The Ramp Less Traveled

These might look like typical, ordinary ramps to an untrained eye.  But these ramps, designed for Lowell High School in Indiana and Medina High School in Ohio, are unique because they were incorporated right into the architectural design of these schools. (click here)  As a result, the ramp not only becomes a central part of the school's design, it actually adds to the building's beauty.  The simplicity of this design element begs the question: why aren't more architects doing this?  

All too often, we in the school design community fail to think creatively about solving the problems of handicap accessibility. Many people seem to get stuck in a rut when designing schools. Too often, we forget about the people who will actually be using the design. 

We need to start pushing the envelope of possibility concerning handicap accessibility, working with the handicapped community to create the most innovative and practical designs.  We hope that by looking at some schools, architects, and companies who are thinking ahead, we will inspire you in your next project. 

Seamless Design

Seamless integration is the rising trend of architectural design.  The challenge for architects is to create environments that are truly integrated, so that people with disabilities don't continue to feel like outsiders separated from the larger community. 

When Two Korean design researchers developed their universal toilet and attached sink, they were not only thinking about helping the handicapped community but about the usability for those without disabilities. (click here)"Disabled people don't want dedicated facilities," says designer Changduk Kim. "What they really want is to live seamlessly with everyone else.  Many disabled toilets are hard to use for those in a wheelchair even though the toilets are within the law's guidelines."

Slightly different from a conventional toilet, the Universal toilet's design allows wheelchair users to position their chair directly over the toilet seat and simply slide forward off the wheelchair.  The attached sink can become a chest board to provide additional support and stability, and the nearby handles can be useful during transfers.  And not only is the toilet and sink practical for those with physical disabilities, it's also economically efficient and environmentally-friendly.  The toilet uses only a quarter of the space of a standard disabled toilet, and it conserves water by recycling the water from the sink.  Although this toilet is not currently in production, it could one day be incorporated into school bathrooms. 

Another avant-garde product can be found in the Michigan-based Avondale School District.  When administrators began planning for their new High School in 2005, they decided against traditional rigging that would suspend their students on a catwalk thirty feet in the air and exclude those who used wheelchairs.  Instead, they chose an electronic hoist system, made by Vortek, which uses state-of-the-art computerized motors to move scenery, lights, and curtains at the touch of a button. (click here)  Students have control over the speed and distance that each prop moves.  Because the interface is ADA accessible, students or teachers with disabilities are no longer excluded.  But the benefits also extend to those without any disabilities.  Traditional systems incorporating heavy counterweights hanging above posed safety concerns. The risk of injury can now be reduced with this new system.

Although Avondale isn't the first school to use these electronic rigging systems, Vortek estimates that only five to ten percent of schools are using this cutting-edge technology.  While these systems cost slightly more, the benefits to the school and its students warrant the additional expense and some extra attention from us.  

Rethinking Playtime

All children love to play, to imagine, to dream.  But for children with disabilities, conventional playgrounds rarely accommodate their diverse needs, keeping them from participating and interacting with other children. 

Enter Landscape Structures, whose playgrounds, with their many platform decks and learning stations, go far beyond the ADA's minimum requirements to create spaces that are fun for every child. Each playground is custom-built and is divided into many specific learning environments designed to improve a particular skill. (click here)  Some areas promote balance and dexterity through climbing, crawling, and sliding.  Activity zones, like the sand pits, encourage creativity and imagination.  Other learning stations encourage sensory development through the use of moveable blocks and parts, engaging children with conditions like autism and Down syndrome.  Sitting alongside regular swings are special swings and other moving devices that allow children with disabilities like cerebral palsy to leave their wheelchairs behind to participate with other kids.  Shaded areas provide retreats for children with sun sensitivities.  Special flooring allows children with walkers, crutches, or wheelchairs to easily maneuver over even, rubberized ground, which many playgrounds are sadly lacking.  And even children in wheelchairs can reach the highest levels of the playground. 

Other companies are slowly starting to manufacture similar playgrounds, and their efforts are rethinking how children play by creating an integrated space where children of all abilities can learn to play together. 

Personal determination can also make a big difference in how far someone with a disability can go.  Most children find rock climbing is a challenging sport.  Scaling the 24 foot vertical wall at the University Laboratory School in Baton Rouge, is an added challenge for this young child due to spina bifida. (click here)  But when he finally reaches the top after a slow and concentrated climb, he turns around to shout a joyful "I did it!" to the students and teachers below, his face beaming with a bright smile. The school's Physical Education teacher, Joanna Faerber, calls his climb a confidence building activity.  "Climbing helps him build strength in his upper body, and [learn] patience, perseverance, and goal setting.  He sees that he is able to be successful just like his classmates. There's a sense of accomplishment and pride." 

Technology is also changing the future and potential opportunities for children who live with disabilities.  Take Nicolaj, a twelve year old boy from Switzerland.  Paralyzed from the waist down, Nicolaj's quality of life was very different just one year ago, when he was using a regular wheelchair.  Then, his parents purchased a LEVO standing wheelchair, which has given him freedom, and has greatly increased his ability to participate in more "normal" activities that most children take for granted.  At school, Nicolaj is now able to stand at the blackboard (click here), just like his peers, and he can participate in sports like baseball and miniature golf.  At home, he can reach the top shelves in his closet or the refrigerator, and is able to help with meal preparation.  This technology has revolutionized his life. Says Mom Githa, "We see a lot of new possibilities for Nicolaj, possibilities he never had before." 

Conclusion

From this article, we hope to inspire you to do even greater things. Everyone can make a difference, from a parent on the PTO to school principals to architects and contractors.  Our compassion and concern will dictate what the future will be like for people living with disabilities.  Architects and school leaders have the power to uniquely improve the quality of life for millions of people from every age group, nationality, background, and way of life who are affected by a wide variety of conditions that limit mobility.   We have the power to creatively develop designs that go beyond what the law requires and address what those disabilities really want: seamless designs.  It's not popular, and it is the ramp less traveled.  Will you travel it with us?