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• W238587255 abstract "Our judicial system has-,pheld the rights of all young people, no matter what the severity of their learning problems, to equal treatment, education, and opportunity. It is proving possible to accommodate a broad range of exceptional children in the educational mainstream, with emphasis not on how a child is disabled but on the specific characteristics of his learning abilities and constraints. A central concern is to relate the educational and architectural professions in ways that can deal most productively with the needs of exceptional children and of special education. A few specific guidelines are offered for designing or renovating a facility to accommodate special education. (Author/MLF) ****************************.******************************************* .* Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DC^UMENT HAS BEEN REPRO DUCED rYACTLY AS RECEIVED FROM THE PERSCN OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY AASA Convention February 1975 FACILITIES FOR PEOPLE WHO LEARN DIFFERENTLY by R. Randall Vosbeck Educators and architects have a.great challenge facing them today. Educational facilities must be able to accommodate the thousands of exceptional children with various mental, physical and emotional handicaps, as the courts ?re mandating the right of a free Public education for all. When we talk about exceptional or handicapped children, we are not talking about an easily defined group of young people. Definitions can -and do -vary from place to place, from region to region, and from state to state. Thus, ,pecific policies may vary widely and, thus too, the implications for facilities design may vary widely. But one fact is approaching universal: This is the legal fact that ever, child has the right to public education. The fact that some require varying forms of special education or special educational resources does not, in any way, reduce the mandate. In recent times, our judicial system has upheld the rights of all young people -no matter what the severity of their learning problems -to equal treatment, equal education, and equal opportunity. The Educational Facilities Laboratories reports that approximately one child in ten now requires some form of special education. Within that group are those with functional or physical problems, ranging from problems of mobility to the absence of sight or of hearing. Also included are those with mental or emotional problems, problems that may vary widely in intensity and, therefore, in their demands for 1.711 special responses. Therefore, we are talking about a very significant group, both r.0 in real numbers and as a percentage Of the total school aged population. 0 Most educators are just beginning to grasp in some detail the facts relating to special education. Architects, for the most part, are still very much laymen in" @default.
• W238587255 created "2016-06-24" @default.
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• W238587255 date "1975-02-01" @default.
• W238587255 modified "2023-09-27" @default.
• W238587255 title "Facilities for People Who Learn Differently." @default.
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