space

by Annie Pollock

We learn from the University of Stirling’s Dementia Services Development Centre about how external environments can promote better health, and the special feature contains accounts of the involved approach required to design schools and spaces that incorporate active deaf education.

We hope you enjoy this issue and we would of course welcome any feedback you might like to share.

Project: The complete regeneration of Kings Cross Station, London

Geraldine McNamara Email: geraldine.mcnamara@cae.org.uk

Principal contractors: Vinci and Network Rail Scope: A selection of 24 Stannah new and refurbished passenger and goods lifts – designed and installed by Stannah’s Major Projects Team – to help improve access across the whole station Result: Streamlining accessibility for millions helps to make a world-class station

Call Stannah on 01264 3390900

The burning issue The Department for Communities and Local Government have begun consulting on proposed changes to the Building Regulations, including Part M. As the Building Regulations set the minimum performance standards that building work is expected to meet in areas such as accessibility and safety, amongst others, there is growing concern that proposals to simplify some of the standards, may impede the work of access professionals and reverse years of expertly informed and thorough measures, or will proposed changes ensure standards are more user-friendly?

www.stannahlifts.co.uk Cover photo: Donaldson’s School reception area © Donaldson’s School

Meet the family

Passenger Lifts

Escalators and Moving Walkways

Platform Lifts

Goods and Service Lifts

Lift Refurbishment

Bespoke Lifts

Lift Service and Repair

14 AgrAbility

by Paul Jones

17 Special feature: Challenging traditions – designing for deaf education

by Chris Harrowell

20 Special feature: Donaldson’s School – a lesson in inclusive design

by Deborah McKay and Janice MacNeill

25 Special feature: Frank Barnes School at Jubilee Waterside Centre

by Alice Brown and Karen Simpson

29 Special feature: Designing a new home for Frank Barnes School for Deaf Children

by Helen James and Karen Simpson

33 Legislation Meaning of disability?

by Vivien King

36 Favourite building One Great George Street, London

by Jenifer Littman MBE

Editor and advertising: Geraldine McNamara Subscriptions: Helen Carter ISSN 0959-1591 Published four times a year: March, June, September, December Design by James Foulger 020 8399 5202 Printing by The Charlesworth Group 01924 204 830 The views expressed in Access by Design are those of individual authors and not necessarily those of the Centre for Accessible Environments. All correspondence should be addressed to the editor.

Subscriptions pre-paid, including postage, for four consecutive issues: UK £24; students and additional subscriptions to the same address £20. Overseas £38; students and additional subscriptions to the same address £32. Cheques made payable to Centre for Accessible Environments. © Centre for Accessible Environments, Fourth Floor, Holyer House, 20 – 21 Red Lion Court, London EC4A 3EB. Tel: 020 7822 8232 email: info@cae.org.uk, website: www.cae.org.uk Company Limited by Guarantee registered in England and Wales No 3112684 Registered Charity No 1050820

Issue 133 Access by Design

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Newsdesk

Newsdesk

News Bidding opens for £240 million Care and Support Specialised Housing Fund The Care and Support Specialised Housing Fund is the first such programme that the Homes and Communities Agency (HCA) will administer on behalf of the Department of Health. It is planned to run for five years.

The fund has two phases:

The review of the Equality Act (Specific Duties) Regulations 2011 is being combined with a review of the general due regard equality duty. The combined review is to be completed by April 2013.

For further information, visit the Government Equalities Office website

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http://tinyurl.com/ Review-PSED

historic buildings and settings can be overcome effectively and sensitively.

For further information, visit the English Heritage website

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ww.english-heritage.org. w uk/disabilityhistory

Visit England launches accessible tourism campaign for 2013 Visit England has unveiled their new national marketing campaign to promote accessible tourism in England.

• phase one will focus on affordable housing • phase two will focus on market sale homes

Historic buildings tell story of disability

The fund calls for innovation in developing housing opportunities, asking local authorities and developers to work collaboratively with health providers to identify the best local solutions.

English Heritage have launched a new website entitled Disability in Time and Place, featuring hundreds of buildings and the historical stories that link them to disabled people’s lives and experiences.

For further information, visit the HCA website

For the first time on their website, English Heritage has included content which has been transcribed into British Sign Language made available on video.

Visit England, in collaboration with a broad range of tourism organisations, will identify businesses in the tourism industry that provide high levels of service to visitors with access requirements, such as hearing or visual impaired tourists, wheelchair users and older people.

The Disability in Time and Place project was developed in partnership with the Alliance for Inclusive Education and disability rights champions and historians.

The new campaign is set to work across the country, focusing on crucial issues such as customer service and the provision of visitor information.

English Heritage has also updated the publication, Easy Access to Historic Buildings, in collaboration with CAE. The title includes several examples of how physical barriers in

For further information, visit the Visit England website

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ttp://tinyurl.com/Careh and-Support-Housing-Fund

Review of the Public Sector Equality Duty In May 2012, the Home Secretary announced a review of the public sector equality duty, as part of the Government’s Red Tape Challenge.

The review aims to establish whether the equality duty in the Equalities Act 2010 is

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functioning as intended.

Access by Design Issue 133

The campaign will highlight tourism experiences that have something to offer everyone across the country.

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www.visitengland.org

Drive to get more disabled people into work: Access to Work Access to Work provides financial assistance towards the extra costs faced by disabled people at work, such as, specially adapted equipment or support workers.

More support to pay for such equipment or other costs is to be made available after changes were announced to the Government’s disability employment programme.

Some of the changes announced include: •b usinesses with up to 49 employees will no longer pay a contribution towards the extra costs faced by disabled people in work ccess to Work advisers will •A be given more flexibility in deciding which equipment is funded through the scheme offering more choice •n ew measures are being implemented by the Government including: • f unding the physical transfer of equipment • i ntroducing a fast-track application process •w orking with employers to find more imaginative solutions to support individuals The Government is also hoping to raise awareness of the Access to Work programme and the new changes.

For further information, visit the Department for Work and Pensions website

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ttp://tinyurl.com/ h Access-to-Work-DWP

£10.2 million legacy investment to deliver more sport for disabled people Sport England has announced that 44 projects will benefit from £10.2 million of National Lottery funding from its Inclusive Sport fund. The increased funding will open up more opportunities for disabled people to get involved and try new sporting activities.

Sport England has increased the funding available through the Olympic and Paralympic legacy programme, seeing an increase from £8 million to over £10 million.

Funding will be used to pay for a range of equipment such as flexible solutions, including equipment that can be transported to a variety of locations so disabled sports enthusiasts can engage with more traditional sports facilities – at times and places that are more convenient.

The project will also recruit disabled people who will act as ambassadors for sport and work with venues and facilities to support improvements.

For further information, visit the English Federation of Disability Sport website

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MEPs adopt an ambitious report on passenger rights in all transport modes The Transport and Tourism Committee of the European Parliament adopted a report on passenger rights in all transport modes.

The report acknowledges the role mobility plays in ensuring more disabled people actively participate in society. Proposed measures to overcome barriers and facilitate the mobility of disabled people include: • door-to-door accessibility • greater understanding of design-for-all requirements • accessible information and services • accessible complaints handling systems • better staff training to assist passengers with mobility impairments The report also references the United Nations Convention on the Rights of Persons with Disabilities and to the right to free movement.

For further details, follow the link to the European Parliament Report

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h ttp://tinyurl.com/ Euro-Parliament-Report

ttp://tinyurl.com/ h Inclusive-Sport-EFDS

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Publications

Publications with a learning disability live in registered care homes

Publications Housing our Ageing Population: Plan for Implementation (HAPPI2) ●

The All Party Parliamentary Group (APPG) on Housing and Care for Older People has highlighted benefits of improved housing options for older people.

The 2012 inquiry report comes after a five-month inquiry into the progress in implementing the recommendations and design criteria set out in the landmark HAPPI report.

The APPG inquiry gathered the benefits of developing good quality housing for older people and has made some recommendations with a view to regenerating the housing market, improving the health of older people and creating new housing options. Some of the recommendations include:

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a Cabinet Office Task Force to bring together the Departments of Health and for Communities and Local Government to drive forward the building of homes needed by the ageing population t he Department of Health to tailor its £300 million Health, Care and Support Housing Fund to ensure more schemes are designed to HAPPI principles p rivate sector and registered social landlords to develop a HAPPI kite mark to raise the HAPPI profile t he Homes and Communities Agency to lead in championing HAPPI to ensure that a clear targeted

Access by Design Issue 133

strategy for housing older people forms part of local plans l ocal housing and social care departments should give strategic priority to assessing and investing in older people’s housing, and maintain accessible housing registers

For further information, visit the Housing LIN website

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ttp://tinyurl.com/ h HAPPI-TWO

Hospital 2 Home Hospital 2 Home is a resource pack designed to encourage and support cross sector co-operation between housing, health and social care.

The resource aims to highlight the crucial role housing plays in enabling independence and health in later life. It includes practical ideas that support a joint approach across the sectors.

It provides essential information for people working in health, housing, social care and the voluntary sector, and will help them to improve systems of support for older patients who are being discharged from hospital to their own homes.

The pack was produced with input from a selection of advisory organisations and charities, and supported by the Department for Communities and Local Government and the Department of Health.

For further details, visit the Housing Learning and Improvement Network

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ttp://tinyurl.com/ h Hospital-2-Home

Housing for people with a learning disability A report from Mencap says that local councils struggle to support people with a learning disability to live independently.

The Housing for people with a learning disability report warns that ‘local authorities are moving backwards from a long-established national policy to support people within their communities’.

It expresses concern that the plans for providing independent living options for people with a learning disability are to be derailed by Government budgets cuts and welfare reform.

Mencap conducted a freedom of information request of all local authorities in England and Wales and a survey of nearly 500 parent carers of people with a learning disability. The findings include: councils recognise that there is a housing shortage for adults with a learning disability ●n early seven-in-ten councils say that the housing shortage has worsened in the last year ● j ust one-in-three people with a learning disability live independently ●n early one-in-four people

In the past year, a number of councils have taken the decision to only support people with a learning disability to live independently if the cost to support them is less than moving them into care. Mencap is concerned that councils are increasingly sending people into care because it is a cheaper option, rather than because it is the best decision for the individual.

For further information, visit the Mencap website

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ttp://tinyurl.com/ h Mencap-housing

External review of Government planning practice guidance: Report by Lord Taylor of Goss Moor In December 2012, the Government welcomed a report, led by Lord Taylor of Goss Moor, of the review of planning practice guidance. A short consultation followed the review group’s recommendations.

The review group made recommendations as to: ●

●e ight-in-ten

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t he scope and form of practice guidance that should be provided in future to support effective planning w hat new or updated practice guidance should be published w hat guidance should be cancelled

For further information on the report by Lord Taylor of Goss Moor and the consultation, visit the Department for Communities and Local Government website

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ttp://tinyurl.com/ h Taylor-Review-2013

Evaluating access statement requirements in Part M of the Building Regulations and minor technical amendments to Part M of the Building Regulations This impact assessment sets out proposed changes to the way in which applicants demonstrate compliance with Approved Document Part M (Access to and use of buildings) of the Building Regulations and provides an analysis of associated costs and benefits.

For further information, visit the Department for Communities and Local Government website

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ttp://tinyurl.com/ h Access-statement-Part-M

Safety at Street Works and Road Works: A Code of Practice This code of practice from the Department of Transport sets out the statutory requirements for signing, lighting, and guarding excavations and other street works.

A key reference for utility companies, local authorities and contractors, it outlines the principles of carrying out street work safely.

For further information, visit the Department for Transport website

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ttp://tinyurl.com/ h Safety-at-street-works

Evaluation of the Implementation of the Equality Act 2010 This report presents findings of a survey conducted between November 2011 and January 2012. The aim of the survey was to gauge organisations’ understanding of equality legislation.

This report investigates workplace equality structures and variations in organisations’ ethos regarding equality.

These reports were produced by the Centre for Research in Social Policy and the International Centre for Public and Social Policy on behalf of the Government Equalities Office.

For further information, visit the Department for Culture, Media and Sport website

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ttp://tinyurl.com/ h Evaluation-Equality-Act-2010

Access for all design guide The Environment Agency has published an Access for all design guide.

It includes guidance on a range of features, for example, rivers, canals, cycle paths and bridle paths, and common access features such as steps and ramps.

It advises on designs for adaption that should fulfil the needs of all people whilst enabling safe enjoyment of the environment.

For further information, visit the Environment Agency website

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ttp://tinyurl.com/EAh Access-for-all-design-guide

Issue 133 Access by Design

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Grundtvig

Grundtvig

Accessing London’s culture through lifelong learning

such as museums. I find this amazing because what disabled people need sometimes is difficult to think of, if you do not have personal experience’

In May 2012, CAE organised a Grundtvig learner workshop entitled London 2012: All Inclusive

‘I would like the achieved experience to be implemented in accessibility about Europe and that a standard of accessibility could improve troubles and cultural believing through European Community’

‘I enjoyed the freedom to choose what I wanted to do. I learnt more about culture, London, the Olympics …’

A London 2012: All inclusive workshop

Workshop. It was gratefully funded by the European Commission’s Lifelong Learning Programme. For CAE this was an opportunity to explore the principles of inclusive design and

Workshop participants explored a wide variety of London’s attractions and historical spaces

The right learning context

accessibility through the diverse travel and cultural interests of the European participants.

London, only a couple of months before the Olympic and Paralympic Games, offered the platform to put these principles to the test, and in the end, it passed successfully. Here, CAE Project Managers, Wai Chan and Foteini Galanopoulou, introduce CAE’s first residential workshop for European adult learners.

Applying access Participation in the Workshop was open to disabled and older people from across Europe.

Shared interests included arts, culture, sports and accessibility.

From the start, all procedures were designed to be as accessible as possible – alternative formats were made available, including Easy Read and Plain English, both of which were used in all communications before, during and after the workshop. Individuals were invited to apply along with their personal assistant or companion.

years-old, all representing unique personal experiences and access requirements.

For many of them this was completely new territory – including, travelling abroad, using the internet, learning about inclusive design and of course, meeting new people. Therefore, one of the key aims was to create a positive environment for everyone involved. This was achieved partly through an online blog for participants only. The blog helped bring cohesion within the group in a number of ways, such as:

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Positive learning Once the difficult task of selecting participants was completed, an enthusiastic group of 12 learners from seven different countries (Belgium, Bulgaria, Cyprus, Czech Republic, Finland, Portugal and Romania) was formed. Their age range of participants was between 35 and 74-

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Access by Design Issue 133

In addition to pre-arrival information about their trips to London, participants were given details and helpful resources such as:

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This was one of the few Grundtvig workshops actively welcoming applications from disabled people and, as a result, CAE received a high number of enthusiastic applications – over 70 in total.

Mapping out everyone’s profile before their arrival was essential in choosing the appropriate learning content and teaching styles: for example, a traditional paper-based style may have created barriers for some. Instead, a combination of discussion, open questions, worksheets (Easy Read versions), tactile items, images, photos and videos were used, giving everyone options for a preferred method of participating, receiving and sharing information. Furthermore, all sessions were designed so that participants’ real-time comments were incorporated into the experience and learning, there and then. Participation was encouraged at all times but not pressurised.

participants could begin getting to know each other developing internet and website skills sharing and learning a common language following the progress of the workshop programme influencing the activities

Though it was not compulsory for everyone to contribute posts or take part in the group tasks, the blog remained a safe and welcoming platform for sharing; for some just following the weekly posts helped them feel part of the group before the workshop took place.

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s chedule of activities maps and guides customised materials (that took into account personalised requests, including, A3 large print maps of the London Underground) suggestions for accessible theatres and other cultural venues

Practicalities Accommodation and transport were vital elements in the success of the workshop. Visits to many London hotels were conducted by members of CAE’s team in advance, in order to select one that met high hospitality and access standards as well as the requirements of our workshop participants. The main criteria included accessibility of the hotel and rooms, facilities for hearing impaired guests, disability awareness of staff and customer service. The hotel chosen was the Copthorne Tara in Kensington, West London.

Staff at the hotel there were keen to offer additional services, such as assisting participants’ in their preferred language. It was one of the few hotels that allowed the participants to stay in their preferred accessible room and on the same floor as other Workshop participants. CAE found that many other hotels seemed to locate single accessible rooms at the far end of each floor.

In their own words:

‘This is the first time in my life that somebody asks my personal opinion about accessibility in public buildings

Workshop participants visit the Olympic Park

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Grundtvig

Well-designed outdoor space ●● ●●

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language: use plain English and Easy Read formats check local community transport providers for accessible vehicles and make sure there are safe and accessible setting-down and collection points on planned routes get to know your participants do not try to control everything – provide choice and flexibility ●

© Damian Utton, Pozzoni LLP

Participants also experienced and tested public transport’s accessibility during independent journeys. Just a few months before the London 2012 Games, the accessibility of black taxis scored highly for the group, while the tube network and staff’s helpfulness impressed our guests.

For more tips, visit the London 2012: All inclusive workshop site

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http://tinyurl.com/cae-accessible-workshop

For further details the programme and to view more photographs, visit the blog

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Workshop participants at the NHM

For participants the workshop was an opportunity to develop their skills and expand their knowledge in familiar and new fields. During the course of the five days they attended sessions on inclusive design and access to culture and sports, intellectual access and, understanding contemporary arts and London’s heritage.

Lessons learnt: Top tips for running accessible workshops:

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do not be afraid to ask visit every location in advance to review accessibility (hotels, restaurants, local attractions, facilities, transport) make use of accessible guides online but do not depend on them check for Changing Places facilities and accessible WCs incorporate comfort breaks and rest opportunities throughout use clear print information and large print maps

Access by Design Issue 133

http://allinclusiveworkshop.edublogs.org

CAE would like to thank staff at the Science Museum, the Natural History Museum and Tate Modern for their support in planning the workshop activities and joining the groups during their visits.

The value of well-designed outdoor spaces Health and wellbeing for older people and people with dementia This article looks at how we can all promote better health by ensuring the external environments we use are appropriate and enabling by being clear, understandable, easy and enjoyable to use. Here, Annie Pollock very clearly sets out why this approach is so important and imparts valuable guidance on creating healthier and more pleasant outdoor spaces.

by Annie Pollock, Director of Landscape Architecture, Dementia Services Development Centre, University of Stirling There are now 800,000 people living with dementia in the UK and this includes over 17,000 younger people (65 years-of-age and below) and an estimated 11,000 people from black and minority ethnic groups. As the number of people with dementia grows (by 2021 it is estimated to be over 1 million), all our lives will undoubtedly be affected.

One-in-three people over 65 will develop dementia. Therefore, it is vital to explore ways that we can help lessen the impact of this disease on those that have it, their carers and the health services. Keeping everyone and particularly older people and people with dementia as healthy as

possibly has the potential for enormous savings on our national health bill as well as creating happier and easier people to care for.

How does being outdoors promote better health?

One of the best ways of improving one’s health is by getting outdoors, to exercise, socialise and to engage in activities. By being outdoors, we also get vitamin D from the sun, even on an overcast day.

Up to 80 per cent of ultraviolet rays can pass through clouds The Skin Cancer Foundation of the US

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Well-designed outdoor space

Well-designed outdoor space

Encouraging the use of outdoor spaces is a great way to help with this, but according to Arthritis Research UK, only 37 per cent of people recognised that the best way to get vitamin D is to go outside in the sun for a few minutes at the right time of the day without wearing sunscreen.

The Decalyos II Study, Osteoporosis International, 2002

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External environments in the public realm (villages and towns) can be a struggle to get around because of features such as: ●● ●● ●● ●● ●●

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i ncreased risk of bone fractures malignancies (particularly colon, breast and prostate gland) chronic inflammatory and autoimmune diseases such as; • type one diabetes • inflammatory bowel disease • multiple sclerosis • rheumatoid arthritis heart disease and hypertension it has also been found to be associated with low mood and impaired cognitive function

For people with dementia, lack of vitamin D can be even more critical, affecting their physical and mental health at a time when life is already

Access by Design Issue 133

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s teps high kerbs uneven paving overgrown hedges rubbish bins street signs cluttering footpaths no seats for resting lack of signage to guide you around no public toilets inadequate bus shelters on narrow footways large car parks where you can lose your car

…and on so on.

Scenarios such as these are difficult for all ages, young and old. But imagine you are 70 or older, your sight is reduced, you are hearing impaired, you need a stick to help you get around; you may have early stage dementia with the additional stresses of no longer having the ability to work things out, remembering something that happened earlier that day, who you are meeting or where you are going.

A narrow footpath with many unnecessary obstacles can prove very daunting for some people These are not fictional scenarios. Our streetscapes are often poor – discouraging those living independently from going out. People with dementia in care homes and hospital wards may not go out at all. This is usually because the design is inappropriate or doors are opened only when staff have the time or feel secure in the knowledge that being outside is safe for the residents. Some patients located on upper floors may have no access to an outdoor space.

Enabling environments

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Vitamin D deficiency is associated with a high risk of poor health, including:

nvironments that are enabling; barriere free and easy to understand and navigate orientation of the outdoor spaces to allow sun access outdoor spaces that are safe – and in a care home / hospital setting also secure places to go and things to do that are fun and enjoyable

An open door allows extended enjoyment of the garden outside and instills a greater sense of openness and freedom Dementia-friendly design

© Annie Pollock

Four of the most important considerations to start with are:

Dementia-friendly design means designing things that look like what they are, rather than trendy or signature design items where the function may be hard to understand.

In the wider streetscape, design for older people means easy accessibility to services and facilities (shops, public toilets, bus shelters, parks and green spaces) as well as legibility.

Use of landmark objects, clear signs to aid wayfinding, plenty of light and colour contrast are all good starting points for dementia-friendly design.

Strong colour contrast is helpful to be able to identify handrails, seats, doors and so on.

Features in the street environment such as statues and artworks, trees, planting beds, colourful shop fronts and so on can all provide waymarkers.

This chart shows marked differentials in verbal responses to locked and unlocked doors Yet, being able to go outdoors allows people to relax, take exercise and, importantly, to get vitamin D from sunlight. Exposure to natural light also helps regulate the circadian rhythm (our body clocks). Studies back in 1992, in a dementia

Full of colour, texture and comfortable seating, this very different bus stop can be found on the island of Unst

Issue 133 Access by Design

© Annie Pollock

‘Vitamin D insufficiency, especially in institutionalised subjects, is due mainly to a lack of exposure to sunshine that is not compensated for by increased dietary vitamin D intake’

facility showed that both access to a garden, and an unlocked door to it, enormously reduced challenging behavior.

So how do we achieve this?

© Annie Pollock

Getting outdoors has several benefits including enjoying the scenery, taking in the natural surroundings and sharing a chat with friends A recent UK survey published in the British Medical journal showed that more than 50 per cent of the adult population has insufficient levels of vitamin D and 16 per cent have severe deficiency during winter and spring. People with dementia are particularly deficient and a study in France noted that:

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For those who have to go into care, the environment may be even more challenging as it is likely to be very unfamiliar; there may be nothing to occupy your time and it is very likely that you will be unable to go outside when you want to as the doors may be locked.

© Adapted by Annie Pollock from Nazami and Johnson

© Anne Ragnhild Moseby

becoming far more challenging for them.

This deficiency is most often caused by insufficient exposure to sunlight and nutritional deficiency.

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Well-designed outdoor space

Any gates leading out of the secure outdoor space should be well concealed to prevent the person with dementia wanting to exit through them.

This bench is unfortunately located, meaning users may miss out on some beneficial sun light and natural warmth

with each generation. People with dementia who were young during the war years will have very different memories and experiences from the 1960’s flower power generation; outdoor space will mean different things to different cultures.

The aim is to design spaces that are easily understood, will trigger memories and have a non-threatening, friendly scale and atmosphere – places to enjoy. The design needs to minimise stress, which can be very disabling.

This manhole cover is barely noticeable as it blends into the pavement avoiding any distraction

For people in a care setting, it is essential that outdoor spaces are safe and secure. This means sensitive enclosure (fences that do not appear imprisoning), level and well-drained paving, barrier free access and handrails in the case of any gradient.

Orientation and sun access

Courtyards are popular for hospitals and care homes, as they provide secure outdoor space that can be easily supervised. But if the surrounding building is too high or the space too narrow, it may be sunless for a large part of the year, so early studies are essential to ensure that the

Access by Design Issue 133

Planting can soften many hard materials and create a far friendlier environment for all users

© Annie Pollock

Places to go, things to do When designing, the briefing stage is vital. This is particularly so when designing for people with dementia, who may struggle in understanding their environment.

Background information is needed, such as: ●● ●● ●● ●● ●●

Safe outdoor spaces that are pleasant and enjoyable can provide a much-needed break from the inside

© Annie Pollock

With all outdoor spaces, whether public realm in a town or village or a garden in a hospital or care home setting, there are additional design considerations relative to our northern latitude.

If the external environment is too extreme, for example, too cold, too hot, too windy, or too noisy, studies have shown that such factors are the main reasons that people with dementia do not go outside and this probably applies to many of us of all age groups. External spaces have to provide a balanced environment, which means access to light and sunshine, shade when needed, shelter from cold winds and rain, screening from noise, places to walk and sit, spaces for activity and spaces to be alone. To achieve this, the designer needs an understanding not only of sun angles and wind direction, but how the built form might affect these factors, for both ground level and upper floor balconies and roof terraces.

A narrow footpath with many unnecessary obstacles can prove very daunting for some people

hat are their specific design w requirements? how will they want to relate to outdoor spaces? what would they want to do outdoors? what is meaningful to them? what was their background and culture?

With dementia, short-term memory and ability to reason is lost, whilst long-term memories (childhood and early adulthood) can remain strong. Understanding the background and culture of the people you are designing for will provide clues as to what might be their early memories – and the design will subtly change

One of the many benefits of spending time with family and friends is fun

© Liz Fuggle

Safe spaces

Shiny or reflective surfaces may appear wet and therefore slippery even if they are not – and older people are usually frightened of falling.

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Planting must not be harmful in any way. The planting scheme should provide year-round interest, have sensory attributes (colour, perfume, texture, sound) and include some edible plants, fruit, herbs and vegetables.

© Annie Pollock

© Annie Pollock

Seating needs to be provided at regular and visible intervals, and the seats should be comfortable and easy to get in to and out of.

courtyard is a sunny and pleasant place to be.

© Annie Pollock

However, colour contrast in the groundscape can be problematic – as it can look like a change in level or a hole, for example, a dark manhole cover in a light-coloured pavement could look like a hole or patch of earth to someone with a visual impairment and / or dementia – and so it is better to use recessed covers with paving inset to disguise them.

Well-designed outdoor space

If we live long enough, one-in-three of us will develop dementia. We need to fight for awareness amongst all designers and funders both in the public and private sectors to achieve good environmental design suitable for the people who will use it, remembering that dementia-friendly design works well not just for people with dementia, but for everyone. ● Designing Outdoor Spaces for People with Dementia, edited by Annie Pollock and Mary Marshall is available from the Dementia Services Development Centre (DSDC) at the University of Stirling.

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www.dementiashop.co.uk

Additional guidance booklets on building interiors, acoustics, lighting, balconies and roof terraces are also available from the DSDC. For further information on dementia, visit the Alzheimer’s Society website

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www.alzheimers.org.uk

Issue 133 Access by Design

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AgrAbility

AgrAbility have health conditions such as multiple sclerosis or arthritis, the leading source of impairment in the US. The average age of farmers in the US is approximately 57, making issues such as hearing and vision impairments significant.

© AgrAbility

Introducing AgrAbility

AgrAbility Cultivating accessible agriculture As readers will know, an accessible environment makes all the difference. However, making what is traditionally a hazardous, exposed and labour-intensive environment, such as a farm, accessible, takes concerted effort. In the following article, we learn about the exceptional challenges presented by farming environments and the programme from the United States that supports farmers to remain working their land.

by Paul Jones, Project Manager, AgrAbility Agricultural work environments present unique challenges to inclusion for disabled people.

Traditionally, farm houses and outer buildings are older and lack the accessibility features found in more modern facilities. Farms and ranches also have specialised structures with inherent barriers to access, such as grain bins, silos, and hay storage lofts, which normally require ladders for entry.

Agricultural operations frequently include rough terrain in fields and in farm yards, and some ranches are comprised of thousands of acres, making the size of the operation an additional barrier. Machinery storage buildings may be built with gravel floors, and farm shops often house a variety of tools, machinery parts, and other equipment stored at varying levels of height.

In addition to structures, agricultural production normally requires a variety of heavy machines, such as tractors, combine harvesters, planters, trucks, skid-steer loaders, and balers. The operating platforms on most self-propelled farm machinery is at least 60 centimetres off the ground and often higher – nearly two metres

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Access by Design Issue 133

on combine harvesters. In addition to potential barriers in access, equipment is normally operated by both hand and foot controls, creating issues for those with dexterity impairments. Machinery controls often require significant amounts of force to operate, which can present issues for people with limited strength.

Agricultural environments are also inherently dangerous with significant potential to cause serious or fatal injuries. The United States Centres for Disease Control and Prevention indicate that agriculture has a fatality rate of 26.1 deaths per 100,000 workers, and every day, about 243 agricultural workers in the US experience lostwork-time injury, with five per cent of those injuries resulting in permanent impairment.

While manufacturers have made great progress in improving the safety of farm machinery, there is still potential for farm workers to be crushed, pinned, or entangled by machinery.

Livestock also pose hazards to agricultural workers through trampling, kicking, or pinningrelated injuries. In addition, many agricultural workers incur off-farm injuries through vehicle crashes or other means, and thousands more

To help facilitate greater access to agriculture for disabled people, the US Department of Agriculture (USDA) implemented the AgrAbility Programme through the 1990 Farm Bill, with funded projects starting in 1991. The programme was modeled on existing programmes in states such as Indiana, Vermont, and Iowa. Oversight for the programme was assigned to the USDA’s Cooperative Extension Service, a programme that disseminates research-based information to the general public on topics such as agriculture, food and nutrition, community economic development, and youth development. Each state administers Cooperative Extension Service programmes through its land-grant university or universities.

service organisation (for disability / rehabilitation expertise).

AgrAbility services and resources Clients find out about AgrAbility through a variety of means, including referrals through the state vocational rehabilitation (VR) system, public awareness displays at farm shows, AgrAbilityrelated websites and news stories, and word-ofmouth from other AgrAbility clients. Once contact is made with a farmer needing services, an AgrAbility staff member typically visits the farm or ranch to assess barriers to completing tasks.

Some common needs are: ●●

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The mission of AgrAbility is to improve the quality of life for farmers, ranchers, migrant / seasonal farm-workers, other agricultural workers, and agricultural family members through three main priority areas: ●●

ducation of clients and professionals on e issues surrounding disability in agriculture through in-person training, printed

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publications, and electronic media networking with like-minded individuals and organisations to leverage human and

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financial resources for the benefit of AgrAbility clients direct services such as, on-site assessments at farms or individualised consultations via phone or Internet

Due to funding limitations, not every state is able to have an AgrAbility project, and currently 25 states are served by funded projects. In addition, a National AgrAbility Project supports the state projects through training events and educational resources. All AgrAbility Projects must involve contractual partnerships between a land-grant university (to help provide agricultural expertise) and at least one non-profit disability

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tility vehicles to traverse rough ground u for workers with arthritis, amputations, or strength / endurance issues mechanical lifts to raise machinery operators with spinal cord injuries or other mobility impairments into the cabs of their equipment automatic gates or equipment-hitching devices that enable agricultural workers with mobility impairments to remain in their vehicles instead of repeatedly exiting / re-entering machinery hand controls to replace foot controls for those with spinal cord injuries or other lower-limb impairments

Projects are not allowed to provide direct funding or equipment through AgrAbility funds to clients.

However, AgrAbility staff members are often able to network with VR, which uses both state and federal funds to help disabled people gain or maintain employment, to provide equipment needed by disabled agricultural workers.

Assistive technology is clearly a key to allowing agricultural workers to continue in their vocations. Consequently, the National AgrAbility Project has invested significant time and resources into the development of The Toolbox: Agricultural Tools, Equipment, and Buildings for Farmers and Ranchers with Physical Disabilities.

First published in the mid-1980s, this resource has transitioned from printed volumes to CDs and subsequently to its current online version which is available on the AgrAbility website This database contains nearly 1000 products that

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AgrAbility can be used by disabled agricultural workers engaged in many types of operations. It also includes publications and resources that assist in making agricultural work-sites more inclusive, such as, technical reports on making farm houses accessible or working with specific impairments, including, amputations, spinal cord injuries or visual impairments.

Special feature: Designing for deaf education ●●

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Success stories

n Indiana factory worker developed a arthritis and lupus, and was not able to continue in her job. She worked with AgrAbility and VR to start a greenhouse nursery business sometimes agricultural workers need to adjust the type of enterprise they operate due to an acquired impairment. For example, an Indiana farmer had raised pigs prior to incurring a spinal cord injury as the result of a gunshot wound. Following his rehabilitation, he determined that the physical demands of pig production would no longer be suitable for him, so he is now growing strawberries and asparagus. Others have chosen to move into niche markets, such as organic produce or raising goats

Challenging traditions – designing for deaf education An access consultant’s view The design of schools for deaf pupils has changed substantially in recent years. The following articles look at some examples in very different environmental contexts – one of which has yet to be housed in its permanent residence. Access consultant Chris Harrowell begins this special feature by introducing the schools and explaining some of the essential elements that created these inclusive designs and inspirational spaces for learning and teaching.

Mechanical lifts can raise disabled operators into their equipment Each year AgrAbility staff members provide direct, on-farm services to approximately 1300 agricultural workers. In addition, 1000 more receive less intensive assistance, such as telephone consultations, referrals to other organisations and attendance at workshops.

A 2006 study published in the Journal of Agricultural Safety and Health indicated that 88 per cent of AgrAbility clients continued to engage in agriculture after the onset of their disability. A few examples include: ●●

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a Minnesota farmer got his left foot caught in a grain auger, resulting in an amputation. AgrAbility worked with VR to get the farmer a mobility vehicle and other modifications, and they connected him with a peer support network of other disabled farmers to provide emotional support and practical guidance an Oklahoma rancher living with osteoarthritis in both hips from years of working cattle on horseback and performing other demanding tasks.

AgrAbility worked with VR to help him get hip replacements and assistive technology

Access by Design Issue 133

Staff members have also been invited to travel to other countries such as, Canada, South Korea, Thailand, Italy, England, Ukraine, Sweden, China, Austria, and Australia, to share information on making agricultural workplaces more accessible.

In addition, professionals from other countries have participated in AgrAbility-sponsored training in the US.

Conclusion While agricultural environments present barriers to access, a significant asset for increased inclusion is the attitude of the agricultural workers themselves. Even in the face of substantial disability, many agricultural workers are able to continue in their vocations if they have some key resources. AgrAbility plays an important role in providing assistance to these individuals through information on available technologies, assistance in networking with agencies like VR that provide funding for equipment, and encouragement to envision what is possible. ● For further information about AgrAbility, visit the AgrAbility website

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www.agrability.org

For details of the Toolbox: Agricultural Tools, Equipment, and Buildings for Farmers and Ranchers with Physical Disabilities, visit the AgrAbility website

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www.agrability.org/Toolbox

© David Grandorge

© AgrAbility

International impact

by Chris Harrowell, Access Consultant Donaldson’s School moved from a Victorian institution in Edinburgh to a new building on a greenfield site in Linlithgow in 2008. Frank Barnes moved from a purpose built 1970’s school in Swiss Cottage, north London to a temporary canalside location within the London Borough of Camden in 2010, with a planned move to a new urban site in Kings Cross in 2015.

The contributors describe how best practice inclusive design principles have been adopted in both the new build and refurbishment examples.

The knowledge gained is being further refined and developed in new proposals.

What has driven the changes from traditional design?

Schools for deaf pupils have become more inclusive to a wider spectrum of pupils with additional special needs. This has generated demand for spatial flexibility and more accessible facilities.

Advances in wireless technology and sound enhancement have enabled greater flexibility in teaching space arrangement and pupil movement between classes.

The spectrum of communication and teaching styles has broadened, with less emphasis on single modes of communication and wider use of

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Special feature: Designing for deaf education assistive technology.

Deaf members of staff and staff with additional impairments offer positive role models and raised expectations for pupils in terms of teaching delivery, language modelling, inclusion and personal achievement.

Co-location of schools, shared facilities, use by the community for training and events, along with a changing pupil profile requires school buildings to be more adaptable to suit a range of users over time.

Sustainability considerations impact on inclusive design in terms of natural lighting, ventilation, acoustics, energy use and recycling.

What design elements need to be considered?

Excellent acoustics are critical, as many pupils maximise their residual hearing, use hearing aids or have cochlear implants. Acoustic treatment to ceiling, wall and floor surfaces requires careful design without compromising the display of visual information and pupils work on walls. Maximum acoustic treatment is recommended to dining and other noisy open areas.

There are conflicting requirements of visual connectivity to common areas and minimal visual distraction within teaching spaces. Vision panels within doors and glazed partitions enable a deaf pupil to see what is happening in a room before entering, whilst also enabling unofficial signed or lip-spoken communication to take place or private conversations to be overseen.

This can be controlled by selective application of opaque film or interstitial blinds. Alternatively, to avoid visual distraction, furniture in teaching spaces can simply be orientated to face away from doors.

Use of colour coding in corridors assists wayfinding and classroom identity, along with pictorial symbols.

Full height colour-coded push-plates identify the leading edge of doors. Extended height vertical pull handles allow for a range of user heights and finger trap guarding provides added protection.

Curved, angled or fully glazed corners to corridors enable deaf pupils and wheelchair users to be aware of others approaching. Solid floor construction reduces sound transmission boom in corridors and other spaces.

There is a balance between providing opening windows for natural ventilation and risking invasive noise, or noise from mechanical ventilation systems. Acoustic window treatment and silent running ventilation systems mitigate these issues.

Dual height continuous colour contrasted handrails to staircases assist pupils and staff with visual impairments and balance difficulties.

Straight flight staircases enable signed conversations to continue between users while ascending or descending.

Teaching spaces for deaf pupils tend to remain cellular rather than open plan, due to the need for acoustic separation and absence of visual distraction. A fat rectangle shape provides flexibility of arrangement. Movable furniture gives a choice of the traditional horseshoe / semicircle shape for teacher / pupil focus, or cluster arrangements for group work, with space for wheelchair users, mobility equipment and teaching assistants.

Natural lighting can be balanced with internal lighting and shielded by overhangs and vertical blinds or opaque roller blinds to reduce glare.

This generally provides less tiring conditions for visual communication and better modelling of facial features for lipreading and signing, compared to internal rooms with no natural light.

Visual connectivity between common internal and external spaces throughout the school promotes a sense of community and reassurance, along with staff supervision. Common activity areas and assembly spaces can be divided with sliding / folding acoustic partitions.

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Special feature: Designing for deaf education

Access by Design Issue 133

Transitional lighting to entrance lobbies assists transfer between contrasting external and internal light and dark environments for pupils with Usher syndrome, who need time to adjust to changes in lighting conditions.

Sound enhancement systems in teaching spaces need to accommodate a range of different users who may have full hearing, use digital hearing

aids or have cochlear implants, in addition to basic systems on reception and in assembly spaces for visitors and parents who use hearing aids. Coordination between system engineer, equipment provider, audiologist and teaching staff is essential.

Teachers of the Deaf.

Positioning alerting beacons in teaching spaces on opposite walls enables them to be seen by deaf staff as well as pupils. Intensity should be strong enough to overcome ambient lighting in a room and pulse frequency set to reduce risk of fits. Care should be taken not to obscure strobes with luminaires, acoustic baffles or signage. There may be two colours of beacon such as red for fire alert and green for class changeover. Fire alert beacons are recommended in all WCs and spaces where deaf pupils, staff and visitors may be alone.

Vibrating pagers may also be used, along with alert pads in sleeping or residential areas.

BREAM credits apply when performance criteria in BB93 are demonstrated to be met.

Generous provision of colour contrasted power points accommodates increased demand for equipment charging and assistive technology.

With improved access to the curriculum for a greater number of pupils with special educational needs, a hygiene room incorporating a dual transfer WC, variable height changing plinth, washbasin and hoist is desirable.

BB93 does not require pre-completion acoustic testing, but it does recommend that this is undertaken and that clients include this requirement in the building contract.

Building Bulletin 102: Designing for disabled children and children with special educational needs contains outline guidance but no specific acoustic criteria and refers back to BB93.

The value of close consultation between designers, consultants, staff and users in formulating effective briefs and informing processes cannot be stressed enough. This has been amply demonstrated by each of the contributors in the following articles. â—?

Chris Harrowell is an architect and access consultant with experience in the education, arts and healthcare sectors and is a former governor of a school for deaf children.

*

Email: chris@chrisharrowell.com

Consultation It is essential to appoint an acoustics specialist to the design team at an early stage to ensure that acoustic standards are met. Briefly these include the following:

For further information about the British Association of Teachers of the Deaf, visit the BATOD website

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www.batod.org.uk

The Department for Education’s Building Bulletin 93: Acoustic Design of Schools (BB93) BB93 section one sets out recommended acoustic performance criteria to demonstrate means of meeting Approved Document E of the Building Regulations, which since July 2003, has controlled school buildings.

BB93 section six includes recommendations for Acoustic Design and Equipment for Pupils with Special Hearing Requirements. These are more stringent than the requirements for general classrooms and refer to the recommendations of the British Association of

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Special feature: Donaldson’s School

Special feature: Donaldson’s School

© Donaldson’s School

specific requirements of Donaldson’s would necessitate a different design methodology.

With the agreement of the school board, they adopted a unique approach; they rid themselves of any preconceptions and encouraged all staff and stakeholders to have significant input in designing a school to best suit their requirements.

Although this was a risky strategy as many clients can be initially unsure of their design desires and can require a lot of design information prior to giving feedback, JM Architects provided a set of aims which focused on the process as a priority, with the design almost secondary. Form was to follow function.

Donaldson’s School: a lesson in inclusive design Putting communication and inclusivity at the heart of design In this first instalment we learn about Donaldson’s School. The school began life in an alltogether different and historic setting in Edinburgh and later relocated to an inclusivelydesigned campus. Here, Deborah McKay of JM Architects and the School’s Principal, Janice MacNeill, highlight the many considerations that informed the design of the new school.

by Deborah McKay, Architect, JM Architects and Janice MacNeill, Principal, Donaldson’s School Donaldson’s School, Scotland’s national residential and day school for pupils who are deaf or have communication difficulties was officially opened by Alex Salmond MSP, First Minister of Scotland in September 2008. It marked the end of a four-year process which commenced when the Donaldson Trust made the historic decision to relocate the school from the majestic 1850 Grade A listed building designed by William Playfair in Edinburgh, to a highly specialised resource in Linlithgow, especially designed to meet the particular diverse needs of the pupil group.

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The old building with its high ceilings which produced excessive echo and reverberation was no longer fit for the purpose of teaching deaf children, and maintenance costs were extortionate. The brief to the architects was to ensure that the new build would provide an effective acoustic environment which would facilitate access to the curriculum. The new Donaldson’s School (Donaldson’s) has exceeded expectation – providing spaces in which pupils of all ages can enjoy learning new skills.

Design approach JM Architects have considerable experience in designing schools but were aware that the

The initial brief outlined the accommodation and technical aspects of the design. Donaldson’s was to encompass an accessible school campus with a main school building and a separate more domestic residential facility amidst extensive woodland and recreational space. The main building was to provide accommodation for nursery, primary, secondary, and life skills. It was anticipated that a maximum of 120 staff and pupils would occupy this building, which would hold classrooms, bespoke speech and language therapy areas, an audiology testing suite, sports facilities, including swimming pool, and social areas.

including governors and stakeholders, whereby they could drop-in to discuss the design either as a group or individually. School personnel were encouraged to be both specific to their own subject requirements, as well as comment on the generic requirements of the school.

The fourth and fifth year pupils even produced a presentation of their vision for the new school.

As a result, aspirations, ideas and practical requirements were all embodied into the designs.

The challenge of the brief This in-depth process also provided JM Architects with an invaluable insight into the variance in pupil requirements at the school. In many cases the pupils had additional impairments such as autism or cerebral palsy, and a small percentage of the children had significant behavioural problems. This was to make for a challenging brief filled with seeming contradictions:

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The residential building (the Lodge) was to house 27 en suite bedrooms (three for staff) arranged into three discreet living units with kitchen and living space per unit, to serve the residential pupils and staff.

Whilst thoroughly documenting the technical aspects of the design, the brief did not encompass any method statements in terms of quality of experience, design ideals or desires. Having demonstrated a keen interest in end user participation, JM Architects decided to immerse themselves within Donaldson’s culture in order to achieve a holistic school design. As a consequence they moved into Donaldson’s existing school building for one week and provided a series of design charettes.

Significant end-user participation The design charettes were a series of large-scale workshops, meetings and presentations. The process was open to all school personnel

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activity specific room design – yet remaining significantly flexible to capture the pupils’ character and vibrancy – yet not distract them through excessive visual noise to have a calming influence – yet stimulate their creative minds to be open and welcoming – yet provide security measures to ensure their safety

Above all, the campus design had to be accessible to pupils, parents, staff and visitors. The resultant brief this process produced was demanding, but none-the-less, felt to be attainable. The enthusiasm of the design team, board, staff, stakeholders, pupils and parents was ever present.

Participation influencing all design aspects A simple plan layout of the new building negated the need for children and staff to negotiate complex circulation routes. Extra-wide single aspect corridors allowed views to the surrounding landscape utilising the landforms and striking views. Glazed corridors not only enabled pupils to see others coming around corners, but also allowed staff easy supervision. The building, whilst wheelchair accessible, followed the

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Special feature: Donaldson’s School

Special feature: Donaldson’s School

© Donaldson’s School

speakers in every room.

In all the classrooms Donaldson’s have fitted Phonak Wall Pilots. This means that each room has been allocated a discrete frequency so that the digital hearing aids of every pupil will automatically tune to the frequency of the room they enter. As they move around the school, their aids will adjust automatically.

A view of the accessible campus which accommodates residential, educational and recreational spaces contours of the site, forming a variety of intimate and open spaces relating to the landscape. The whole building grouping was intended to form a progression from loud to quiet, public to private.

The primary and secondary schools are both grouped around individual play spaces with level threshold links to the landscape.

The classrooms have been carefully considered to maximise learning opportunities and attention during lessons. Visual distraction is one of the key problem areas in the teaching of hearing impaired pupils. External distractions were minimised by raising window sill heights and the use of sandblasted glass. Flexible furniture enables different groupings and functions. Doors are located behind the students to prevent anyone entering from distracting the students.

Throughout the entire school, great emphasis has been placed on optimising light and sound.

Maximum use of natural light and special lighting in classrooms ensure the school is visually effective to provide the best environment for both sign language users and lip readers. All teaching areas are acoustically adapted to optimise the listening experience for all pupils.

Corridors and doors are colour-coded. These signifiers help pupils with additional support needs to transition from one area to another.

Signs on doors include a symbol called a widget.

These symbols help children with speech and language difficulties to understand the purpose of the room. The name of the room is also in simple text for pupils who can read.

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One of the colour-coded corridors in the school - the widgets seen on these doors assist pupils in identifying what activities take place within the rooms Matching blocks of colour on the floors and doors help children to differentiate between such areas as primary, secondary, toilets, stairs and no go areas and so on. For example, the brown colour signifier represents the shared services such as; deaf studies, speech and language therapy, physiotherapist, occupational therapist, nurse, educational audiologist and educational psychologist.

Much of the financial investment was targeted in the infrastructure, which enables the school to not only use existing technology, but to future-proof it, so that any further technological developments can be accommodated.

Donaldson’s has installed a Soundfield system in all learning and teaching areas. All IT and audio-visual equipment works through this system. Teachers and therapists use microphones (mounted on collars, clips or headsets) to ensure that hearing impaired pupils can access the spoken word. There are four wall-mounted

The floor slab was designed with a sunken recess at the outset, to enable level access to the audiological testing room, which functions as a box within a box for total acoustic separation.

Missing image ?

Ceilings are acoustic tiled. In rooms where there is carpeting, which absorbs noise, the ceiling tiles are less dense than in classrooms where the floor covering is marmoleum (a hard-wearing, sustainable vinyl).

All lights through the school have been chosen especially to be noiseless. The hum, often heard from standard fluorescent lighting for example, may interfere with digital hearing aids.

© Donaldson’s School

The residential building is located along accessible paths at the bottom edge of the site within a domestic landscape at the most private area which reinforces the idea that the children are leaving school and going home. This sentiment was continually reinforced during the charette process.

© Donaldson’s School

This means there is no chance of them picking up interference from another area. Induction loop systems have been installed in the reception and assembly areas to ensure accessibility for visitors.

shadowing of the teacher when signing and is noiseless, so that there is no interference with the pupils’ access to the teacher’s voice. From very early on in the design, an acoustician was an integral part of the design team. His input was invaluable in everything from adjacencies of classrooms to details and finishes to fulfil the acoustic properties of the client brief.

A view of the Donaldson’s School reception area.

The reception desk has a low-level counter and the lighting design helps to avoid shadowing for clear communication Interactive white boards (or Smart boards) are installed in every learning and teaching area allowing immediate access to the internet or to teaching resources stored on teachers’ computers.

The Smart boards allow teachers, therapists, and deaf studies tutors to incorporate British Sign Language (BSL) materials into lessons.

All the walls in the school are solid (not partitions) to prevent any sound travelling between rooms. Even the spaces created by cabling have been filled with sealant to improve the quality of the acoustics. Wall mounted fire alert beacons are fitted in every room, including classrooms and bedrooms, and with green for school bell / class changeover alerts and red for fire alerts.

The classroom lighting was designed to avoid

All doors are fitted with extended height vertical pull handles and full height push plates allow for a range of user heights and small children to be accommodated and are fitted with finger guards to prevent injury. The security system works with swipe cards which can be programmed to allow or deny access to any areas of the school or residence. This helps to keep pupils safe and ensure flexibility in use of the building.

Character and colour not distraction The classroom entrances are heralded by the use of generous, colour-coded recesses which bring identity to the rooms whilst aiding way finding throughout the building and facilitating wheelchair turning into classrooms. Each curriculum zone has a different colour: ●● ●● ●●

ursery – blue n primary – lime secondary – orange

These colour signifiers are repeated on the leading edge of the classroom doors and on the blinds in each class, hence when the children are playing during recess they can orientate themselves from outside the building. It also creates contrast and visual distinction for visually

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Special feature: Donaldson’s School

Activity specific room design yet flexible The design of the school lends itself to leasing out facilities during evenings, weekends and holidays to businesses and community groups, bringing in much needed income to provide on-going support to the school.

© Donaldson’s School

At the very heart of the school, symbolically, is the deaf studies area. Adjacent to and acoustically separated from the deaf studies area lies the social heart of the school, comprising of an assembly space, sports hall, and dining areas (the Bistro). These can be shared by both the primary and secondary sections of the school as well as the wider community. They can be opened up by a large sliding wall (assembly) and a series of extra-large pivot doors (dining) which provides a unique series of spaces and adaptability. The assembly space can also be subdivided into two smaller sized teaching units with a central folded glazed screen. The sports hall was also designed with flexibility in mind and has acoustic cladding and integrated audio-visual, media and sound systems, which allow conversion to a prestigious events venue.

The proof of the pudding is in the eating The measure of a successful design is in the reactions of the end-user. Since moving into the new school, the pupils have taken pride and ownership of their new building, painting pictures and even writing a song about the school design that was sung at its opening. Most significantly the staff have informed us that the pupils have been more attentive and calmer in class, with many fewer incidents of challenging behaviour being recorded. Donaldson’s School is both functional and beautiful – what more can one ask for from a building? ●

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Away from the social heart lies the library. It is bright and airy with commanding views over the landscape and tranquil in its setting. It has direct level access to an external grassed and hard-standing area which can be used as an impromptu outdoor classroom in the summer months.

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The relationship between inside and outside appears to be seamless, however due to the nature of the school and the criteria of the brief, the school was secure and locked down by a simple swipe card building management system which ensured the children were contained and guided through a safe environment during school hours.

For further information about Donaldson’s School, visit the Donaldson’s website

Donaldson’s bright, colourful and functional assembly hall

Access by Design Issue 133

Frank Barnes School at Jubilee Waterside Centre

Outdoor learning was a key priority for Donaldson’s. Working in conjunction with landscape architect’s EDAW (now AECOM) and JM Architects, they proposed a series of accessible outdoor learning spaces, including a woodland classroom set amidst the trees, a courtyard snug and road markings set in the rubberized play surface outside the primary wing. These outdoor spaces have subtle boundary definition which helps to safely contain the children’s outdoor activities. They are step-free to provide an inclusive external environment.

www.donaldsons.org.uk

For further details of JM Architects and their work, visit the JM Architects website

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www.jmarchitects.net

© David Grandorge

impaired pupils and staff.

Special feature: Frank Barnes School and AAB Architects

Frank Barnes School for Deaf Children is unique. Running such a school requires specific knowledge and expertise. Currently housed in temporary accommodation, it has had some interesting access challenges to respond to. Here, Alice Brown of AAB Architects and Karen Simpson, Headteacher at Frank Barnes School explain some of the design elements applied and how consultation made all the difference.

by Alice Brown, AAB Architects and Karen Simpson, Frank Barnes School for Deaf Children

Frank Barnes School for Deaf Children is situated in interim accommodation whilst a permanent home is being developed in Kings Cross. Frank Barnes School is a sign bilingual primary school for deaf children, funded by the London Borough of Camden. It has been named by Ofsted as one of twelve outstanding special schools in the UK. During 2009, AAB Architects carried out feasibility studies to identify a suitable building that could be modified to provide an attractive, safe and accessible learning environment. The Jubilee Waterside Centre, a redundant sports centre, offered the best potential and AAB Architects were appointed to work with Camden Council and the school to develop the scheme. The alteration works were carried out within 24 weeks, and Frank Barnes School moved into the temporary accommodation in September 2010.

The original Frank Barnes School The original Frank Barnes School building was built in 1978, as a purpose-built school for deaf pupils. However, it was designed for a total communication approach to teaching, with an emphasis on technological aids and lip-reading, supported by sign language. This led to a very specific building design with a classroom layout formed of groups of small, cellular rooms which could be separated from each other to prevent the overspill of amplified sound. The classrooms were octagonal in plan, which was a convenient shape for the original fixed furniture which incorporated microphones and earphones, allowing several children to be seated in a circular arrangement, focused on the teacher. These rooms were difficult to use in any other way, and required children to remain seated.

Frank Barnes School now has a bilingual philosophy and the curriculum is delivered in British Sign Language. This has different requirements for the design of the classroom, with emphasis on creating an environment that

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Special feature: Frank Barnes School and AAB Architects

The school was aware of the shortcomings of the organisational structure of the building, with its inherent lack of flexibility in the arrangement of teaching spaces. The rooms were relatively small and only worked when used in small groups of up to six pupils. There were also problems with the lack of natural lighting, and the air conditioning system in terms of maintenance and control.

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improvements to acoustics ventilation lighting solar shading external security and guarding access for disabled people

Design To accommodate the school the usable floor area of the existing building needed to be increased.

This was achieved by inserting two new structural floors into the climbing room, infilling an external terrace, converting showers and changing rooms to a classroom, and converting the cycle workshop into a library. The accommodation requirements for Frank Barnes School included:

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The design of classrooms aimed to create a teaching environment that will facilitate signing and allow flexibility in use. One challenge was providing spaces large enough with clear sightlines and good natural lighting. Connections were made between existing and new spaces where possible, and at ground level a series of existing rooms was opened up to create a single large space for the early years foundation stage (EYFS) class, with long views through from one end to the other. Within these spaces, the school can use low partitions and furniture to modify the classroom environment to suit the continually changing numbers of children in each group.

Non-teaching spaces included:

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The Jubilee Waterside Centre is located in a residential area overlooking the Regents Canal in Kings Cross. The nineteenth century building was built as a pump house, but had more recently been used as a water sports centre. It was extended in 2003 with a new hall and lift, but had since closed due to financial difficulties.

The previous alteration works had been carefully designed with young people in mind, and the building has generous circulation spaces and good accessibility internally. However, given the particular requirements of Frank Barnes School, there were a number of issues that needed to be addressed, including:

educational use, and the need for continued community use of the building, particularly the main hall; planning permission was granted in July 2009.

Classrooms

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A new school site: the Jubilee Waterside Centre

classrooms small group rooms a sensory room library main hall

offices and staff rooms speech and language therapy room and office dining room and kitchen parents’ kitchenette stores and resources rooms WCs plant areas

The brief was to accommodate 30 children, together with nursery-aged children and children up to two-years-old.

and parents of young EYFS pupils in buggies; the school reports that there have been no issues with queuing.

Internally, lower height handrails were added for smaller children, and downturns added to existing handrails. The existing open-tread stairs were infilled for safety reasons. A new accessible WC was provided adjacent to the entrance, with space for a changing bed.

Acoustics: Because of the relatively quiet location, natural ventilation is possible in many of the teaching spaces, and this is preferred by the school, despite the occasional noise such as passing aircraft.

Throughout the building, acoustic absorbent materials have been incorporated on walls, floors and ceilings to provide a reverberation time of around 0.4 seconds:

●●

Many children at Frank Barnes School have residual hearing, assisted by hearing aids or cochlear implants, and need an exacting standard of building acoustics. At the briefing stage of the project, acoustic consultants Fleming and Barron visited the existing school to evaluate the existing acoustic conditions, study teaching methods in-situ and to discuss the requirements with staff and the school’ s audiologist. This was particularly important, for although Building Bulletin 93 contains acoustic standards, it is not always clear how these should be applied where teaching is based on signing. In respect of acoustic absorbency, it was clear that the Jubilee Waterside building needed major remedial measures to create suitable room acoustics.

As the conversion to a school is on a temporary basis, the environmental strategy was to minimise alterations to the building fabric and services.

There were also specific requirements of the school, including rotating beacons for fire alarms and class change, additional lighting and ICT provision.

During the design stage the school, including staff, pupils, parents and governors, visited the site a number of times to review the scheme proposals. A public meeting was held to discuss the issues of change of use from sports to

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© AAB Architects

will facilitate signing and effective use of hearing aids. This includes clear views / sightlines between pupils and teacher, minimal visual distraction and flexible space for individual, paired and group work.

Special feature: Frank Barnes School and AAB Architects

Ample natural light and skillful use of colour create a pleasant and purposeful teaching environment

Accessibility The refurbishment works in 2002 – 2003 had included the provision of ramps internally to connect the existing levels, and the main passenger lift. However, the alterations had been designed to pre-2004 Part M (Building Regulations), and some of the access facilities did not meet current regulations, for example, ramps and accessible WCs. In order to make the building more welcoming and accessible, the existing main entrance was altered: the existing ramp was difficult to use because of its gradient and tight landings and was replaced with a platform lift, with a canopy to provide shelter.

This is used primarily by children in wheelchairs

a spray-applied material was used on the barrel-vaulted ceiling of the main hall in classrooms, teaching spaces and circulation spaces a combination of acoustic ceiling tiles and fabric covered wall boards were used in the nursery, acoustic absorbent panels were fixed into the trusses of the existing building

One issue for the school was that the number of acoustic boards required in the classrooms resulted in fewer display boards, which has limited the amount children’s work that can be displayed.

As activity noise levels are low for classrooms in Frank Barnes School, there is a reduction in roomto-room sound insulation requirements. However, measures were required to upgrade the acoustic separation between existing spaces, by lining of existing walls and floors.

Solar shading and ventilation: The glazed south elevation of the building bore much solar gain and glare, which over-heated in the summer. To alleviate this, external timber louvres supported on galvanised steel frames were fixed to the existing structure, thus maintaining views out of the building whilst shading the glass. The

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Special feature: Frank Barnes School and AAB Architects

Timber louvres on the exterior of the school provide shade but do not interrupt the view Lighting: To provide a good level of natural lighting that is required for signing, additional windows were formed in the existing building.

In the nursery, north-facing roof-lights were inserted; the light is filtered by the sail-like acoustic panels within the trusses, producing a comfortable, diffused light. In order to increase natural lighting to the lower and canal levels, sun-pipes were installed and a lightwell formed in one corner of the old climbing room. Artificial lighting was specified to provide appropriate lighting without glare, with an emphasis on providing good illumination of the face and body.

Colour: Applied colour was used to enhance the legibility of the building and to meet the specific needs of those with visual impairments. Colour was added to the building externally to help highlight entrances and is used internally to help orientation – a different colour is used on each floor, for example: ●● ●● ●●

the entrance to the building at ground level is blue and mauve on the lower level, yellow and orange have been used at canal level, the colour applied is green

walls were painted a light colour to reduce the risk of glare, which would affect the ability to sign.

External space: The existing site contains no planting, so we have worked with a landscape consultant to encourage biodiversity, soften the appearance of the building and provide opportunities for pupils to growing plants. It is hoped that new planting of native species will provide foraging opportunities for birds and encourage greater awareness of the habitats along the waterway.

Containerised planting at canal level will improve the ambience. The space is screened from the towpath by a timber and stainless steel mesh screen, which was designed to provide security and privacy, whilst allowing views to the outside.

Similarly within the building, a balance is struck between permitting views out and providing privacy and minimising distraction.

Consultation The successful completion of the interim accommodation at Jubilee Waterside Centre was very much due to the preparatory work undertaken for the original feasibility study and the consultation between the architects, Camden Council officers, the headteacher and all the school stakeholders.

Designing a new home for Frank Barnes School for Deaf Children For our final instalment, we hear from Helen James of David Morley Architects and Karen Simpson from Frank Barnes School. They present the designs that will deliver a much improved and exciting new space for both staff and pupils of Frank Barnes School.

by Helen James, David Morley Architects and Karen Simpson, Frank Barnes School for Deaf Children The new Frank Barnes School for Deaf Children (the School / Frank Barnes School) for the London Borough of Camden will be located on the northern edge of Kings Cross Central – a new neighbourhood currently under development in the heart of London. The proposals combine:

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AAB architects and Camden Council’s project managers consulted with parents / carers, pupils, staff and governors and fed back on progress of the designs. In addition, the guidance from Fleming and Barron was incorporated and the necessary adaptations to the plans made.

The headteacher and selected governors also visited new build school projects to inform their aspirations for both the interim accommodation and the new build school at Kings Cross. ●

F rank Barnes School for Deaf Children (for pupils aged up to 11) a new mainstream two-form entry primary school (for children aged between five and 11) a 26-place mainstream nursery (for children aged from three to four) a community centre

- all under one roof.

The school accommodation will be two storeys at street level, with 12 storeys of residential apartments above. The desire is to create London’s best teaching and learning environment for both mainstream and deaf pupils.

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To learn more about the work of Frank Barnes School for Deaf Children, visit the Frank Barnes School website

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www.fbarnes.camden.sch.uk

For further information about AAB Architects, visit the AAB Architects website

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www.aabarchitects.co.uk

Plan arrangement The design of the School draws upon the DeafSpace design guidelines developed by Hansel Bauman at Gallaudet University in the United States. These follow the themes of: ●● ●● ●● ●● ●● ●●

Concept The colour scheme was developed in consultation with staff to assist children with visual impairments, and to create an environment which is welcoming and calming, yet playful. Each floor has a range of complementary colours, without excessive degrees of contrast that may cause a problem for children with autism, but sufficient contrast to meet the requirements of those with visual impairments, with a difference in light reflectance value as set out in Part M. Window

The concept sketch showing the planned residential buildings and the location of the schools and playground

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The building is conceived as a cluster of residential apartment towers arranged around a central roof garden, with rooflights integrated into the landscaping to bring daylight into the school circulation spaces below. The school and community facilities occupy a two storey plinth at the base of the building with playground and outdoor learning spaces at ground level.

All photos © David Morley Architects

© David Grandorge

south-facing terrace used for nursery play, was protected from direct sun by a louvred screen and a polycarbonate canopy. Internal blinds and solar reflecting film were used in some locations.

Special feature: Frank Barnes School and David Morley Architects

s pace and proximity sensory reach mobility and proximity light and colour acoustics community technology nature

By applying the same design principles to the mainstream school as to the School, deaf pupils who do not need focused support can attend the mainstream school with the added optional benefit of attending the Frank Barnes School for occasional tutoring where required. The physical environment within both schools will support their needs equally. Fifty per cent of

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Special feature: Frank Barnes School and David Morley Architects the classrooms within the mainstream school are oversized. This allows additional space for a learning support assistant and space for signed communication in order for deaf pupils to also attend mainstream lessons. A sense of community across both schools can be strengthened by offering sign language lessons to mainstream school pupils, enabling pupils to play and mix together during break times.

Special feature: Frank Barnes School and David Morley Architects

Shared space

need to pass through the School or nursery school domain.

To create the most efficient layout, certain spaces are shared between Frank Barnes School and the mainstream primary school, for example the school hall(s), staff room, library and dining area.

These are centred within the building so that each school can access the shared accommodation without traversing each other’s areas.

Internal circulation The internal circulation is conceived as two loops which intersect the internal street and serve the outer perimeter of teaching accommodation.

Staircases are straight to avoid interruptions in signed conversations while walking along.

Entrances Two main entrances are proposed for the School.

The principal entrance will contain a secure arrival lobby for all visitors arriving by minibus or taxi via an adjacent vehicle drop off bay. A prominent reception desk will straddle the lobby and innerstreet, providing excellent visual connectivity between the two entrances. The general office, linked to the reception area, faces directly onto the street providing members of staff an clear view of the building approach and immediate public realm.

The second entrance to the School is via the external playground which is accessed off a pedestrianised access route. This entrance will be supervised and will only be in operation at the beginning and end of the school day. It is anticipated this will be the main point of entry for all attending the mainstream school.

The two entrances are located at opposite ends of an internal street that forms a central spine through the school building and forms an inclusive central hub with excellent visual connectivity.

The view, as it will appear, from the staff bridge looking across the internal street within the heart of the school

This diagram demonstrates how the mainstream primary school, Frank Barnes school and the separate community meeting facilities will relate The central street is conceived as a double height space with circulation galleries around the upper level, crossed by a staff accommodation bridge at first floor level. A series of voids at level one provide visual connectivity between ground and first floor and allow daylight from rooflights located in the podium garden above.

The mainstream school, deaf school, nursery and community facilities all have individual entrances from this central space. This allows the schools to easily integrate, whilst still allowing flexibility for operation as separate entities.

The central street is also envisaged as an extension to the teaching environment which can be utilised by both schools. The small hall and main hall partitions can be opened up to the central street to create a larger dining or foyer space when required. At the first floor there is a generous open plan circulation hub with library and learning space at the heart of the School – this benefits from good levels of natural daylight from rooflights above.

A sketched view of the new school entrance

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The co-location concept is reinforced by a central bridge of shared staff facilities which spans the central street and provides excellent visual connectivity between staff and school, allowing passive supervision and natural daylight from the rooflights.

Classrooms have been located around the perimeter of the building to benefit from good natural light. Early years, nursery and reception classes are grouped at ground floor level, with direct access onto the playground and the potential for a separate play area immediately adjacent to the classrooms. At the first floor, the grouping of mainstream classroom accommodation into two zones enables subdivision into lower and upper age or house groups, depending on the school organisation strategy. It also provides the option of initial single form entry, with future expansion into two-form entry or occupation by Frank Barnes School if needed.

Sub-entrance strategy The mainstream primary school, Frank Barnes School and nursery accommodation are each arranged so that they can be accessed separately and directly from the central street and circulation hub.

Separate entrances to Frank Barnes School and the nursery allow each to function with a degree of autonomy and added security if required. This helps to create a sense of identity within the wider school environment and a distinctive arrival point.

Although there is no specific sub-entrance to the mainstream primary, the plan allows the mainstream classroom accommodation to be broken up into three sections; reception classrooms at ground floor and two groups of six classrooms at first floor. Each section is accessible and secured from the central street without the

Corridor lengths, particularly within the Frank Barnes School have been minimised, and classrooms, where possible, arranged around open spaces to maximise visibility of entrances and ensure sufficient circulation space for signed communication.

Visual connectivity between floors is provided within the School by a generous void in the first floor circulation space next to the staircase.

This facilitates user awareness and a sense of community and security, which is particularly important for deaf pupils with diverse special educational needs.

Another proposal to facilitate movement around the building is to curve projecting corners in corridors, so that deaf users have better awareness of someone approaching in the opposite direction.

A wheelchair accessible passenger lift is located within a protected fire enclosure adjacent to the main entrance lobby for access and direct means of evacuation over two levels. It is proposed to include a visual communication system for deaf users to communicate with the building manager in the event of a lift breakdown.

Classrooms The classrooms are as square as possible to allow flexible horse-shoe furniture arrangements for good eye contact and visibility between users.

Classroom sizes are generous to allow occupants to have the desired proximity from one another to use sign language and to accommodate users of mobility equipment and classroom assistants.

Smaller rooms are provided for small group discussions and one-to-one tutoring where required.

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Special feature: Frank Barnes School and David Morley Architects Interior fit out Finishes, textures and colours have not yet been designed for this building however, it is proposed to make use of surfaces to provide deaf users with the same 360 degree sensory reach that is experienced by hearing users, by manipulating surface textures, reflections, transparency, and acoustic absorbency. This will be balanced with the need to minimise distraction.

Colours will be carefully selected and glare from windows will be controlled by blinds or translucent film, and arranging furniture, equipment and artificial lighting to avoid creating silhouettes against backlit surfaces and windows, which can compromise visual communication.

ventilation is required to the majority of spaces.

However, natural purge ventilation is proposed for all classrooms so as to provide a level of occupant control and additional comfort during warmer months.

The building has been designed to allow generous quantities of natural daylight into all spaces, through rooflights and perimeter glazing.

Energy consumption is minimised through high levels of insulation, air-tight construction and by utilising the Kings Cross Central district heating system.

The external playground is envisaged as a threedimensional space, with play areas at ground and first floor level, to maximise available play space.

It is proposed to include designated quieter play areas where deaf pupils can communicate in sign language without distraction from the busier areas of the playground. Less confident pupils can also retreat here if they find it too crowded and stressful playing in the main playground.

Building and environmental services The project aims for a low-energy building, maximising daylight and natural ventilation where possible, and also to achieve the Building Research Establishment Environmental Assessment Method or BREEAM Excellent rating for the school parts of the building.

The urban setting brings relatively high external noise-levels and the school design endeavours to avoid locating classrooms along the street facade of the building at ground floor level, and instead classrooms are arranged along the two internal edges of the playground and at the first floor.

This also helps to avoid distraction.

Despite the above passive measures, due to the acoustic constraints and the deep plan arrangement, acoustically attenuated mechanical

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Access by Design Issue 133

Meaning of disability?

We all differ…

The subject of disability and defining what it is undeniably engenders great debate. Whether people’s views are informed personally, professionally, legally or institutionally, the subject remains wide-open to extensive interpretation. Here, Vivien King attempts to gain some clarification around this key term and what an agreeable definition might be.

Reverberation of teaching spaces will be controlled to maximise clarity of speech and avoid distraction.

Play

Legislation

A sketched view of the new school entrance

Consultation The planning of the designs for the new Frank Barnes School evolved from a similar consultation process between the London Borough of Camden, Argent, the property developers at Kings Cross, their design team led by David Morley Architects, the School’s headteacher and governors and all other school stakeholders, facilitated by a project manager from Developing Projects.

Initially representatives from Argent and DM Architects visited the School to learn about its philosophy and to see it in practice. DM Architects met with pupils, parents, governors and staff to collate their views on the plans. DM Architects also researched innovations for new build designs for deaf schools and sought recommendations from developments internationally which informed the final brief. Access and landscape / play specialists were also employed to inform the design and ensure that the final result was a deaf-friendly and inclusive environment for pupils and the community. ● To learn more about David Morley Architects, visit the DM Architects website

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www.davidmorleyarchitects.co.uk

lWe all differ mentally and physically, one from another and each of us will alter mentally and physically throughout our life-span. Each of us might take positive steps to develop or improve our mental or physical condition or we might be subject to an illness or accident or conditions which alter our previous mental or physical state.

So, within these shifting sands, how do we define disability and equality?

The Equality Act 2006 established the Equality and Human Rights Commission. Its general duty is to encourage and support a society in which an individual’s potential is not limited by prejudice or discrimination, which respects the dignity and worth of each individual and gives each an equal opportunity of participating within that society.

If left there and society as a whole embraced the concept, it would be equality for all. No one would be put into a category – each of us would be an individual free to explore the extent of our own abilities.

However, it appears, sadly, that encouragement and support are not enough. Whilst not new, legislation enforcing equality and outlawing discrimination is required and is now embodied in the Equality Act 2010 (the Act). It classifies and protects groups of society according to various protected characteristics including disability. But what is disability?

In answering this question, one must consider not only the Act but also the Equality Act 2010 (Disability) Regulations 2010 (the Regulations) and guidance published by the Government Office for Disability Issues and snappily entitled

Guidance on matters to be taken into account in determining questions relating to the definition of disability (the Guidance). The Guidance came into force on 1 May 2011 following consultation.

Disability The Guidance states (at clause three of the Introduction) that in the vast majority of cases, there is unlikely to be any doubt as to whether or not a person has or has had, an impairment.

One may or may not agree with this. As discussed, each of us differs. To take aside a group of people and place above them the banner disabled, it must be assumed that there is a definitive description of a non-disabled person – a norm against which others might be compared.

We all know that there is no such thing. To this very important extent, the protected characteristic classed as disability differs from other characteristics to which the legislation gives protection – for instance, age is determined by one’s date of birth, religion is determined by one’s beliefs and by choice.

Leaving such interesting discussions to one side and returning to defining disability, in cases where matters are not clear, the Guidance states that a court, tribunal or any adjudicating body must take such account of the Guidance as the adjudicating body thinks relevant in its determination. But let us start with the Act itself.

Section 6 of the Act states:

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Legislation

A person (P) has a disability if P has a mental or physical impairment, and the impairment has a substantial and long-term adverse effect on P’s ability to carry out normal day-to-day activities.

A reference to a disabled person is a reference to a person who has an impairment. It does not stop there. Apart from in relation to Part 12 of the Act (transport) and section 109 (improvements to let dwelling houses), section six also states that the Act applies:

to a person who has had a disability as it applies in relation to a person who has the disability

Hence the number of individuals falling within the section six definition is potentially enormous – depending of course on what is meant by:

●● ●● ●● ●●

impairment substantial long-term normal day-to-day activities

We return to these phrases below.

In addition to the numbers classified disabled, clause six of Part one of Schedule one of the Act states that cancer, HIV infection and multiple sclerosis are each categorised as disability. The Guidance confirms at paragraph A9 that the person experiencing one of these impairments is protected by the Act effectively from the date of diagnosis.

Whilst there are various percentages quoted of the people within the UK who have been or will be diagnosed as having cancer, the one certainty is the percentage is alarmingly high. Each of those diagnosed equates to a person being classified as disabled from the date of diagnosis.

But let us return to our section six definition of disability.

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Legislation Impairment

too progressive conditions.

Leaving aside that use of the word may itself be classified as discriminatory – does the Act define impairment? It does not, although it enables Regulations to provide for a condition to be or not to be classified as such.

Long term

Some such Regulations have been introduced:

Section seven of Part two of the Regulations classifies a person registered blind or visually impaired as disabled. Paragraph ten of the Guidance, incidentally, states that such a person is not required to show that their impairment has a substantial and long-term adverse effect on the person’s ability to carry out normal day-to-day activities.

However, sub section three and four of Part two of the Regulations state that addiction to alcohol, nicotine and other substances does not amount to an impairment. Nor does, for instance, a tendency to set fires, steal or physically or sexually abuse others.

Substantial Section 212 of the Act is a general interpretation section relating to specific words and phrases used within the Act. It defines substantial as meaning:

Section two of Part one of Schedule one of the Act states that the effect of an impairment is long-term if it has lasted or is likely to last at least 12 months or for the rest of the life of the person affected.

Section three of the Guidance looks at the meaning of long-term, the word likely as used in the above section and at recurring or fluctuating effects. It is in this latter context that defining long term leads to difficulties. Examples given in the guidance assist in an understanding.

Normal day-to-day activities The Act does not attempt to define normal day-to-day activities. First, the length of any list would be prohibitive and second, one person’s normal activities will differ one from another. The Guidance, however, does attempt a definition:

In general, day-to-day activities are things people do on a regular or daily basis and examples include shopping, reading and writing, having a conversation or using the telephone, watching television, getting washed and dressed, preparing and eating food, carrying out household tasks, walking and travelling by various forms of transport, and taking part in social activities.

‘more than minor or trivial’ - a long way from the meaning within the Collins English Dictionary, which is:

‘of a considerable size or value’ The Act therefore does not appear to set the bar very high when it comes to defining a substantial adverse effect on a person’s ability.

Section B of the Guidance considers the word substantial in considerable depth. In so doing, it considers the time taken to carry out an activity, the way in which it is carried out, the cumulative effects of an impairment, the effect of behaviour, of the environment and of treatment. It considers

Whilst we may not all put shopping at the top of our list, most daily activities are covered by the Guidance. However, it does not include work of any particular form because no particular form of work is normal for most people. The Guidance clarifies this issue.

which would be reasonable to regard as having a substantial adverse effect and 31 examples of factors which would not) and the examples are varied. They do, of course, cover physical and mental factors. Interestingly, examples relating to difficulties with sight, for example, an inability to see to pass an eyesight test for a standard driving test or difficulty recognising, by sight, a known person across a moderately-sized room) are not classed as factors which it would be reasonable to regard as having a substantial adverse effect if corrected by glasses.

However, difficulties with hearing, such as hearing someone talking at a sound level which is normal for everyday conversations and in a moderately noisy environment, are not exempted if corrected by hearing aids.

Can we now define disability?

We can now further define the meaning given by the Act but one remains concerned that the tag disabled may be attached to a person who can out-run, swim or jump most human beings on the planet, has, through constant effort and sheer determination, developed great strength and skill in response to an accident or illness or possesses an academic understanding of matters beyond the comprehension of others. As to whom is living with an impairment in these circumstances, one can only hazard a guess? ● Vivien King is a consultant to building consultants Malcolm Hollis LLP

*

Email: vivien.king@malcolmhollis.com

Illustrations The Guidance has annexed to it illustrative and non-exhaustive lists of factors which, if they are experienced by a disabled person, first would and second would not be reasonable to regard as having a substantial adverse effect on normal day-to-day activities.

The lists are extensive (43 examples of factors

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Favourite building

Favourite building

© One Great George Street

accessible toilet on both ground and first floors.

The steps have new handrails and the nosings are clear. There are both permanent and portable induction loops. And, I was delighted to find that all-too-rare facility, a ramp onto the stage in the main lecture theatre. How often have I encountered behind-the-scenes panics when organising for Tourism For All’s Chairman, Sir William Lawrence, who is a wheelchair user, to present an award or make a presentation at an event only to find that there is no ramp available, and even once being invited to meet a costly bill to have one installed at our small charity’s expense!

Equally highly prized however, is the success of a recent wedding they organised where the bride was a wheelchair user:

‘Neither the team or the venue made me feel like a disabled bride to be: there were no barriers or difficulties for me to consider… and I could immediately start thinking about colours, cakes and dresses – which is what getting married should be like really!’

A view of One Great George Street at night

Favourite building One Great George Street Jenifer Marian Littman MBE, Chief Executive of Tourism for All, has very kindly shared with us one of her favourite buildings. One Great George Street delivers a great welcome to all of its visitors, ensuring as many people as possible can share in the building’s splendor.

With two short flights of marble steps at the entrance, one would think this building would

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Access by Design Issue 133

It is also clear from a recent visit there that staff are well-trained and take great pride in their inclusivity. This led to the venue’s selection by Boris Johnson, the Mayor of London’s team to be the International Media Centre during the 2012 Games. They received highly prized praise from the International Paralympic Committee:

be an instant no-no in terms of accessibility.

However, with ingenuity worthy of the Institute, it was built to house, at the press of a button in which steps magically withdraw into the building, a platform lift.

‘Thank you very much indeed for your tireless and spirited help in making the IPC Summit a great success. I have received nothing but praise from the IPC and the Speakers. It is clear to me that you are experienced at managing complex and highprofile events. Please accept our sincere thanks and best wishes for a fantastic finish to the Paralympic Games’.

Once into the impressive lobby, into which light falls through circular balconies in the floors above from one of four magnificent glass domes, there are lifts to all the facilities on offer. There is an

William Jefferson, HAVAS Sport and Entertainment on behalf of the International Paralympic Committee

Exterior with Big Ben © Paul Dawson

My favourite accessible building is One Great George Street. This elegant conference venue is the headquarters of the Institute for Civil Engineers and it sits just off Parliament Square in the heart of Westminster. Built in the Edwardian period, it has a magnificent façade, which has made it a favourite for film productions.

Members of staff show potential clients the beautifully decorated interiors This attitude is also reflected in the prominence given to accessible features on their website, and the availability of an access statement and a large print handout for delegates and visitors with access requirements. The website is itself being upgraded to make it more accessible. So do get along there – the well-kept secret café and restaurant is open to the public! ● For further information on Tourism for All, visit the Tourism for All website

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www.tourismforall.org.uk

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k n i h ret s u c refSoupport 13 9 – 10 July 20 otel The Palace H Manchester

d n a e r Ca 3 1 0 2 n o i t i b i Exh

d n a e c n e r e Conf Question industry leaders, create new partnerships with peers, and be part of the dialogue influencing the reshape of the housing care and support sector.

This conference is your opportunity to debate change and discuss approaches for the future. Hear about promising practice from peers inside and outside the sector, and learn new skills from housing and healthcare experts, local bodies, and government.

Early Bird discount: save ÂŁ70 when you book before 7 May

Key speakers include:

david Brindle

Public Services Editor at the Guardian, on the future of care and support

Pushpa raguvaran

Chief Executive at Housing21, discusses navigating complex systems across sectors

andy Burnham MP

Shadow Secretary of State for Health explores how the vital contribution of housing associations can be harnessed

to book your place go to www.housing.org.uk/events and download the booking form. alternatively contact our Business sales and support team on 020 7067 1066 or events@housing.org.uk