DOCUMENT RESUME

ED 053 516 EC 033 019

TITLE Physical Facilities: Exceptional Child BibliographySeries.

INSTITUTION Council for Exceptional Children, Arlington, Va.Information Center on Exceptional Children.

SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE),Washington, D.C.

PUB DATE Feb 71NOTE 22p.

EDRS PRICEDESCRIPTORS

ABSTRACT

EDRS Price MF-$0.65 HC-$3.29*Annotated Bibliographies, Architectural Programing,Bibliographies, Building Design, *EducationalFacilities, *Exceptional Child Education,*Handicapped Children, *Physical Facilities

The annotated bibliography, one in a series of over50 similar listings related to handicapped and gifted children,contains 91 references selected from Exceptional Child EducationAbstracts dealing with physical facilities, educational orinstitutional, for exceptional children. The entries, which includetexts, journal articles, research reports, program guides, and otherliterature, treat such topics as environmental influences, acoustics,architectural programing, building design, classroom arrangement,design needs, lighting, sanitary facilities, and space utilization.Bibliographic data, availability information, indexing and retrievaldescriptors, and abstracts are given for all entries. Subject andauthor indexes are provided. (KW)

PHYSICAL FACILITIES

A Selective Bibliography

February 1971

U.S. DEPARTMENT OF HEALTH. EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECES-SARILY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

CEC Information Center on Exceptional ChildrenThe Council for Exceptional Children

Jefferson Plaza, Suite 9001411 S. Jefferson Davis Highway

1.3Arlington, Virginia 22202

This bibliography is a product of the Information ProcessingUnit, CF "- -ERIC Information Center on Exceptional Children.

The work presented or reported herein was performed pursuant to a grant from the Bureau ofEducation for the Handicapped, US Office of Education, Department of Health, Education, and

41.)Welfare. However, the opinions expressed herein do not necessarily reflect the position or policyof the US Office of Education and no official endorsement by the US Office of Education shouldbe inferred.

The CEC Information Center on Exceptional Children

With a grant from the US Office of Education, the CEC Information Center was established at The Council forExceptional Children to serve as a comprehensive source of information on research, instructional materials,programs, administration, teacher education, methods, curriculum, etc. for the field of special education. The Centerfunctions as the Clearinghouse on Exceptional Children in the Educational Resources Information Centers (ERIC)program and also as a member center in the Instructional Materials Centers Network for Handicapped Children andYouth ( I MCNHCY). In addition, the CEC Center's program includes a commitment to a concentrated effort towardsthe development of products which will interpret research results into educational methods and practices.

How to Use This Bibliography

The abstracts in this bibliography have been retrieved from the computer stored information of the CECInformation Center on Exceptional Children. Abstracts represent the Center's complete holdings on the topic as of thedate indicated.

How to Read the AbstractEach abstract contains three sections---bibliographic data, descriptors, and a summary of the document. The

bibliographic section provides the document's identifying number (ED and/or EC), publication date, author, title,source, and availability. The descriptors indicate the subjects with which a document deals. The summary provides acomprehensive overview of the document's contents and in some cases document availability is announced here.

How to Use the IndexesSome bibliographies in Exceptional Children Bibliography Series contain author and/or subject indexes. In these

bibliographies, readers seeking work on a specific aspect of the general topic may consult the subject index to bereferred to specific abstract numbers. Abstracts dealing with several topics may be identified by finding the sameabstract number under two or more subjects in the subject index.

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information) and/or hard copy (readable size photo reproduced pages) reproduction from the ERIC DocumentReproduction Service. For example, "EDRS mf' indicates the document may be purchased in microfichereproduction and "EDRS mf, hc" indicates the document may be purchased in both microfiche and hard copyreproduction.

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ABSTRACT 10125EC 01 0125 ED 016351Publ. Date Mar 67 11 p.Hall, Robert E.; Lehman, Eileen F.Some Colleges and Universities withSpecial Facilities to AccommodateHandicapped Students, a Directory.Office Of Education, Washington, D. CEDRS mf,hc

Descriptors: exceptional child educa-tion; physically handicapped; physicalfacilities; orthopedically handicapped;colleges; universities; directories; specialservices; physical education; vocationalrehabilitation; special counselors; coun-seling services; federal programs; handi-capped; college buildings

The directory lists 190 United Statescolleges and universities enrolling morethan 1000 students in 40 states and theDistrict of Columbia which provide atleast two of six conveniences for handi-capped students--(I) on-campus housingramps, (2) classroom ramps, (3) libraryramps, (4) beveled curbs, (5) reservedparking, and (6) modified toilet facili-ties. The directory also indicates thepresence of related services--spetialcounselors, regualr vocational rehabili-tation, service visits, and adapted physi-cal education. Further descriptive infor-mation about each institution includeslocation, control (public or private),length of program offered, type of stu-dent body (coed, male, female), andwhether the institution participates inthe Public Law 85-926 (as amended)Traineeship-Fellowship Programs. Thedirectory notes other federal financialaid programs briefly--college work-studyprograms, National Defense studentsloans, Educational Opportunity grants,and guaranteed loans. Also cited aresome state and private sources of schol-arships and loans. (DF)

ABSTRACT 10169EC 01 0169 ED 018 905Publ. Date 67Barres, KennethThe Therapeutic Effect of Environ-ment on Emotionally Disturbed antiMentally Subnormal Children.Society For Emotionally DisturbedChild., Montreal, QuebecEDRS not available

Descriptors: exceptional child research;mentally handicapped; emotionally dis-turbed; environmental influences; be-havior; children; adults; therapeutic en-vironment; building design; architec-ture; perception; visual perception; ie-search needs; research projects; vocabu-lary; mental illness; surveys; opinions;planning; administration; visual envi-ronment; behavior change

Current research and thought on theeffects of architectural form and color inthe treatment of emotionally disturbed

Physical, Facilities

ABSTRACTS

and retarded children are surveyed inthis publication. To a lesser extent, itcovers the relationship of therapy tobehavior, normal children to handi-capped children, normal adults to men-tal patients, and children to adults. Ar-chitects, psychiatrists, dsychologists, ed-ucators, anthropologists, and sociolo-gists in Great Britain, Europe, the Unit-ed States, and elsewhere were consulted,and their findings, opinions, practices,and principles are presented in chapterson terminology, background studies.planning and form, color, and othersensory perceptions. The need for re-search is clarified, methods and prob-lems are discussed, and proposals forfuture research are provided. Appendix-es specify the terms of the KaufmannAward, list persons and institutions con-sulted and contacted, and cite 97 refer-ences. This document is available fromthe Society for Emotionally DisturbedChildren, 1010 St. Catherine West,Room 623, Montreal, Quebec, Canada,for $2.00. (JZ)

ABSTRACT 10543EC 01 0543 ED 022 315Publ. Date 65 14p.Abeson, Alan; Ackerman, PaulAn Architectural - Educational Investi-gation of Education and TrainingFacilities for Exceptional Children(National Education Association,Washington, D.C., September 9-10,1965).Council For Exceptional Children,Washington, D. C.EDRS mf,hcThe Council For Exceptional Children,NEA, 1201 16th Street, N. W., Wash-ington, D. C. 20036.

Descriptors: exceptional child educa-tion; environmental influences; educa-tional needs; interdisciplinary approach;handicapped children; design needs;building design; classroom design; flexi-ble facilities; architecture; school build-ings; school design; student needs; re-search needs; facilities; furniture; equip-ment; conference reports

The proceedings of a conference calledto institute a dialogue between the archi-tectural and educational professions aresummarized. Areas considered includedeterrents to efficient dialogue, the needfor research, parameters of research(foundational questions; flexibility; fur-niture, materials, hardware, and teach-ing equipment; information transmis-sion), 23 suggested educational needs ofexceptional children with as many sug-gested architectural solutions, and build-ing designs for these children followingand resulting from the conference.(Author/JD)

ABSTRACT 10629EC 01 0629 ED 024 189Publ. Date (65) 55p.

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EC03301.9

Vanston, A. Rorke And OthersDesign of Facilities for the MentallyRetarded; Diagnosis and Evaluation,Education and Training, LivingUnits. Hospital and Medical FacilitiesSeries.Public Health Service (DHEW), Wash-ington, D. C., Division Of Hospital AndMedical FacilitiesEDRS mfSuperintendent Of Documents, U. S.Government Printing Office, Washing-ton, D. C. 20402 ($0.35).

Descriptors: exceptional child services;mentally handicapped; program plan-ning; facilities; physical facilities; facili-ty guidelines; day care programs; resi-dential programs; sheltered workshops;architectural programing; ancillary serv-ices; construction costs; clinical diagno-sis; medical services; residential care;educable mentally handicapped; traina-ble mentally handicapped; custodialmentally handicapped

Elements of architectural planning ofnew physical facilities for the mentallyrctarded detailed include programingand writing the project program. Designconcepts are considered, and the follow-ing are specified: types of physical facili-ties with sample floor plans; elements ofphysical facilities, such as staff offices,activity areas, living units, and ancillaryareas; basic planning consideration; andconstruction costs. A chart treats fourlevels of retardation; tables suggest areasfor various facilities and recommendlighting levels. A bibliography cites 23items. (LE)

ABSTRACT 10942EC 01 0942 ED 026 786Publ. Date Dec 67 59p.Design for All Americans. A Report ofthe National Commission on Architec-tural Barriers ro Rehabilitation of theHandicapped.Rehabilitation Services Administration(DHEW), Washington, D. C.EDRS mfSuperintendent Of Documents, U. S.Government Printing Office, Washing-ton, D. C. 20402 ($0.50).A Report Of The National CommissionOn Architectural Barriers To The Reha-bilitation Of The Handicapped.

Descriptors: exceptional child educa-tion; facilities; physically handicapped;design needs; handicapped; senior citi-zens; standards; architecture; buildingdesign; facility guidelines; researchneeds; facility requirements; legislation;architecture; government (administra-tive body)

The need for environmental improve-ment to benefit the handicapped and theelderly is stated and the following aredetailed: priorities for action, the lack ofpublic awareness, progress to date, and

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reasons why the problem of architectur-al barriers persists. Listings are providedof the Commission's recommendationsfor legislation, research and demonstra-tions, education and information, andother areas. Appendixes name the wit-nesses before the Commission and mem-bers of the federal government liaisongroup; report on federal, state, and localefforts to eliminate architectural bar-riers; compare building codes with theAmerican Standards Association specifi-cations; related the report of the Ameri-can Institute of Architects, PotomacValley Chapter, on barrier free architec-ture; provide a checklist of publicationsrelating to architectural planning for thephysically handicapped; and cite select-ed references on architectural planning.The transmittal letter and roster ofCommission members are included.(J D)

ABSTRACT 10947EC 01 0947 ED 026 791Publ. Date 67 76p.Architectural Workshop; ConferenceReport of the Architectural Institute(Portland, Oregon, October 16-17,1967).National Association For RetardedChildren, New York, New YorkSocial And Rehabilitation Service(DHEW), Washington, D. C.EDRS mf,hcNational Association For RetardedChildren, 420 Lexington Avenue, NewYork, New York 10017.

Descriptors: exceptional child educa-tion; mentally handicapped; facilities;classroom environment; physical envi-ronment; facility requirements; institu-tional environment; educational facili-ties; residential centers; mental health;multiply handicapped; aurally handi-capped; architectural programing; de-sign needs; educational specifications;handicapped

Conference papers consider designingfacilities to meet the needs of the men-tally retarded and other handicappedpersons. Complete texts and summariesare provided of R.B. Price on environ-mental design, E.D. Helsel on architec-tural barriers, H. Gordon on preschoolprograms and facilities, and H. Palmeron training centers for young adults.Also included are papers by H. W.Maier on living units for institutional-ized retarded; 0. Kurren on living unitsfor the mild and moderate retarded; W.Johnson on facilities for the deaf; C.Woodcock on facilities for the blindretarded; and J. Fa lick on joint mentalhealthimental retardation facilities.Summaries alone are given for 19 addi-tional papers on the theories and needsof architectural design for the handi-capped, with attention also paid to theinternational symposium and to specifictypes of facilities, such as schools andresidential units for the mentally, physi-cally, and otherwise handicapped. (JD)

ABSTRACT 10948EC 01 0948 ED 026 792Publ. Date 68 26Ip.

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Designing Instructional Facilities forTeaching the Dcaf: The LearningModule; Symposium on Research andUtilization of Educational Media forTeaching the Dcaf (4th, Lincoln, Ne-braska, February 5-7, 1968).Nebraska University, Lincoln, Depart-ment Of Educational Administration;Midwest Regional Media Center ForThe Deaf, Lincoln, NebraskaOffice Of Education (DHEW), Washing-ton, D. C., Captioned Films For TheDeaf BranchEDRS mf,hcOEC-3-7-000199-0199(019)

Descriptors: exceptional child educa-tion; aurally handicapped; facilities; au-diovisual instruction; deaf; instructionaltechnology; acoustics; educational facili-ties; design needs; architectural pro-graming; facility requirements; lighting;school planning; classroom furniture;multimedia instruction; classroom de-sign; educational specifications; environ-mental design

Eleven conference papers treat design-ing learning modules, or complete in-structional facilities, for the deaf. Thefollowing aspects are considered: thechanging classroom, a multimedia ap-proach to teaching American history, aproject design for a special school, andeducational implications of architecturefor the deaf. Further topics are acousti-cal design of classrooms for the deaf, theuse of amplification in educating deafchildren, furnishings in the workshopclassroom, and lighting in the learningmodule. Creating environments forlearning, providing through architecturefor social needs, and planning the deafchild's complete formal education arealso discussed; a report from CaptionedFilms for the Deaf, conference anddiscussion summaries, foreword, and in-troduction are provided. Appended arethe program and roster of participants.(J D)

ABSTRACT 11107EC 0I 1107 ED N.A.Publ. Date Jun 66 68p.Haring, Norris G.; Whelan, Richard J.The Learning Environment: Rela-tionship to Behavior Modification andImplications for Special Education.The University of Kansas Symposium.Kansas University, Lawrence, School OfEducationOffice Of Education (DHEW), Washing-ton, D. C.EDRS not availableKansas Studies In Education; V16 N2Jun 1966

Descriptors: exceptional child research;mentally handicapped; achievement; be-havior change; experimental programs;educable mentally handicapped; arith-metic; reading; academic achievement;reinforcement; classroom design; lan-guage arts; handwriting; classroom ar-rangement; behavior problems; indivi-dualize3 instruction; classroom environ-ment; educational facilities

In the second year of a 4-year project, 17mentally handicapped children, eight of

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whom were carry overs from the firstyear, participated in an experimentalclassroom. Their chronological agesranged from 7-10 to 13-8, mental agesfrom 4-2 to 8-11, and IQ's from 50 to 72;their reading achievement scores rangedfrom 0 to 1.6 grade (mean .3), arithmeticscores from 0 to 1.8 (mean .5). Formerteachers described their classroom be-havior as marked by refusal to study orfollow instructions, by tantrums, pout-ing, or poor attention. A classroom-lab-oratory which held from five to sevenstudents at a time was designed withthree study carets, two work and threewriting tables, six desks, a quiet room,an observation room, and a waitingroom. All students received individual-ized instruction and had their time inthe classroom increased as they learnedto work productively. Reinforcementand programs following programed in-struction principles were given. Tests atthe end of the year indicated gains inreading skills (range 0 to 1.3, median .6grade) and arithmetic (range .3 to 1.4,median .8). All could work producri,-elyalone for an hour or more and couldengage in appropriate school conduct.Additional findings and implications arepresented. (JD)

ABSTRACT 11108EC 01 1108 ED N.A.Publ. Date May 66 124p.Salmon, F. Cuthbert; Salmon, ChristineF.Sheltered Workshops; An Architec-tural Guide.Oklahoma State University, Stillwater,School Of ArchitectureVocational Rehabilitation Administr^-tion (DHEW), Washington, D. C.EDRS not available

Descriptors: exceptional child services;sheltered workshops; facilities; facilityguidelines; handicapped; building de-sign; building materials; work environ-ment; design needs; architecture; physi-cally handicapped; facility require-ments; vocational rehabilitation; physi-cal facilities; community services; siteselection; program planning; programdesign; special services; architecturalprogra ming

Based on the observation of 24 shelteredworkshops of diverse types and sizes, theguide presents information on architec-tural programing and planning. The roleof the sheltered workshop, communityneeds, site considerations, and the pro-gram are described. In addition, plan-ning principles, work principles, and thephysical plant are discussed and graphi-cally illustrated. An appendix providesthe following: a checklist for planningand construction; an analysis of materi-als and methods of construction; a glos-sary of commonly used terms; AmericanStandard Specifications for makingbuildings and facilities accessible to andusable by the physically handicapped;and a list of workshops studied. (JD)

ABSTRACT 11109EC 01 1109 ED N.A.Publ. Date Oct 55 5p.Foote, Franklin M.

Exceptional Child Bibliography Series

Classrooms for Partially Seeing Child-ren.National Society For The Prevention OfBlindness, New York, New YorkEDRS not availableExceptional Children; V22 NI P318 -20,41-2 Oct 1955

Descriptors: exceptional child educa-tion; visually handicapped; partiallysighted; educational facilities; class-rooms; equipment; classroom furniture;illumination levels; classroom design;classroom arrangement

Aspects of special classrooms or re-source rooms for partially sighted child-ren are described, including type andplacement of furniture, special equip-ment, storage, illumination of the room,and dimensions of the sight conservationroom. (J D)

ABSTRACT 11110EC 01 1110 ED N.A.Publ. Da'e 60 15p.Nugent, Timothy J.Design of Buildings to Permit TheirUse by the Physically Handicapped;A National Attack on ArchitecturalBarriers.National Society For Crippled ChildrenAnd Adults, Chicago, Illinois;President's Committee On EmploymentOf The Physically Handicapped, Wash-ington, D. C.EDRS not availableReproduced From New Building Re-search, Fall 1960, Publication No. 910,Building Research Institute, NationalAcademy Of Sciences, National Re-search Council.

Descriptors: building design; facilities;facility guidelines; facility requirements;physically handicapped; cerebral palsy;orthopedically handicapped; visuallyhandicapped; aurally handicapped; re-search reviews (publications); researchprojects; environmental influences; spe-cial programs

Concerned with the nonambulatory dis-abled, the semi-ambulatory, the sightand hearing handicapped. and the cere-bral palsied and other neurologicallyimpaired, the paper considers the in-creased numbers of those so handi-capped and describes the need for facili-ties they can use. Basic research anddevelopment projects reported includeboth research reviews and experimentsassessing materials, design, and handi-capped persons in normal environments.Two programs are surveyed: the Univer-sity of Illinois rehabilitation-educationprogram and the adaptation and con-struction of facilities at the University;and the American Standards Associa-tion Project to make buildings and facil-ities accessible and usable to the physi-cally handicapped (ASA Project A-I17).An appendix provides a work outline forthe ASA Project which lists specifica-tions for several types of facilities. (JD)

ABSTRACT 11113EC 01 1113 ED N.A.Publ. Date 62 23p.Carter, John Harvey

Physical Facilities

Educational Environment for the Or-thopedically Handicapped Includin*the Cerebral Palsied.California State Department Of Educa-tion, Sacramento, Bureau Of SpecialEducationEDRS not availableJohn Harvey Carter, 417 20th Street,Sacramento, California 95814.

Descriptors: exceptional child educa-tion; physically handicapped; cerebralpalsy; orthopedically handicapped; facil-ities; educational facilities; equipment;educational specifications; facility guide-lines; learning characteristics; units ofstudy (subject fields); educational pro-grams; curriculum; school services;physical therapy: occupational therapy;speech therapy; learning activities; rec-reational facilities; classrooms; schoolarchitecture

Prepared as a guide to planners andadministrators, the report considers ar-chitectural problems in the design ofeducational facilities for orthopedicallyhandicapped and cerebral palsied child-ren. Factors influencing the learningprocess and selection of instructionalmaterials are discussed; and daily pro-grams suggesting subject areas, activi-ties, equipment, and schedules are prov-ided for the preprimary, primary, andadvanced groups. Further aspects consi-dered include therapy facilities, shop,speech, physical and occupational thera-py activities, kitchens, resting rooms,and classrooms and suggested classroomequipment. Also described are specialequipment requirements and sizes, con-trols for lights and so on, braille identifi-cation of facilities, hazards, walks,ramps, toilet rooms, playground facili-ties and equipment, color, floor materi-als, storage, and access. Nine referencesare cited. (J D)

ABSTRACT 11114EC 01 1114 ED N.A.Publ. Date Apr 52 5p.Birren, FaberThe Emotional Significance of ColorPreference.American Occupational Therapy Asso-ciation, New York, New YorkEDRS not availableAmerican Journal Of OccupationalTherapy; V6 N2 P1-5 Mar-Apr 1952

Descriptors: color planning; building de-sign; environmental influences; physicalenvironment; psychotherapy; individualcharacteristics; emotionally disturbed;therapeutic environment

Relationships between color preferenceand personality are presented; the rangeof the spectrum from red (warm, excit-ing), to blue (cold, subduing) is dis-cussed. Attitudes toward color are relat-ed to moods; love of color is connectedwith a responsive personality and inter-est in the world while preference forform is connected to inner directedness.The effect of color is described for thementally ill, psychotics, epileptics, neu-rotics, and hysterical persons. Specificcolors of red, yellow, green, blue-green,blue, brown, orange, purple, maroon,

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EC033019and pink are linked to personality traits.The psychotherapeutic value of colorand its diagnostic and therapeutic use inbuildings are considered. (RP)

ABSTRACT 11115EC 01 1115 ED N.A.Publ. Date Sep 67 5p.Birren, FaberColor It Color.EDRS not availableReinhold Publishing Corporation, 430Park Avenue, New York, New York10022.Progressive Architecture; V48 N9P129-33 Sept 1967

Descriptors: color planning; designneeds; lighting; psychological designneeds; visual stimuli; illumination lev-els, task performance; physical environ-ment; physiology

A discussion of the world of colorconsiders the sources of color, light,color production in the brain, and theeffects of different kinds of light andcolor on man, animals, plants, insects,fish, and birds, especially in growth andsexual activity. Brilliant light and warmcolors are said to produce increasedmuscular tension, attraction to the sti-mulus, automatic arousal, and increasedcortical activity. The effects of dim lightand cool color are presented: relaxationof muscles, withdrawal from stimula-tion, and a drop in respiration rate,heart action, and blood pressure. Thevisual aspects of color described are theamount of light necessary for sight,glare, and abuse of the eyes; color lawsare suggested for designers. Included inthe psychological aspect of colors are theinfluence of specific colors, reactions ofthe mentally ill, and practical applica-tions of research. Conclusions stated arethe use of light and warm colors toproduce outer directed behavior and theuse of softer light and cooler hues toreduce distraction and direct action in-ward. (RP)

ABSTRACT 11117EC 01 1117 ED N.A.Publ. Date 65 1110.The Effect of Windowless Classroomson Elementary School Children; AnEnvironmental Case Study.Michigan University, Arm Arbor, Archi-tectural Research LaboratoryEducational Facilities Laboratories,Inc., New York, New YorkEDRS not availableThe University Of Michigan, Depart-ment Of Architecture, Architectural Re-search Laboratory, Ann Arbor, Michi-gan 48104.

Descriptors: exceptional child research;windowless rooms; attitudes; buildingdesign; classroom design; teacher atti-tudes; parent attitudes; student attitudes;photographs; educational facilities;school architecture; elementary schools

To investigate environmental effects onteachers and children three case studieswere undertaken; one during a schoolyear when classrooms had windows, oneduring a year with no windows, and one

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during a 1/2 year with windows restored.Teachers interviewed pupils individuallyand conducted a questionnaire survey togather student opinions on their scholas-tic performance. After one year in win-dowless classrooms, all teachers exceptone reported that she liked her roomvery much. The one exception did notobject to lack of windows but to herroom location. Reasons for liking therooms were less distraction, more evenheat, more flexibility in seating andfurniture arrangement, and increasedwall space. Results of parent question-naires indicated that the minority whoopposed the study at the beginningcontinued to oppose it while those whowere favorable felt the same way at theend. Children appeared to be indifferentto lack of windows and did not oftencomment on this to teachers, but themajority said they had wished for win-dows when asked. Comparisons ofachievement for pupils in windowlessrooms with pupils who had windowsshowed no significant differences inlearning; what effect there was seemedto depend on whether or not a groupwas task oriented. Conclusions were thatit is not likely that children will beadversely affected by the elimination ofwindows. Floor plans, section drawings,pictures of the school, results of ques-tionnaires, teacher ratings, and absenteerates are included. (RP)

ABSTRACT 11118EC 01 1118 ED N.A.Publ, Date 67 95p.Benet, James And OthersSCSD: The Project and the Schools.Educational Facilities Laboratories,New York, New YorkEDRS not availableEducational Facilities Laboratories, 477Madison Avenue, New York, New York10022.

Descriptors: excepti*nal child educa-tion; school architecture; componentbuilding systems; building design; edu-cational specifications; flexible facilities;lighting; acoustics; ventilation; heating;ceilings; movable partitions; air condi-tioning; structural building systems;construction costs; school design; equip-ment manufacturers; space utilization

A discussion of the School ConstructionSystems Development project (SCSD),conducted in California and responsiblefor 11 schools built or under construc-tion, mentions the consultant role of thestaff, the role of local school districts,the development of component partsused in the schools, financial costs, theorigins of the project, specifications, andthe cooperation of manufacturers indeveloping the components. Educationalrequirements, flexibility, school organi-zation, environmental requirements,structure, acoustics, fire ratings, roofingand tolerances, heating, air condition-ing, ventilating, lighting, ceilings, per-formance criteria, partitions, caseworkand cabinets, and lockers are described,and diagrams are provided; also provid-ed are pictures of the components in use,floor plans, and names, addresses, and

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construction data on the schools in-volved. Technical consultants are listed.(R P)

ABSTRACT 11119EC 01 1119 ED N.A.Publ. Date 66 207p.Green, Alan C., Ed. And OthersEducational Facilities with New Me-dia. Final Report.National Education Association, Wash-ington, D. C., Department Of Audiovi-sual Instruction;Rensselaer Polytechnic Institute, Troy,New York, Center For ArchitecturalResearchOffice Of Education (DHEW), Washing-ton, D. C.EDRS not availableNational Education Association, 1201Sixteenth Street, N. W., Washington, D.C. 20036 (Stock No. 071-02302, $4.50).

Descriptors: exceptional child educa-tion; educational facilities; architecturalprograming; building design; classroomdesign; flexible facilities; resource cen-ters; studio floor plans; lighting; climatecontrol; acoustical environment; class-room furniture; projection equipment;audiovisual aids; mass media; instruc-tional technology; educational specifica-tions; educational innovation; planning;educational needs

An overview of learning media intro-duces a guide for policy makers oneducational facilities and new media.Concerns and directions in contempo-rary education, the role of media ininnovations, status and trends in learn-ing media, implications for planning,and programing and defining buildingneeds are considered. A guide for thedesign professions provides informationon learning media and facilities, generalprinciples for planning schools, ninecategories of facility types: independentstudy, small group, medium group, largegroup, flexible group, renovated class-rooms, resource facilities, productionand support facilities, and new buildingtypes; a design criteria is also provided.Technical concerns discussed are light-ing, acoustics, climate, furniture, projec-tion systems, and other equipment. Anappendix lists resumes of three meetingson facilities and meeting participants.(RP)

ABSTRACT 11120EC 01 1120 ED N.A.Publ. Date May 66 I87p.Bailey, Roger And OthersMental Health Facilities for InpatientAdolescents.Architectural Psychology Interdepart-ment Program, Salt Lake City, UtahNational Institute Of Mental Health,Bethesda, Maryland;Utah University, Salt Lake City, De-partment Of Architecture;Utah University, Salt Lake City, De-partment Of PsychologyEDRS not availablePH-43-65-1068

Descriptors: exceptional child research;emotionally disturbed; adolescents; in-

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stitutional facilities; psychiatric hospi-tals; architectural programing; buildingdesign; educational facilities; specialservices; administration; personnel; siteselection; admission criteria; education-al programs; group living; occupationaltherapy; recreational programs; psychi-atric services; design needs; regionalprograms; community services

Interviews with consultants and visits toinstitutions are analyzed to determinepresent practices and trends in treatingadolescent mental patients. Informationgathered concerns philosophy of treat-ment and program, the adolescent, andfacilities. Three schemes for living areasand architectural character are consi-dered, and suggestions are made andspecifications offered for site, admittingand screening, administration and staffliving areas, therapy areas, educationalprogram and facilities, and ancillary andutility areas. Findings indicate thatplans for facilities are dependent uponthe staff-patient ratio and upon regionalclimactic and social problems, that ado-lescents require more space than adults;that facilities should be located conven-ient to the community they serve; andthat they should be regarded as a resi-dential school which also provides voca-tional education. Additional findingsconcern the ineffective nature of shortterm help, the need for a continuum ofservices and facilities within the com-munity, and the use of additional andvaried services to lessen the load placedon inpatient facilities. (J D)

ABSTRACT 11121EC 01 1121 ED N.A.Publ. Date 18 Apr 68 8p.Colvin, Ralph W.The Design Process in Special Educa-tion Facility Planning Applied to aDay and Residential Facility for theEmotionally Disturbed and Brain In-jured.Child Welfare League Of America, NewYork, New YorkEDRS not availablePaper Presented At The Annual Con-vention Of The Council For ExceptionalChildren (New York, New York, April18, 1968).

Descriptors: exceptional child educa-tion; emotionally disturbed; educationalfacilities; residential centers; residentialschools; flexible facilities; classrooms;corridors; offices (facilities); building de-sign

The development of a residential treat-ment center for emotionally disturbedchildren considers the need for a flexiblestructure, the number of children thatcan best be cared for, and the preferablesize of educational, recreational, or liv-ing groups. The teacher's needs arediscussed in terms of small groups andthe nearness of offices of supportive staffmembers. Suggestions are made for con-sultation with technically knowledgeablepeople in areas for research and profes-sional training which involve problemsof sound and light control, air condition-ing, observation areas, and audiovisual

Exceptional Child Bibliography Series

equipment. Planning for privacy inbathrooms and bedrooms, classroomsize, and nonstimulating decor are dis-cussed. Also discussed is the provision ofattractive surroundings as a means ofintroducing the child to beauty. (RP)

ABSTRACT 11122EC 01 1122 ED N.A.Publ. Date Oct 67 4p.Maier, Henry W.Designing Residential Living Unitsfor Persons with Mental Retardations.Washington University, Seattle, SchoolOf Social WorkEDRS not availablePaper Presented At The ArchitecturalConference On Mental Retardation Fa-cilities (Portland, Oregon, October 16-17, 1967).

Descriptors: exceptional child services;mentally handicapped; institutional. fa-cilities; design needs; self cal e skills;group living; attendants; community in-volvement

Residential living units for the mentallyhandicapped are discussed. The follow-ing suggestions are made and elaboratedupon: the unit as an arena for a programin daily living; such an arena requiresspace for multiple activities; and theunit needs to be planned for what theresidents can do. Also considered interms of design needs are the import-ance of the attendant and teamwork; ofcontact with the ordinary communitylife; and of small groups that the resi-dents themselves can manage. (JD)

ABSTRACT 11123EC 01 1123 ED N.A.Publ. Date Oct 64 82p.Salmon, F. Cuthbert; Salmon, ChristineF.The Blind, Space Needs for Rehabili-tation.Oklahoma State University, StillwaterVocational Rehabilitation Administra-tion (DHEW), Washington, D. C.EDRS not available

Descriptors: exceptional child services;visually handicapped; rehabilitationcenters; facility requirements; blind; siteselection; site development; programplanning; architectural programing;equipment; medical services; visuallyhandicapped orientation; visually handi-capped mobility; ancillary services; per-sonnel needs; design needs; administra-tion; communication skills; occupation-al therapy; homemaking education; vo-cational education; recreational facili-ties

Based on the observation and analysis of14 rehabilitation centers for the blind,the report presents to both architect andadministrator the following environ-mental considerations: geographical lo-cation, community features, site consid-erations, site development, program de-velopment, planning principles, and en-vironmental experience. Areas of reha-bilitation activity explained for the ar-chitect include medical services, psy-chological and social services, mobilityand orientation, physical conditioning,

Physical Facilities

communications, occupational therapy,techniques of daily living, vocationalevaluation, recreation, residential cen-ters, administration and general activi-ties, and staff-client space estimate.Thirty-five illustrations and 23 refer-ences are provided. (JD)

ABSTRACT 11124EC 01 1124 ED N.A.Publ. Date Jan 65 4p.Singer, EllisHow Gallaudet Sounds Out Deafnessin Ideal Acoustical Environments.American Hearing Society, Washington,D. C.EDRS not availableHearing News; V33 NI P9 -12 Jan 1965

Descriptors: exceptional child services;aurally handicapped; facilities; auditoryevaluation; audiometric tests; acousticalenvironment; facility requirements; con-struction (proc.Iss); testing; research

Acoustical chambers designed to controlambient noise are described. Both theresearch and testing for which the cham-bers are used are discussed as well as theevolution of the facilities, some of thefirst souislproof rooms. Details of theconstruction and design of the facilitiesand the noise attenuation specificationsare given. Four figures are included.(J D)

ABSTRACT 11125EC 01 1125 ED N.A.Publ. Date Jul 67 27p.Bair, Hou and V.; Leland, HenryThe Utilization and Design of Physi-cal Facilities for the Rehabilitation ofMentally Retarded. Final Project Re-port.Parsons State Hospital And TrainingCenter, KansasVocational Rehabilitation Administra-tion (DHEW), Washington, D. C.EDRS mf,hcVRA-RD-1319-G-64

Descriptors: exceptional child research;mentally handicapped; institutional fa-cilities; architectural programing; au-diovisual aids; closed circuit television;flexible facilities; movable partitions;space utilization; classrooms; controlledenvironment; rehabilitation programs;building design; professional education

To investigate the appropriate designand utilization of physical facilitiesbeing constructed as a rehabilitationcenter, a variety of centers was exam-ined. Conclusions were that flexibility inconstruction of the physical plant, in-cluding nonpermanent walls and fixtureswas necessary; program planning shouldbe included in architectural discussionsto avoid later modifications; facilitiesshould be designed with the concept of ateaching hospital in mind; equipmentand materials for program development,especially technical aids and audiovisualfacilities, should be acquired on anexperimental basis; design must bebased on changing community needs;and the service, research, professionaltraining, and demonstration areasshould overlap and flow into and out of

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each other. Consideration was given tothe role of the staff and the kinds ofareas they would need, classrooms fortraining programs, a television studioand control room, advanced planningfor installation of audiovisual equip-ment, varied use of the same space, andfacilities for behavior modificationtraining. (Author/RP)

ABSTRACT 11126EC 01 1126 ED 028 587Publ. Date Jan 67 29p.Architectural Considerations forClassrooms for Exceptional Children.Texas Education Agency, Austin, Divi-sion Of Special EducationEDRS mf,hc

Descriptors: exceptional child educa-tion; handicapped children; educationalfacilities; classroom design; visuallyhandicapped; physically handicapped;blind; partially sighted; learning disabil-ities; minimally brain injured; aurallyhandicapped; mentally handicapped;deaf; educable mentally handicapped;trainable mentally handicapped; speechhandicapped; emotionally disturbed; fa-cility requirements; educational specifi-cations

Definitions are provided of the followingexceptionalities: blind, partially sighted,physically handicapped, minimallybrain injured, deaf, educable mentallyretarded (primary, junior, and seniorhigh levels), trainable mentally retarded,speech handicapped, and emotionallydisturbed. Architectural guidelines spec-ify classroom location, size, acousticaltreatment, heat and light, ventilation,electrical outlets, bulletin boards andchalkboards, floors, and drinking foun-tain, sink, and counter space. Additionalspecifications are given for certain ex-ceptionalities. (JD)

ABSTRACT 11127EC 01 1127 ED N.A.Publ. Date 68 7p.Abeson, AlanThe Design Process in Special Educa-tion Facility Planning.Council For Exceptional Children,Washington, D. C.EDRS not availableCouncil For Exceptional Children,NEA, 1201 Sixteenth 'Street, N. W.,Washington, D. C. 20036.Symposium Held At Annual Interna-tional CEC Convention (46th, NewYork City, New York, April 14-20,1968).

Descriptors: exceptional child educa-tion; educational facilities; school plan-ning; interdisciplinary approach; archi-tects; teacher role; design needs; class-room design; evaluation needs; handi-capped children; professional personnel

Factors which affect the quality of plan-ning for special education facilities andthe effectiveness of the educational pro-gram are considered. The problem ofpresenting the needs to the architect insufficient detail is described and sugges-tions are made for bringing educatorsand architects together. The need for

5

educators to clarify terminology and theneed for architects to visit the schoolsand interview staff members and mem-bers of the planning committee arecited. Also discussed is the usefulness ofthorough evaluation in determining realneeds and desires rather than requiringpopularized concepts which may not beused. ( R P)

ABSTRACT 11128EC 01 1128 ED N.A.Publ. Date 63 129p.Fitzroy, Daniel; Reid, John LyonAcoustical Environment of SchoolBuildings.Educational Facilities Laboratories,Inc., New York, New YorkEDRS not availableT R-1Educational Facilities Laboratories,Inc., 477 Madison Avenue, New York,New York 10022.

Descriptors: acoustics; acoustical envi-ronment; building design; interior space;flexible facilities; administrator atti-tudes; student attitudes; teacher atti-tudes; classroom design; flooring; schoolbuildings; movable partitions; corridors;spatial relationship; photographs; ele-mentary schools; secondary schools; col-leges; design needs

To study the trend in interior designtoward more openness and the restatingacoustical problems, students, teachers,and administrators were interviewed todetermine the minimum acoustical sepa-ration necessary to allow a group towork effectively. Field tests were con-ducted in the rooms of 35 elementaryand secondary schools and in two col-leges to measure noise reduction be-tween rooms. None met the criteria of40 decibels of noise reduction. Floorplans of the rooms were drawn up withnoise reduction levels for the door openor closed and for the class in session orsilent. Conclusions were that classroomsare less satisfactory when a high articu-lation index and a reverberant environ-ment are present, even when noise re-duction is high; when a room was nearoptimum reverberation environment,lower noise reduction was acceptable.Recommendations are made for flexibleroom arrangements, use of absorptivefloor coverings, better insulation aroundmusic and gym rooms, careful attentionto sound level when using audio equip-ment, and higher sound interception inthe lower grades. (RP)

ABSTRACT 11129EC 01 1129 ED N.A.Publ. Date 65 94p.Workshop on Educational Facilitiesfor Exceptional Children (May 14-15,1965).American Institute Of Architects, Wash-ington, D. C., Committee On SchoolAnd College ArchitectureEducational Facilities Laboratories,Inc., New York, New YorkEDRS not available

Descriptors: exceptional child educa-tion; incidence; educational needs; legis-lation; federal legislation; educational

6

facilities; mentally handicapped; physi-cally handicapped; emotionally dis-turbed; handicapped children; educa-tional specifications; architectural speci-fications; architectural programing; flexi-ble facilities; school design; classrooms;classroom design; design needs; publicschools

The proceedings include Kathryn Dice'sremarks on the incidence and education-al needs of exceptional children and onthe impact of federal legislation uponfacilities. A subsequent question-and-an-swer period is transcribed, with Dr. Diceand the participants considering envi-ronmental design and its educationaland psychological implications. Paneldiscussions with the same concerns asthe question-answer session treat thementally retarded, the physically handi-capped, and the emotionally disturbed.(J D)

ABSTRACT 11130EC 01 1130 ED N.A.Publ. Date 67 7p.Berenson, BertramArchitecture for Exceptional Child-ren.Hampton Institute, Virginia, School OfArchitectureEDRS not availableHampton Institute, Division Of Archi-tecture, Hampton, Vi.ginia 22369.

Descriptors: exceptional child research;handicapped children; building design;environmental influences; visual stimuli;interdisciplinary approach; behaviorchange; teaching machine :; teacher role;research reviews (publications); facilities

The dichotomy between research resultsand the architect's design is discussed,and two projects are described, onewhich used red and green slides to teachmoderately retarded young adults abouttraffic signals and another which provid-ed mirrors for emotionally disturbedgirls. The Hawthorne studies on envi-ronmental criteria are also described,including experiments in the learningrate of the retarded when taught byregular teachers or by machines, thereduction of visual stimuli, and modifi-cation of room shape. The need forarchitects to communicate with otherdisciplines, flexibility to allow for futuremodification, and the need for designersto understand the nature of exceptionali-ty are discussed. (RP)

ABSTRACT 11131EC 01 1131 ED N.A.Publ. Date Dec 67 14p.Wolf, James M.Physical Facilities Guidelines forHandicapped Children. Fitting Facili-ties to the Child, Part Three.EDRS not availableEditor, School Management, 22 WestPutnam Avenue, Greenwich, Connecti-cut 06830.School Management; VI 1 N2 P40-54Dec 1967

Descriptors: exceptional child educa-tion; educational facilities; educationalspecifications; facility guidelines; educa-

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tional equipment; classroom design;physically handicapped; aurally handi-capped; visually handicapped; partiallysighted; blind; mentally handicapped;educable mentally handicapped; traina-ble mentally handicapped; emotionallydisturbed; speech therapy; physical ther-apy; occupational therapy: equipment;school services; psycholoPiral services

Synthesized from the recommendedstandards of the only eight states thathave them, the guidelines list the varia-tions needed in classrooms and otherphysical facilities for the handicapped.Areas considered include the physicallyhandicapped, the deaf and hard of hear-ing, the partially sighted, the blind, theeducable mentally retarded, the traina-ble mentally handicapped, and the emo-tionally handicapped. Also treated arephysical and speech correction pro-grams, psychological examination pro-grams, and occupational therapy pro-grams. For each, location, size, con-struction, and equipment are specified.Photographs of the equipment and facil-ities at the Human Resources School inAlbertson, New York, are included. (JD)

ABSTRACT 11132EC 01 1132 ED N.A.Publ. Date Nov 64 3p.Bryant, Daniel C.Designing for the Mentally Handi-capped.National Society For Crippled ChildrenAnd Adults, Chicago, IllinoisEDRS not availableRehabilitation Literature; V25 Ni IP391-2,40 Nov 1964

Descriptors: exceptional child educa-tion; mentally handicapped; custodialmentally handicapped; trainable mental-ly handicapped; lighting; climate con-trol; flooring; ceilings; sheltered work-shops; classroom design; color planning;environmental influences; design needs;sanitary facilities; crafts rooms; movablepartitionsCreating a physical environment for thementally retarded at a school and train-ing center is discussed. Designing facili-ties for the custodial retarded focuses onthe need for heated floors, a work heightcounter and nearby sink with a spraynozzle, a storage cupboard, a playroomor classroom of modest living room size,and a heating and ventilating systemthat provides above average amounts ofair. Extra toilets for trainable retardateswith counters and sinks nearby, andcontrol of distractions such as lighting,color, windows, and noise in classroomsare suggested. Also suggested are aliving-dining room and a craft roomwith sturdy tables, counters, and watersupply. Recommendations for a work-shop include block or brick walls, con-crete floor, skylights, acoustically ab-sorbent ceiling, uniform lighting, manyelectrical outlets, ceiling outlets, com-pressed air, a heating system with venti-lation from outside, flexible shelves,movable partitions, a central controlstation, and truck size door openings.(RP)

Exceptional Child Bibliography Series

ABSTRACT 11133EC 01 1133 ED N.A.Publ. Date 68 3p.Berenson, BertramThe Planned Environment: An Edu-cational Tool.Council For Exceptional Children,Washington, D. C.EDRS not availableInternational Journal Of EducationalScience; V2 PI23-5 1968

Descriptors: environmental influences;classroom environment; classroom de-sign; corridors; multisensory learning;individual needs; flexible facilities; be-havior change

Manipulation of the environment toproduce behavior change is discussed interms of the influence of the physicalproperties surrounding the learner. Theconcept of special spaces for specialactivities focuses on the use of hallwaysas a resource device. Caution is suggest-ed in the area of flexibility as constancycan be beneficial. Ken Isaac's learningbox, in which all six sides containedinformation, is described and recom-mended as a classroom resource centeraudiovisually and kinesthetically pro-ducing information which can be or-dered and structured to meet individualneeds. (RP)

ABSTRACT 11134EC 01 1134 ED N.A.Publ. Date Apr 69 13p.Abeson, AlanThe Physical Environment: A BraveNew World.Council For Exceptional Children,Washington, D. C.EDRS not availableThe Council For Exceptional Children,1201 Sixteenth Street, N. W., Washing-ton, D. C. 20036.Paper Presented At The Annual CECConvention (Denver, Colorado, April1969) And Published In CEC SelectedConvention Papers, 1969.Descriptors: exceptional child educa-tion; handicapped children; educationalfacilities; flexible facilities; school de-sign; space utilization; design needs;corridors; educational equipment; physi-cal environment

The failure of classrooms to reflect edu-cational programing and the inadequacyof facilities for exceptional children arecited. Needs in the planning and designof facilities for such children are enu-merated as follows: to accommodatechange in methods, materials, andequipment; to create expansible, con-vertible, versatile, and malleable space;to adjust to the child's changing needs ashe grows; to involve practitioners inplanning so they will utilize the poten-tial of the space designed; and to articu-late educational programs upon whichto base the environment. Presented asanalytical systems for assessing the phys-ical environment-special education rela-tionship are the strictly environmentaland strictly educational systems and thesystem of environmental conceptualiza-tions, which are described, include pri-

Physical Facilities

vacy, scale, consistency, transition, usea-bility, and movement. Solutions demon-strated by slides collected by The Coun-cil for Exceptional Children's specialproject on Physical Environment andSpecial Education are reviewed, includ-ing multipurpose corridors, womb (orquiet) rooms, equipment modifications,storage areas, and architectural charac-ter. Physical environment is, in closing,envisioned as a teaching tool which maywell advance education for exceptionalchildren. (JD)

ABSTRACT 11135EC 01 1135 ED N.A.Publ. Date Nov 66 22p.Spivack, MayerSome Psychological Implications ofMental Health Center Architecture.Harvard Medical School, Cambridge,Massachusetts, Laboratory Of Commun-ity Psychiatry;Medical Foundation, Inc., Boston, Mas-sachusettsPermanent Charities, Inc., Boston, Mas-sachusetts;National Institute Of Mental Health,Bethesda, MarylaodEDRS not availablePH43 -66 -1 150Paper Presented At The Annual Meet-ing Of The New England PsychologicalAssociation (6th, Boston, Massachusetts,November 11-12, 1966).

Descriptors: exceptional child services;mental health clinics; environmental in-fluences; space utilization; behavior pat-terns; visual perception; lighting; build-ing design; corridors; acoustics; designneeds

The lack of alternative design modelsfor comprehensive community mentalhealth centers and the need for plannersto produce information are discussed.The following conceptual positions arethus offered to define research problems:particular behavior settings result instanding behavior patterns; physical en-vironment exists as a cultural and socialartifact displaying messages about itsusers; social and personal spaces affectcommunication; a need exists for posses-sion of territory, a piece of the physicalenvironment; and physical environmentexists as a sensory stimulus field. Impli-cations of the above positions consi-dered include the undifferentiated be-havior settings of flexible or dayroomspace and of corridors to the use ofindestructible finishing materials, andthe territorial behavior of assorted ani-mals. Photographs are explained illus-trating the problems discussed. (JD)

ABSTRACT 11136EC 01 1136 ED N.A.Publ. Date (67) 21p.Johnson, Warren E.Some Considerations in DesigningFacilities for the Deaf.Portland Center For Hearing AndSpeech, OregonEDRS not availableDescriptors: exceptional child educa-tion; aurally handicapped; deaf; hearing

9

aids; auditory training; lipreading; tac-tual perception; acoustical environment;acoustics; design needs; classroom envi-ronment; building materials; buildingdesign; construction needs; lighting; fireprotection; flooring; loop induction sys-tems

Dependence upon the use of hearingaids, auditory training, speechreading orlipreading training, and tactile channelsof learning are presented for considera-tion in designing facilities for the aurallyhandicapped. Conditions which changesound are listed: shape and size of room,whether or not room is furnished., mate-rials of walls and ceiling, kinds of fur-nishings, and position of the listener.Reflection of sound from room surfacesand the level of sound pressure arediscussed. Also discussed is the problemof reverberation, monaural hearing aids,speech intelligibility, and the treatmentof reverberation. Different types of nois-es, noise carriers, and insulation aredescribed; also considered are the soundlevel of noise, planning facilities for thedeaf, and electrostatic shieldi ig orground systems. (RP)

ABSTRACT 11137EC 01 1137 ED N.A.Publ. Date 63 95p.Seagers, Paul W.Light, Vision and Learning.Better Light Better Sight Bureau, NewYork, New YorkEDRS not availableBetter Light Better Sight Bureau, 750Third Avenue, New York, New York10017.

Descriptors: exceptional child educa-tion; visually handicapped; vision;ophthalmology; eyes; anatomy; light;lighting; illumination levels; physics;safety; visual perception; classroom en-vironment; identification; environmen-tal influences; gla:.e

Designed fur use in teacher education,the text describes perceptual and visualdevelopment in the growing child, theanatomy and physiology of the eye, andeye care and protection. The physics oflight and the relationship of light andseeing are discussed; environmental rec-ommendations are made for home,school, and classroom. Accompanyingthe text are 28 figures and one table, aglossary of 96 terms, a bibliography with86 citations, and a list of 18 agencieswhich provide information and materi-als. (J D)

ABSTRACT 11138EC 01 1138 ED N.A.Publ. Date 28 Apr 67 25p.lzumi, K. And OthersSome Architectural Considerations inthe Design of Facilities for the Careand Treatment of the Mentally Ill.American Schizophrenia Foundation,Ann Arbor, MichiganEDRS not available

Descriptors: exceptional child services;emotionally disturbed; facilities; psy-chological design needs; architectural

7

programing; psychiatric hospitals; thera-peutic environment; sanitary facilities;psychological patterns; interior space;space utilization; flexible facilities; spa-tial relationship; professional personnel;visual perception

The problems of architectural design offacilities for the mentally ill are present-ed, along with considerations related toarchitectural articulation which seemdesirable regardless of the psychiatricprogram. An unpublished paper by H.Osmond is reviewed which stresses theneed for an environment modified toenhance the supportive psychosocialstructure and to meet the perceptualanomalies of the mentally ill. Architec-tural solutions detailed include thosewhich provide privacy, social interac-tion, and adaptability as well as alterna-tive movements and arrangements anddistinctive space-time relationships andforms and functions. The solutions areexplained in both psychiatric and archi-tectural terms. A bibliography for archi-tects cites 19 references. (J D)

ABSTRACT 11139EC 01 1139 ED N.A.Publ. Date Spr 64 59p.Relocatable School Facilities.Educational Facilities Laboratories,New York, New YorkEDRS not availableEducational Facilities I..?..boratories, 477Madison Avenue, New York, New York10022.

Descriptors: educational facilities; class-room design; classroom arrangement;mobile classrooms; flexible facilities;construction costs; interior space; archi-tectural programing; structural buildingsystems; component building systems;prefabrication; photographs; schoolplanning; enrollment trends; lighting;climate control; classroom furnitureThe support that fluctuating school en-rollments and the shortage of classroomslend to the need for relocatable facilitiesis discussed; the development of thesefacilities is considered. Guides for plan-ning relocatable structures include thefollowing: four basic types and adequatespace, appearance of the units, and therelationship of the units to the mainbuildings; portable facilities and sizelimitations, structural system, limits tomoving, and foundation; size limits,structure, and foundation of mobile,divisible, and demountable facilities.Factors to consider in calculating costs,a checklist of items relevant to movingthe facilities, and an estimate of de-mounting costs are provided. Case stud-ies of movable classrooms in 21 citiesgive speeifications and photographs ofthe facilities. New developments in port-able units and a plan for the future areincluded. (RP)

ABSTRACT 11140EC 01 1140 ED N.A.Publ. Date 65 765p.School Environment Research Publi-cation No. 1; Environmental Ab-stracts.

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Michigan University, Ann Arbor, Archi-tectural Research LaboratoryEducational Facilities Laboratories,Inc., New York, New YorkEDRS not available

Descriptors: environmental influences;visual stimuli; auditory stimuli; learningcharacteristics; lighting; color planning;climate control; illumination levels;equipment standards; group behavior;abstracts; research reviews (publica-tions); acoustics; task performance; so-cial environment; individual characteris-tics; behavior; environmental research;group dynamics; annotated bibliogra-phies

Annotated abstracts are presented ofselected documents which describe therelationships linking environment withhuman behavior. Each abstract providesbibliographic information and a summa-ry of the document; some abstracts statethe document's conclusions and com-ments. The bulk of the literature ab-stracted is from periodicals and is eitherresearch or reviews of research. Theabstracts are arranged in five categories.The first category, Environment and theHuman Senses, includes abstracts onstimulus through the visual, auditory, orolfactory sensory channel, on collateralstimulus through several channels, andon equipment design; the second, Be-havior and the Atmospheric Environ-ment, annotates documents on problemsrelated to the atmosphere in general,behavioral problems related to tempera-ture only, and problems related to tem-perature and humidity. Behavior andthe Luminous Environment, the thirdcategory, contains problems related toillumination in general and to intensityof illumination, influence of chromaticdifferentials, and illumination systemsand intensity standards; the fourth, Be-havior and the Sonic Environment,ranges over the effect of sound onbehavior, physiological and psychologi-cal reactions to sonic variations, andcommunication and task performance inrelation to sound; and Behavior and theSocial Environment, the final category,consists of characteristics of group com-position, the individual in relation togroup situations, task performance relat-ed to individuals or groups, and learningrelated to the individual and the group.(.1D)

ABSTRACT 11141EC 01 1141 ED N.A.Publ. Date 65 23p.Larson, C. Theodore; Paraskevopoulos,Stephen C.A.School Environments Research Publi-cation No. 3; Environmental Analy-sis.Michigan University, Ann Arbor, Archtectural Research LaboratoryEducational Facilities Laboratories,Inc., New York, New York:IDRS not availableDescriptors: environmental research;environmental influences; hearing proc-esses; individual characteristics; datacollection; research methodology; infor-

mation services; information storage;information retrieval; design needs;school design; taxonomy

A discussion of the effects of the envi-ronment on behavior begins with theframe of reference of the environment asa stimulus field of which the subject isan intrinsic part. Cosmic, human, andcultural factors which compose the envi-ronment are listed as are categories inthese areas: intelligence, welfare, con-trol, production, and a range of charac-teristics and factors belonging to learn-ers. Also mentioned are particular learn-ing categories and the specification ofenvironmental case studies. Proposalsfor processing information include aconsideration of the generation and flowof information, three aspects of ques-tionnaires, development of a unifiedinformation service, three examples ofprocessing information on file cards, andmechanized storage and retrieval ofdata. Implications for environmental de-sign include the concept of development,design continuum, learning environ-ments, and suggested standards. (RP)

ABSTRACT 11142EC 01 1142 ED N.A.Publ. Date Nov 68 7p.Clouser, Richard A.The Changing Classroom.EDRS not availableAmerican Annals Of The Deaf; VI 13N5 PI008-14 Nov 1968Descriptors: exceptional child educa-tion; aurally handicapped; deaf; class-room design; climate control; acoustics;lighting; windowless rooms; classroomarrangement; electronic equipment; flex-ible facilities; movable partitions; car-rels

The well designed classroom for the deafis discussed; and climate control, light-ing, and sound control are considered.Windowless classrooms are recommend-ed, although not for younger hearingimpaired students. Specifications aremade for classrooms for three groups ofstudents: ages I to 6, 7 to 11, and 11 tograduation. Programed learning areas,common to all classrooms, are de-scribed, and flexibility in classroom de-sign is considered, (JD)

ABSTRACT 11143EC 01 1143 ED N.A.Publ. Date Nov 68 6p.Niemoeller, Arthur F.Acoustical Design of Classrooms forthe Deaf.Central Institute For The Deaf, St.Louis, MissouriNebraska University, Lincoln, TeachersCollege, Department Of EducationalAdministration;Office Of Education (DHEW), Washing-ton, D. C., Captioned Films For TheDeafEDRS not availableAmerican Annals Of The Deaf; V113N5 P1040-5 Nov 1968

Descriptors: exceptional child educa-tion; aurally handicapped; deaf; class-room design; acoustics; acoustical envi-

Exceptional Child Bibliography Series

ronment; flooring; ceilings; ventilation;site selection

Acoustical design of classrooms for thedeaf is discussed, with its objectives ofproviding both large signal and lownoise levels. Aspects described includereverberation time, noise criteria, loca-tion of the classrooms, and location ofthe school building. For each, buildingdetails and finishing materials are pre-scribed; acoustical data are specifiedwhen relevant. Two figures and threereferences are provided. (JD)

ABSTRACT 11144EC 01 1144 ED N.A.Publ. Date Mar 67 8p.Hewett, Frank M.Educational Engineering with Emo-tionally Disturbed Children.California University, Los Angeles,Neuropsychiatric InstituteEDRS not availableExceptional Children; V33 N7 P459-67Mar 1967

Descriptors: exceptional child educa-tion; emotionally disturbed; behaviorchange; teacher role; operant condition-ing; classroom design; classroom ar-rangement; reinforcement; student eval-uation; teaching methods; classroomfurniture; classroom environment

An engineered classroom is presented asa behavior modification model for emo-tionally disturbed chidren, in both insti-tutional and public schools. The ways inwhich it provides a setting for imple-mentation of a hierarchy of educationaltasks, meaningful rewards for learning,and an appropriate degree of teacherstructure are explained. The classroomlayout, the students, classroom opera-tions, and interventions are described;implications of the engineered class-room design are also discussed.(Author/JD)

ABSTRACT 11146EC 01 1146 ED N.A.Publ. Date Apr 67 29p.McMahan, MarieEducational Media Center; The Li-brary's New Book.Western Michigan University, Kalama-zoo, Educational Resources CenterNebraska University, Lincoln, TeachersCollege, Department Of EducationalAdministration;Office Of Education (DHEW), Washing-ton, D. C., Captioned Films For TheDeafEDRS not availablePaper Prepared For Symposium OnResearch And Utilization Of Education-al Media For Teaching The Deaf (Lin-coln, Nebraska, April 10-12, 1967).

Descriptors: exceptional child services;aurally handicapped; instructional mate-rials; deaf; instructional materials cen-ters; school libraries; audiovisual aids;equipment evaluation; cataloging; li-brary services; equipment maintenance;equipment storage; equipment utiliza-tion; library facilities; library circula-tion; library technical processes

Physical Facilities

The use of the educational media centerin the education of the deaf is discussed.Supportive services of such a center aredescribed, including selecting materialsand equipment for purchase and classi-fying and cataloging, storing, schedul-ing, distributing,, maintaining, and proc-essing and inventorying materials andequipment. Utilization of instructionalmaterials as another service of the cen-ter is discussed in terms of helpingteachers and pupils select and utilizematerial, and also helping them producemedia. Center facilities listed includereading areas, storage spaces, independ-ent learning areas, office space for mem-bers of the media staff, and areas forwork, circulation, teacher preview,equipment, production, and classroom-workshop. A table is provided summa-rizing the major quantitative standardsfor school library programs. (JD)

ABSTRACT 11147EC 01 1147 ED N.A.Publ. Date Apr 67 16p.Jackson, William D.Media Production Facilities inSchools for the Deaf.Tennessee University, Knoxville, South-ern Regional Media Center For TheDeafNebraska University, Lincoln, TeachersCollege, Department Of EducationalAdministration;Office Of Education (DHEW), Washing-ton, D. C., Captioned Films For TheDeafEDRS not availablePaper Prepared For Symposium OnResearch And Utilization Of Education-al Media For Teaching The Deaf (Lin-coln, Nebraska, April 10-12, 1967).

Descriptors: exceptional child educa-tion; aurally handicapped; instructionalmaterials; audiovisual aids; educationalneeds; special schools; books; films;deaf; school libraries; instructional ma-terials centers; material development;photography; display panels; education-al equipment; library service-

Past and present inadequacies of instruc-tional facilities are reviewed with em-phasis placed upon present facilities andrecent relevant federal legislation for thedeaf. Commercially produced materialsare criticized and the need for modifica-tion and production of media is present-ed. Characteristics of schools for thedeaf to be considered in developing aframework for local production are list-ed; three phases are then proposed forthe development of facilities for mediaproduction, including preplanning, set-ting up, and implementing the program.Specifications are given for the facilitiesthemselfves, and the following produc-tion techniques are explained: illustra-tion, preservation, identification, dupli-cation, photography, and display. (JD)

ABSTRACT 11148EC 01 1148 ED N.A.Publ. Date Nov 68 10p.Berenson, BertramThe Educational Implications of Ar-chitecture for the Deaf.

Hampton Institute, Virginia, DivisionOf ArchitectureNebraska University, Lincoln, TeachersCollege, Department Of EducationalAdministration;Office Of Education (DHEW), Washing-ton, D. C., Captioned Films For TheDeafEDRS not availableAmerican Annals Of The Deaf; VI 13N5 PI030-9 Nov 1968Paper Prepared For The Symposium OnResearch And Utilization Of Education-al Media For Teaching The Deaf (Lin-coln, Nebraska, February 5-7, 1968).

Descriptors: exceptional child educa-tion; classroom design; design needs;aurally handicapped; classroom furni-ture; emotionally disturbed; learningdisabilities; architects

The problem of architecture and theexceptional child and a number of ques-tions regarding the critical human varia-bles are posed by an architect. Thephysical environment is considered asan aid to learning; means of adaptingthe environment and of compensatingfor sensory loss and impairment arediscussed. The architect's task in deter-mining what type of architecture is

necessary is treated, along with thepossibility of providing facilities whichare partially disposable and will thus notoutlive their usefulness. The work ofThe Council for Exceptional Children'sspecial project on Physical Environmentand Special Education is reviewed, bothin surveying the state of the art and intesting the environment. Four modelsare then presented: a classroom for deafchildren, a classroom for children withlearning disabilities, furniture sized tochildren, and part of a classroom foremotionally disturbed children. (JD)

ABSTRACT 11149EC 01 1149 ED N.A.Publ. Date (65) 12p.Some Organizational Considerationsof Elementary Classrooms for Educa-ble Mentally Retarded.Kansas State Department Of Public In-struction, Topeka, Division Of SpecialEducationEDRS not available

Descriptors: exceptional child educa-tion; mentally handicapped; educablementally handicapped; classroom de-sign; space utilization; classroom furni-ture; space dividers; equipment storage;display panels; trainable mentally handi-capped; skill centers; elementary grades;secondary grades; electrical appliances;classroom arrangement

Organizational considerations are out-lined for classrooms for the educablementally retarded at the elementary andsecondary levels and for the trainableretarded at the children's and teenagers'levels (these two levels are not distin-guished). Aspects detailed include in-structional areas, space needs, locationor accessibility, traffic circulation andareas of pupil concentration, and furni-ture and equipment. Also covered forthe educable classroom at the secondary

9

level and the trainable are special utilityneeds, storage, physical and psychologi-cal environmental needs, and other con-siderations. (JD)

ABSTRACT 11150EC 01 1150 ED N.A.Publ. Date Mar 67 32p.Caudill, WilliamWhat Works and What Fails inSchool Design.EDRS not availableNation's Schools; V79 N3 Mar 1967

Descriptors: gymnasiums; dining facili-ties; classroom design; flooring; movablepartitions; flexible facilities; library fa-cilities; ceilings; climate control; glasswalls; school design; school planning;educational facilities; corridors; class-room arrangement; school space; spaceutilization; building materials; lighting;architectural elements

One hundred and ten innovations anddesign features are presented withsketches and descriptions. Commentaryincludes the advantages or disadvan-tages of the features and is intended toprovide those interested in school plan-ning or construction with some idea howprojects did or did not work or how theywere or could be modified to be morevaluable. (RP)

ABSTRACT 11537EC 01 1537 ED 029 439Publ. Date Jul 67 43p.Making Facilities Accessible to thePhysically Handicapped.New York State University Construc-tion Fund, AlbanyVocational Rehabilitation Administra-tion (DHEW), Washington, D. C,EDRS mf,hcState University Construction Fund, 194Washington Avenue, Albany, New York12210.

Descriptors: exceptional child educa-tion; handicapped children; designneeds; campus planning; college build-ings; educational facilities; facilityguidelines; dormitories; sanitary facili-ties; building design; physically handi-capped; visually handicapped; aurallyhandicapped; parking facilities; fireprotection; State University of NewYork

Guidelines on performance criteria forthe State University of New York consi-der two main types of handicapped: theambulant and semi-ambulant, includingsome physically handicapped, the visual-ly and aurally handicapped, and personswith cardiac conditions; and personsconfined to wheel chairs. The handi-capped and planning for them are dis-cussed. Specifications are detailed forthe following aspects of exterior design:entrances, ramps, stairs, doors, walks,intersections, gratings and manholes,parking, and bus service. Interior designcriteria cited are for general universityfacilities, restrooms, bedrooms, stairs,elevators, doors, conveniences, and fireprotection. Persons involved in or con-tributing to the study are named, and 19references are listed. (JD)

10

ABSTRACT 11595EC 01 1595 ED N.A.Publ. Date 67 64p.The Intermediate School; The Reportof an Architectural Design Competi-tion for the Conversion of New YorkCity's Joseph H. Wade Junior HighSchool (J 117 Bronx) to House;New Life for Old Schools.Great Cities Program For School Im-provement, Chicago, Illinois, ResearchCou ncilEDRS not availableThe Research Council Of The GreatCities Program For School Improve-ment, 5400 North St. Louis Avenue,Chicago, Illinois 60625.

Descriptors: exceptional child educa-tion; building design; school design;classroom design; classroom arrange-ment; library facilities; school shops;audiovisual centers; dining facilities; au-ditoriums; offices (facilities); junior highschools; resource centers; laboratories;gymnasiums; flexible facilities; architec-tural elements; construction needs

Results of an architectural design com-petition to convert a junior high schoolinto a more modern and flexible facilityin which students could be divided intothree smaller groups are presented. Asummary lists the required educationalcomponents: classrooms, including sci-ence labs, typing, art, home economicsand industrial arts, and music rooms;auxiliary rooms such as the library,audiovisual center, teachers' planningcenter, science preparation and storagerooms, and a resource center; adminis-trative offices; gym and locker rooms; anauditorium; a cafeteria including twodining rooms, serving units, storerooms,and food preparation and cleanuprooms; four storage rooms; toilets; andcustodial employees' rooms. Floor plansand diagrams are provided of the de-signs of the five architectural firmswhich won the top prizes and honorablemention and two firms which receivedspecial mention. (RP)

ABSTRACT 11614EC 01 i614 ED N.A.Publ. Date Nov 66 4p.Dixon, Carmen C. And OthersDivided We Learn.EDRS not availableHearing And Speech News; V34 N6P8-11 Nov 1966

Descriptors: exceptional child educa-tion; aurally handicapped; hard of hear-ing; attention span; attention control;attention; visual stimuli; classroom ar-rangement

Portable partitions being utilized by theteachers of an integrated hard of hearingprogram to decrease visual distraction ofthe students and to increase their atten-tion spans are discussed. The groupteaching situations, in which each of theyoung hearing impaired children sits ata single desk with head set and controlsattached to it are described; arrange-ment of desks in a semicircle withopaque screens placed between themwith the teacher seated at eyelevel and

in full view of four or five children isdescribed; the advantage of each childbeing in an office and functioning inde-pendently of other youngsters is men-tioned. Other advantages of the arrange-ment, which allows for either group orindividual instruction, which are consi-dered arc used in specific auditory train-ing, speech reading, language develop-ment and therapy, and speech correctionsituations. By protecting the child fromvisual distractions which he finds diffi-cult to ignore, the arrangement also aidsin the development of attention andconcentration. (GD)

ABSTRACT 11691EC 01 1691 ED 031 011Publ. Date Apr 67 43p.Outdoor Recreation Planning for theHandicapped. Bureau of OutdoorRecreation Technical Assistance Bul-letin.Department Of The Interior, Washing-ton, D. C., Bureau Of Outdoor Recrea-tion;National Recreation And Park Associa-tion, Washington, D. C.EDRS mfSuperintendent Of Documents, U. S.

Government Printing Office, Washing-ton, D. C. 20402 ($0.40).

Descriptors: exceptional child services;handicapped children; recreational facil-ities; design needs; multiply handi-capped; recreation; physically handi-capped; special health problems; indi-vidual characteristics; playgrounds;swimming pools; camping; agency role;visually handicapped; natural sciences;sanitary facilities; state agencies; privatea;,--ncies; aurally handicapped; mentallyhandicapped; emotionally disturbed

The requirement that the handicappedbe given special consideration as prere-quisite to state participation in the Landand Water Conservation Fund Programis stated, and the following groups ofhandicapped are specified: the physical-ly, visually and aurally handicapped,and those persons with special healthproblems; the mentally retarded; theemotionally disturbed; and the multiplyhandicapped. Their limitations and whatcan be done in general and in researchto help are discussed. Modification ofplaygrounds and facilities and equip-ment for swimming, camping, fishingand boating is described; and national,state, and private agencies in severalareas which can help are mentioned andtheir addresses are given. Case historiesare provided of a self guiding naturetrail in Aspen, Colorado, camping inSan Francisco, California, and adapta-tion of recreation facilities in New YorkState (including park planning, access,toilet facilities, swimming pools, picnicareas, play areas, and miscellaneousfacilities). Sixty-four references are cit-ed. (J D)

ABSTRACT 11748EC 01 1748 ED 029 439Publ. Date Jul 67 40p.Making Fzeilities Accessible to thePhysically Handicapped.

Exceptional Child Bibliography Series

New York State University, Albany,Construction FundVocational Rehabilitation Administra-tion (DHEW), Washington, D. C.EDRS mf,hc65I-T-67State University Construction Fund, 194Washington Avenue, Albany, New York12210.

Descriptors: exceptional child educa-tion; handicapped children; designneeds; educational facilities; campusplanning; college buildings; facilityguidelines; dormitories; sanitary facili-ties; building design; physically handi-capped; visually handicapped; aurallyhandicapped; parking facilities; fireprotection

Guidelines on performance criteria forthe State University of New York consi-der two main types of handicapped: theambulant and semi-ambulant, includingsome physically handicapped, the visual-ly and aurally handicapped, and personswith cardiac conditions; and personsconfined to wheelchairs. The handi-capped and planning for them are dis-cussed. Specifications are detailed forthe following aspects of exterior design:entrances, ramps, stairs, doors, walks,intersections, gratings and manholes,parking, and bus service. Interior designcriteria cited are for general universityfacilities, restrooms, bedrooms, stairs,elevators, doors, conveniences, and fireprotection. Persons involved in or con-tributing to the study are named, and 19references are listed. (JD)

ABSTRACT 11990EC 01 1990 ED 031 022Publ. Date 68 53p.Yukor, Harold E. And OthersThe Modification of EducationalEquipment and Curriculum for Maxi-mum Utilization by Physically Disa-bled Persons; Design of a School forPhysically Disabled Students.Human Resources Center, Albertson,New YorkOffice Of Education (DHEW), Washing-ton, D. C.EDRS mf,hc

Descriptors: exceptional child educa-tion; physically handicapped; designneeds; building design; architecturalprograming; architectural elements;doors; corridors; flooring; lighting; class-room design; chalkboards; equipmentstorage; science laboratories; library fa-cilities; dining facilities; recreational fa-cilities; swimming pools; sanitary facili-ties; parking areas

Elements of modified school design forthe physically disabled are considered,including mobility, classrooms, sciencelaboratories, applied skill areas, the li-brary, the swimming pool, and sanitaryfacilities. Also discussed are the cafeter-ia (food service, seating, and other con-siderations), recreational areas (playgrounds, gymnasium-auditorium, andauditorium), closets and storage areas(clothing storage, lockers, and suppliesand equipment storage), and parking

Physical Facilities

areas (parking lots and loading areas).(J D)

ABSTRACT 20137EC 02 0137 ED N.A.Publ. Date Mar 69 12p.Gust, Tim, Comp., And OthersReferences Concerning Administra-tive, Attitudinal and Architectural Ac-cess to Higher Education for theHandicapped, Volume 3, Number 8.Pittsburgh University, Pennsylvania,School Of Education;Commonwealth Of Pennsylvania, Har-risburg, Bureau Of Vocational Rehabili-tationEDRS not availableUniversity Of Pittsburgh, Research AndTraining Center In Vocational Rehabili-tation, Pittsburgh, Pennsylvania 15212.

Descriptors: exceptional child services;physically handicapped; visually handi-capped; aurally handicapped; adminis-trator attitudes; administrative policy;building design; physical design needs;bibliographies; college students; voca-tional rehabilitation

Listed are 94 references concerning ad-ministrative and attitudinal aspects and87 references concerning architecturaldesign for the handicapped. Included arearticles on rehabilitation, school child-ren, college students, the aged, blind,deaf, and physically handicapped. (LE)

ABSTRACT 20190EC 02 0190 ED 031 858Publ. Date Apr 68 6p.Special.Council For Exceptional Children,Washington, D. C.EDRS mfFrom CEC Selected Convention PapersFrom The Annual International Con-vention (46th, New York City, April14-20, 1968).

Descriptors: exceptional child educa-tion; handicapped children; conferencereports; design needs; educational facili-ties; teacher education; abstracts

The special education presentation isconcerned with the process of design inspecial education facility planning byAlan Abeson. Major factors, especiallyeffective communication between theteacher and the designer architect, arepresented which influence the imple-mentation of effective designs for thespecial classroom environment. Includ-ed in this area is an abstract by VeraWeisz on an article concerning the pro-gram for the exceptional child of Gar-land Junior College. This unit of reportsis available in microfiche. (WW)

ABSTRACT 20243EC 02 0243 ED N.A.Publ. Date (66) 77p.Planning a Special EdUeation Build-ing for Chester County, Pennsylvania.Chester County Board Of School Direc-tors, West Chester, PennsylvaniaOffice Of Education (DHEW), Washing-ton, D. C., Bureau Of Elementary AndSecondary Education

1 Z

EDRS not availableStanley K. Landis, County Superintend-ent Of Schools, County Office Building,Market & New Streets, West Chester,Pennsylvania 19380.

Descriptors: exceptional child educa-tion; trainable mentally handicapped;minimally brain injured; emotionallydisturbed; physically handicapped; vis-ually handicapped; aurally handicapped;educational facilities; educational equip-ment; instructional staff; student trans-portation; program planning; programproposals; mentally handicapped; learn-ing disabilities; handicapped children;classroom design; Chester County;Pennsylvania

The problems faced by Chester Countyare divided into, and discussed in thefour main areas of facilities, equipment,staff, and transportation. Federal fundsenabled ten consultants to be utilizedand copies of their suggestions are in-cluded as are five graphs and maps.Educational programs for the trainablementally retarded, the brain injured, thesocially and/or emotionally disturbed,and the physically, visually, and audito-rily handicapped are described.(Author/J M)

ABSTRACT 20245EC 02 0245 ED N.A.Publ. Date Apr 66 32p.Preliminary Design; Mental Retarda-tion Center.Oregon University, Portland, MedicalCenterEDRS not availableUniversity Of Oregon Medical Center,3181 S. W. Sam Jackson, Portland,Oregon 97201.

Descriptors: exceptional child services;building design; clinics; spatial relation-ship; physical therapy; occupationaltherapy; offices (facilities); laboratories;sanitary facilities; classrooms; dining fa-cilities; equipment storage; dentistry;ophthalmology; heating; building mate-rials; plumbing; mentally handicapped

A plan for a mental retardation center ispresented which involves program, siteplanning, design solution with referenceto form, scale, materials, planning, ori-entation, observation, audiovisual sys-tems, and landscaping. Room specifica-tions are given for medical evaluation,behavioral evaluation, behavioral modi-fication, occupational therapy, physicaltherapy, otolaryngology (speech andhearing), neurology and E.E.G., observ-ation, and an entrance lobby. Also con-sidered are space allotments (squarefootage) for the following: interview andsocial services, staff facilities, storageand garbage disposal, parent apart-ments, lobby space, dentistry, ophthal-mology, medical examination, behavior-al science unit, laboratories, observationmezzanine, patient recreation and pa-tient-parent recreation areas, dining andkitchen facilities, in-patient facilities,staff offices, classrooms, study and con-ference rooms, administration, businessoffice, service rooms, staff and student

11

cafeteria, and visiting staff rooms. Physi-cal plant specifications are included aswell as architectural site plans. (LL)

ABSTRACT 20246EC 02 0246 ED N.A.Publ. Date Nov 65 86p.Proceedings of the National Instituteon Making Buildings and FacilitiesAccessible to and Usable by the Physi-cally Handicapped. (Chicago, Illinois,November 21-24, 1965).National Society For Crippled ChildrenAnd Adults, Chicago, IllinoisVocational Rehabilitation Administra-tion (DHEW), Washington, D. C.EDRS not availableThe National Society For CrippledChildren And Adults, 2023 W. OgdenAvenue, Chicago, Illinois 60612.

Descriptors: exceptional child services;building design; physically handicapped;community attitudes; standards; com-munity action; insurance programs

This report, in the form of a series ofspeeches, indicates the need to use newarchitectural concepts in the develop-ment of facilities for the physicallydisabled. The problem of developingand implementing designs, the attitudesof the community and the handicappedtoward each other, and the architecturalbarriers program in communities arediscussed. The usefulness of buildingcodes in their present form and therelationship of insurance to safety areconsidered. Reports of discussion groupsare included. (KN)

ABSTRACT 20381EC 02 0381 ED N.A.Publ. Date 66 58p.Proceedings of Architectural BarriersConference -(Ilikai Hotel, Honolulu,Hawaii, November 28, 29, 30, 1966).Hawaii State House Of Representatives,Honolulu;Hawaii University, Honolulu, CollegeOf General StudiesGovernor's Committee On EmploymentOf The Handicapped, Honolulu, HawaiiEDRS not availableUniversity Of Hawaii, College Of Gen-eral Studies, 1801 University Avenue,Honolulu, Hawaii 96822.

Descriptors: exceptional child services;building design; rehabilitation; physical-ly handicapped; visually handicapped;handicapped children; unemployment;employment problems; standards; de-sign needs; transportation; costs

Presented in this report are the proceed-ings of a governor's conference on thecreation of public awareness toward theelimination of physical barriers whichlimit the mobility, employment, comfortand safety of the handicapped. A furthergoal was to lay the foundation for a statewide program of county watchdog com-mittees. Discussions are presented byboth handicapped and nonhandicappedspeakers and focus on community atti-tudes, practical considerations (buildingsand transportation), and economic con-siderations in eliminating architecturalbarriers. (PF)

12

ABSTRACT 20392EC 02 0392 ED N.A.Publ. Date Sep 69 4p.Shores, Richard E.; Haubrich, Paul A.Effect of Cubicles in Educating Emo-tionally Disturbed Children.EDRS not availableExceptional Children; V36 'N1 P21 -4Sept 1969

Descriptors: exceptional child research;emotionally disturbed; attention control;academic performance; behaviorchange; environmental influences; class-room arrangement

The effect of cubicles in educating emo-tionally disturbed children was evaluat-ed in terms of promoting attendingbehavior and academic rate of readingand arithmetic. A significant differencewas found in attending behavior favor-ing use of the booths, and nonsignificantdifferences were found with academicbehaviors, indicating that attending be-havior was increased by utilizing cubi-cles, but academic rate was not soinfluenced. (Author)

ABSTRACT 20683EC 02 0683 ED N.A.Publ. Date (69) 60p.Lauder, RuthThe Goal Is: Mobility! BackgroundInformation on Environmental Bar-riers and Transportation.Social And Rehabilitation Service(DHEW), Washington, D. C.EDRS not availableU. S. Department Of Health, Education,And Welfare, Social And RehabilitationService, Washington, D. C. 20201.

Descriptors: exceptional child research;physically handicapped; physical facili-ties; design needs; legislation; physicalenvironment; human engineering; trans-portation; conference reports; recrea-tional facilities; looperative programs

The report on persons with physicaldisabilities considers housing; streets,buildings and other public places; trans-portation, both urban and intercity; rec-reation, indoor and outdoor; recommen-dations that should be made concerninglegal questions and educational needs;and the process of reporting and publi-cizing the conference and its aims. Se-lected references are included, most withbrief annotations. (LE)

ABSTRACT 20689EC 02 0689 ED N.A.Publ. Date Mar 63 55p.Program of Requirements for aSchool for Severely Physically Handi-capped for Human Resources Foun-dation.Educational Research Services, Inc.,White Plains, New YorkEDRS not availableEducational Research Services, Inc., 7Holland Avenue, White Plains, NewYork 10603.

Descriptors: exceptional child educa-tion; physically handicapped; programguides; educational facilities; school de-sign; space utilization; facility require-

1 VI

ments; interior space; classroom design;educational equipment; equipmentstandards; arts centers; homemaking ed-ucation; music facilities; instructionalmaterials centers; sanitary facilities; sci-ence facilities; equipment storage

Three special requirements are listed forthis small experimental school for physi-cally handicapped children: all spacesmust serve several purposes; much in-struction must be individual rather thanregular class groupings; and general con-siderations which should characterizeany good school become essential tohandicapped children. These conditionsimply flexibility in design. Twelvesuggestions for school planning withemphasis for the physically handicappedinclude: provide as much flexibility inspace as possible; plan to have roomslarger than conventional classrooms forpossible later expansion; have teachingstation larger than usual; provide ade-quate storage space throughout struc-ture; provide conference rooms andwork spaces for teacher planning; haveample electrical outlets in all rooms;arrange for spaces in school componentfor independent study and research;where feasible, design spaces for multi-ple use; structural design should permiteasy access to spaces where utilitiesmight be needed; anticipate continuoustechnological obsolescence of teachingdevices; have movable furniture for flexi-bility; and provide movable storageunits. Ten illustrations are provided.(Author)

ABSTRACT 20829EC 02 0829 ED 032 696Publ. Date 69 67p.Gordon, RonnieThe Design of a Pre-School LearningLaboratory in a Rehabilitation Cen-ter.Institute Of Rehabilitation Medicine,New York University, New York, Medi-cal CenterEDRS mf,hc

Descriptors: exceptional child educa-tion; physically handicapped; classroomdesign; instructional materials; class-room furniture; offices (facilities); facili-ty requirements; physical design needs;furniture design; special health prob-lems; physical facilities; space utiliza-tion; preschool children; design needs;educational facilities

A developmental setting for multi-hand-icapped preschool children and thephysical layout of the classroom aredescribed. Photographs and drawings ofspecially designed educational equip-ment, such as a shallow sand and watertable adapted for wheelchair-boundchildren and an adjustable easel thatallows armless children to paint withtheir feet, show the use of the materialsand their design construction. Commen-tary is included which describes thefunction and purpose of each learningmaterial along with the history of theschool, its medical setting, and the edu-cational philosophy of the program.(WW)

Exceptional Child Bibliography Series

ABSTRACT 20830EC 02 0830 ED 032 697Publ. Date 67 207p.Goldsmith, SelwynDesigning for the Disabled.Royal Institute Of British Architects,LondonEDRS not availableRIBA, 66 Portland Place, London W 1,England.

Descriptors: exceptional child services;physically handicapped; building design;architectural programing; facility re-quirements; design needs; space utiliza-tion; physical facilities; facility guide-lines; doors; heating; sanitary facilities;lighting; communications; flooring;physical design needs; psychological de-sign needs

Implications of the merits of normalityand independence for the disabled, andtheir relevance to architectural designcriteria are discussed. The introductionreflects the philosophical approach tothe design and construction of publicbuildings and housing. Nine principlesections provide data and recommenda-tions on the following topics: anthropo-metric considerations of disabled peo-ple; building elements and finishes(staircases, handrails, windows, doors,floor finishes); service installations (ref-use disposals, heating, electrical services,communications, mechanical installa-tions); general spaces (entrances, kitch-ens, living and dining rooms, bedrooms,sanitary accommodations, laundry, ga-rages); public buildings (office Liildings,transport, health, recreation, audito-riums, schools, hotels); and domestichousing (planning of dwellings, checklist of recommendations). An appendixlists cost implications, definitions ofterms, selected references, bibliographi-cal references, and organizations asso-ciated with the welfare of the disabled.Illustrations with dimensions given infeet and metric equivalents are provid-ed. (WW)

ABSTRACT 20854EC 02 0854 ED 025 082Publ. Date 68 106p.Crane, Helen B., Ed.Easter Seal Guide to Special CampingPrograms.National Easter Seal Society For Crip-pled Children And Adults, Chicago,Illinois, Task Force On Special Camp-ingEDRS not availableThe National Easter Seal Society ForCrippled Children And Adults, 2023West Ogden Avenue, Chicago, Illinois60612 (e-45, 1:5m:668, $1.50).

Descriptors: exceptional child educa-tion; recreation; program planning; ad-ministration; standards; camping; handi-capped children; resident camp pro-grams; equipment standards; counselorqualifications; environmental criteria;budgeting; recreational activities; facili-ty guidelines; administrative policy; ad-ministrator guides; health personnel;safety; personnel policy

Physical Facilities

Intended for organizations having, orplanning to establish resident campingprograms for people with special needs,this guide supplements the AmericanCamping Association's Standards. Thephilosophy, aims, and objectives of spe-cialized camping programs are consi-dered and the following are discussed:administration, camp site selection, legalmatters, insurance, budget and finance,buildings and facilities, admission andfollowup procedures, personnel, healthand safety, and programing and activi-ties. The appendix includes samples offorms and records used in special camp-ing programs and standards specified bythe United States of America StandardsInstitute for making buildings and facili-ties accessible to and usable by thephysically handicapped. A 33-item an-notated bibliography and a list of na-tional organizations and their addressesare also included. (LE)

ABSTRACT 20939EC 02 0939 ED 032 664Publ. Date Jan 68 57p.Housing for the Physically Impaired;a Guide for Planning and Design.Department Of Housing And UrbanDevelopment, Washington, D. C., Hous-ing Assistance AdministrationEDRS mfSuperintendent Of Documents, U. S.Government Printing Office, Washing-ton, D. C. 20402 ($0.45).

Descriptors: exceptional child services;physically handicapped; low rent hous-ing; architectural programing; designneeds; building design; federal aid; in-cidence; site selection; parking areas;landscaping; doors; corridors; sanitaryfacilities; equipment storage; food han-dling facilities; climate control; lighting;telephone communication systems; com-munity rooms; safety equipment; olderadults; United States Housing Act of1937

Problems involved in providing homesfor independent living for the physicallyhandicapped, health impaired, or olderadults are considered. Basic concepts oflow rent housing preface a discussion ofneighborhoods and site selection, access,ramps, pedestrian walks, parking, land-scaping, and lighting. Guides for build-ing design focus on entrances, corridors,stairs, elevators, incinerator chutes,laundry facilities, general storage, andmailboxes. Specifications are suggestedfor living units including the livingroom, kitchen, bedroom, bathroom, andstorage area; the design of windows,doors, hallways, floors, lighting andheating units, and custodial quarters,and the provision of telephones, televi-sions, an emergency signal system, andhot water are also treated. Recommen-dations are made for the following com-munity areas: lounge, recreation room,kitchen, craft area, library, health clinic,washrooms, public telephones, drinkingfountains, vending machines, and otherareas. A bibliography lists 41 references.(RJ)

atit5

ABSTRACT 20988EC 02 0988 ED N.A.Publ. Date 66 22p.Outdoor Recreation Facilities for theDisabled.Georgia Department Of State Parks,AtlantaEDRS not availableGeorgia Department Of State Parks, 7Hunter Street, S. W., Atlanta, Georgia30334.

Descriptors: exceptional child services;physically handicapped; recreational fa-cilities; parks; camping; state recreationlegislation; outdoor education; recrea-tional activities; park design; state pro-grams; Georgia

A plan for a centrally located state parkdesigned to meet the needs of physicallyhandicapped individuals in Georgia ispresented including information on itspurpose, location, activities, facilities,background, types of accommodationsand definitions of the terms, disabledand outdoor recreation. Maps showingthe location and service areas of thepark, and diagrams showing facility lo-cation and group camp structures areprovided. (RD)

ABSTRACT 21288EC 02 1288 ED 027 721Publ. Date 68 5p.Design Criteria for Public SchoolPlants Accommodating the PhysicallyDisabled.Missouri State Department Of Educa-tion, Jefferson City, School BuildingServicesEDRS mf,hc

Descriptors: exceptional child educa-tion; architectural programing; buildingdesign; construction needs; criteria; de-sign needs; facility guidelines; physicaldesign needs; physically handicapped;school planning; school buildings

Criteria are presented for implementa-tion in the design and construction ofschool buildings and facilities in orderto obviate hazards to individuals withphysical disabilities. Accommodationsfor the physically handicapped are con-sidered for the following: public walks,parking lots, ramps with gradients andhandrails, entrances; elevators or rampsfor multiple story buildings, doors anddoorways, stairs and handrails, toiletrooms and facilities, water fountains,and floors. (FS)

ABSTRACT 21335EC 02 1335 ED 028 617Publ. Date 66 217p.Educational Facilities for the VisuallyHandicapped.California University, Berkeley, Depart-ment Of ArchitectureEDRS mf,hc

Descriptors: exceptional child educa-tion; architecture; design needs; educa-tional facilities; educational specifica-tions; equipment; facility requirements;individual needs; mobility; multiply

13

handicapped; perception; social environ-ment; space orientation; student atti-tudes; therapeutic environment; visuallyhandicapped

A brief description of the work process,and the results of the study by eighteenthird year students in the Department ofArchitecture, University of California,Berkeley, is presented. The problem,process, and organizational procedure ofthe study are included. Additional infor-mation includes: research phase, re-quirements, interactions, decompositionand structuring, form solutions and dia-gramming, final form solutions, andsummary. The importance of architec-tural form and organization to the blindchild is emphasized. The degree andnature of separation of groups and ofindividual blind children is noted to playan important part in effective teachingand therapy. Information in these areasand many others is accumulated andsynthesized into an architectural reflec-tion of the factors needed to develop themultiply handicapped blind child to hisfullest mental and physical potential.(RK)

ABSTRACT 21498EC 02 1498 ED N.A.Publ. Date 67 58p.Bayes, KennethThe Therapeutic Effect of Environ-ment on Emotionally Disturbed andMentally Subnormal Children; AKaufmann International DesignAward Study, 1964-66.EDRS not availableKenneth Bayes, 37 Duke Street, LondonW I, England.

Descriptors: exceptional child research;emotionally disturbed; mentally handi-capped; environmental influences; archi-tectural programing; therapeutic envi-ronment; space utilization; visual per-ception; behavior; building design; cor-ridors; furniture arrangement; colorplanning; research needs; tactual percep-tion; flexible facilities; research reviews(publications)

Environmental influences on emotional-ly disturbed and mentally handicappedchildren and the relationship betweenenvironment and therapy are investigat-ed. The nature of space and of percep-tion, animal and human behavior, andarchitectural psychology are described;also described are subjects relating toplanning and form: planning for socialrelationships, transition between areas,avoidance of ambiguity, architecturalcharacter and scale, consideration of thesize of groups, corridors and circulation,room size and shape, flexibility, childparticipation, pattern and visual stimuli,furniture, and staff needs. Topics relat-ing to color examined are color percep-tion, the psychophysiological effect ofcolor, color preferences, color schemes,and color and form. Sound, texture,temperature, time, smell, and symbolicsignificance are other sensory percep-tions discusssed; research methods andproblems and research needs are sug-gested. A list of persons and institutions

14

visited or consulted about environmen-tal therapy is provided. (RP)

ABSTRACT 21649EC 02 1649 ED N.A.Publ. Date 66 376p.Chapman, Robert H.Functional Space and Facilities Pro-gram for a State School for theMentally Retarded at Syracuse, NewYork.EDRS not availableNew York State Department Of MentalHygiene, 119 Washington Avenue, Al-bany, New York 12225.

Descriptors: exceptional child services;mentally handicapped; program descrip-tions; program administration; adminis-trative personnel; facility guidelines; fa-cility requirements; space utilization;personnel needs; special programs; de-mography; institutionalized (persons);agency role; college cooperation; pro-gram guides; institutions; institutionalpersonnel; institutional facilities; pro-gram planning; Syracuse; New York

Three program recommendations arecombined into one booklet with fivespecific sections. The life services areaidentifies the position of the state schoolamong services for the retarded andpresents demographic considerations.The section on residents and habilitationprograms involves the relationship ofprograms to governmental agencies andinstitutions of higher learning, medicalservices, and manpower needs (attend-ants, supervisors, managers, medicalpersonnel, and volunteer workers). Adiscussion of architectural requirementscovers the living unit, habilitation areas,meeting places, and needed equipment.Included are considerations for eachspecific geographic region involved,with demographic considerations, lifeservices suggestions, and relationships tomedical schools and colleges. Also de-tailed are staff needs and space require-ments (recreation, parking, medicalservices, and living needs services) foreach region. Informative appendixes,diagrams, maps, and tables are provid-ed. (J M)

ABSTRACT 21673EC 02 1673 ED 021 303

5p.Gust, Tim; Shaheen, ElaineReferences Concerning ArchitecturalBarriers in Higher Education.Pittsburgh University, Pennsylvania,Research And Training Center In Voca-tional RehabilitationSocial And Rehabilitation Service(DHEW), Washington, D. C.EDRS mf,hcDescriptors: bibliographies; building de-sign; college buildings; physically handi-cappedA bibliography of references pertainingto architectural barriers to the handi-capped is presented. The references cen-ter on the importance of architecturaldesign for universities and collegeswhich make buildings and facilities ac-

116

cessible to, and usable by, the physicallyhandicapped. (NS)

ABSTRACT 21731EC 02 1731 ED N.A.Publ. Date 69 4p.Nugent, Timothy J.Opportunities Unreachable.EDRS not availableSafety; VS N4 PI4-7 Sep-Oct 1969

Descriptors: exceptional child services;physically handicapped; amputees;quadriplegia; handicapped children; mo-bility; design needs; building design;public facilities; facility improvement;self care skills

In order to serve the physically handi-capped or those individuals who areseverely restricted in self ambulatoryactivities, including those confined towheelchairs, architectural designs andpractices which allow this group ofpeople to move with independence anddignity are discussed. An illustrativeexample of public buildings and facili-ties made to accommodate the severely,permanently disabled focuses on theUniversity of Illinois and the communi-ties of Champaign and Urbana, Illinois.Anecdotal records of experiences withthe construction of appropriately de-signed buildings and renovations of old-er buildings and public pathways andthe resulting use by University of Illi-nois students and community citizensare included. (WW)

ABSTRACT 21907EC 024907 ED N.A.Publ. Date 69 8p.Dybwad, GunnarPlanning Facilities for Severely andProfoundly Retarded Adults.Walter E. Fernald State School, Waver-ly, MassachusettsEDRS not availableNational Association For RetardedChildren, 420 Lexington Avenue, NewYork, New York 10017.

Descriptors: exceptional child services;custodial mentally handicapped; traina-ble mentally handicapped; institutionalfacilities; physical facilities; facility re-quirements; state schools; residentialschools; institutional environment; phys-ical design needs; building plans; physi-cal environment; adults; Walter E. Fer-nald State SchoolNew physical facilities at the Walter E.Fernald State School for the retarded inWaverly, Massachusetts are beingplanned in accordance with the follow-ing principles of design: creation ofsmall housing units of integrated spatialarrangement designed for the daily liv-ing needs of small numbers of patients;great flexibility for varied utilization ofspace; creation of a stimulating environ-ment with meaningful uses of spaces;and avoidance of undesirable overstimu-lation. (MS)

ABSTRACT 21933EC 02 1933 ED 036 912Publ. Date Jun 69 79p.Herron, Charles E. And Others

Exceptional Child Bibliography Series

A Compilation of Adapted Equipmentfor Physically Handicapped Children:Historical References and Implica-tions for Utilization in Physical Edu-cation as a Component of SpecialEducation.Alabama University, University, De-partment Of Special EducationEDRS not availableCharles E. Herron, University Of Ala-bama, Department Of Special Educa-tion, University, Alabama 35486.

Descriptors: exceptional child educa-tion; physically handicapped; physicaleducation; athletic equipment; incid-ence; instructional materials; adjustment(to environment)

The history of physical education, aphilosophy of education, the need for astudy of adapted equipment, and a defi-nition of terms are presented. A selectedreview of the literature and the studymethodology precede a list of equipmentand apparatus. Drawings of 60 kinds ofmaterial are provided, some accompa-nied by dimensions, composition, andinstructions for assembly. Conclusionsare given concerning physical educationequipment for the physically handi-capped; references are cited. (RJ)

ABSTRACT 21944EC 02 1944 ED 036 923Publ. Date Apr 69 69p.Educational Specifications for HopeSchool for Exceptional Children andYouth.Jackson County Public Schools, Marian-na, FloridaEDRS mf,hc

Descriptors: exceptional child educa-tion; mentally handicapped; educationalspecifications; school design; programproposals; physical environment; physi-cal design needs; physical facilities;school construction; space utilization;classroom design

A presentation of the Hope School'sphysical plant and program specifica-tions is introduced with a listing of thespecifications committee, a history ofthe school, the needs of the childrenserved, and a philosophy of teachingmentally handicapped children. Areasdiscussed are school-wide specifications,the administrative complex, the diagnos-tic room, layout for the primary devel-opmental classroom, a learning environ-ment complex, and a training readinessworkshop. Additional considerations arefor custodial storage space, school lunchservices, the site plan, space require-ments, space relationship diagrams, andan overall evaluation of the proposal. Aglossary of terms and a bibliography areprovided. (J M)

ABSTRACT 21962EC 02 1962 ED 036 941Publ. Date (69) 22p.An Adaptive Playground for Physical-ly Disabled.Children with PerceptualDeficits; The Magruder Environmen-tal Therapy Complex.Orange County Board Of Public Instruc-tion, Orlando, Florida

Physical Facilities

Office Of Education (DHEW), Washing-ton, D. C., Bureau Of Elementary AndSecondary EducationEDRS mf,hc

Descriptors: exceptional child educa-tion; physically handicapped; perceptualmotor coordination; playgrounds; recre-ational facilities; preschool children; de-sign needs; motor development; envi-ronmental criteria; physical facilities

Designed as a specialized play area forphysically handicapped preschool child-ren with perceptual deficits, the Magru-der Environmental Therapy Complex(ETC) is described as a means to createan environment in which these childrencould function freely. Pictures are usedto show children using the equipmentand the architectural aspects of con-struction. A brief summary, the problemdefined, the goal of ETC, the basicperceptual motor experiences of ETC,principle features of ETC and physicalproblems, testing plans designed to eval-uate the effects of ETC, and earlyobservations by teachers, therapists andaides indicating the benefits of the free,unstructured play area are detailed.(WW)

ABSTRACT 21964EC 02 1964 ED 036 943Publ. Date (68) 87p.Planning a Special Education Build-ing for Chester County, Pennsylvania.Chester County Schools, West Chester,PennsylvaniaOffice Of Education (DHEW), Washing-ton, D. C., Bureau Of Elementary AndSecondary EducationEDRS mf,hcBR-66-2125

Descriptors: exceptional child educa-tion; handicapped children; program im-provement; educational facilities; coun-ty school systems; student placement;mentally handicapped; learning disabili-ties; emotionally disturbed; physicallyhandicapped; visually handicapped; aur-ally handicapped; student transporta-tion; program planning; community; ed-ucational equipment; personnel; archi-tectural programing; school design;Chester County (Pennsylvania)

Chester County (Pennsylvania) is de-scribed in terms of: ;ts demography andits school system; its special educationprogram is also reviewed. Placementand program organization are outlinedfor the trainable mentally retarded,brain injured, socially and emotionallydisturbed, and physically, visually, orauditorially handicapped. The need forprogram improvement is explained, in-cluding the need for facilities, equip-ment, staff, and transporation. The plan-ning process and conclusions are dis-cussed as are 14 recommendations forthe design of a county special educationfacility. Nine consultants' opinions arepresented concerning a central facility asopposed to dispersion of classes; 10consultants' reports are appended. Anadditional flier provides the architectur-al plans. (JD)

17

ABSTRACT 22031EC 02 2031 ED 036 044Publ. Date 69 28p.New Architecture for Mental Health;New York State Health and MentalHygiene Facilities Improvement Cor-poration--Report to the Governor,1969.New York State Health And MentalHygiene Facilities Improvement Corpo-ration, AlbanyEDRS mf,hc

Descriptors: exceptional child services;mentally handicapped; emotionally dis-turbed; drug addiction; constructionprograms; rehabilitation centers; healthfacilities; building design; facility im-provement; mental illness; state schools;New York

The accomplishments of The Health andMental Hygiene Facilities ImprovementCorporation during the past years increating needed hospitals and healthcenters for the mentally disabled isdocumented. The new facilities showawareness of architectural trends andnew objectives in design in order tobetter serve the needs of the patient.Pictures and layout of the newly orpartly completed rehabilitation centers,facilities for emotionally disturbedchildren, and buildings for the mentallyretarded show the effort to increasetherapeutic options at new or redesignedfacilities. A progress report on newfacilities over $500,000 is given as areconstruction projects for the control ofnarcotic addiction. (WW)

ABSTRACT 22067EC 02 2067 ED 034 377Publ. Date Mar 69 102p.Bednar, Michael J.; Haviland, David S.The Role of the Physical Environ-ment in the Education of Childrenwith Learning Disabilities.Rensselaer Polytechnic Institute, Troy,New York, Center For ArchitecturalResearchEducational Facilities Labs, Inc., NewYork, New YorkEDRS mf

Descriptors: exceptional child educa-tion; environmental influences; facilitycase studies; interior space; learningdisabilities; light; perceptually handi-capped; physical environment; psy-chomotor skills

Current thinking on the role of thephysical environment in special educa-tion is summarized in the report. Thematerial has been synthesized into aposition that has been developedthrough widespread contacts with spe-cial educators and architects interestedin the problem. The paper develops thisposition in nine topical areas: the con-cern, exceptionality, learning disabili-ties, special educatic ale of environ-ment, environmental variables, environ-mental conceptualizations, program fac-tors, and directions. The primary at-tempt has been to underscore the issuesand to lay some ground-work for futureefforts. (RK)

15

ABSTRACT 22073EC 02 2073 ED 032 739Publ. Date Jan 66 34p.A Master Plan Program of Require-ments for the Francis JeffersonCoates Country Campus of the Mis-souri School for the Blind.Educational Research Services, Inc.,White Plains, New York;Pearce And Pearce, Inc., St. Louis,MissouriMissouri State Department Of Educa-tion, Jefferson CityEDRS mf,hc

Descriptors: exceptional child ec:: ca-tion; visually handicapped; building de-sign; campus planning; educationalspecifications; facility case studies; facil-ity expansion; facility guidelines; humanengineering

Facility requirements are presented forthe indoor and outdoor living and learn-ing facilities and areas of the proposedFrancis Jefferson Coates Country Cam-pus of the Missouri School for the Blindin St. Louis. The requirements weredeveloped in view of the major goalsand purposes of the institution, to prov-ide exposure to a variety of learning andrecreational experiences, which are notgenerally available within the confinesof the city school, and thus broaden theawareness of students about nature andoutdoor activities in their preparationfor life. Diagrammatic representationsof proposed facilities and area relationsare included. (FS)

ABSTRACT 22084EC 02 2084 ED 024 249Publ. Date 66 18p.Making Facilities Accessible for thePhysically Handicapped. AccountNumber 1 of the Public Acts of 1966.Michigan State Legislature, LansingEDRS mf,hc

Descriptors: physically nandicapped;building design; parking areas; designneeds; sanitary facilities; environmentalcriteriaA physical handicap is defined as animpairment which affects an individualto the extent that special facilities areneeded to provide for his safety. Facili-ties include the special design of parkinglots, building approaches and entrances;stairs, ramps, doors, and multilevelfloors; corridors; and rooms with slopingfloors, fixed seats, or both. Other safetyareas include special consideration ofsanitary facilities, drinking fountains,telephones, location of switches, roomidentification, and installment of eleva-tors. (LD)

ABSTRACT 22346EC 02 2346 ED N.A.Publ. Date Mar 70 5p.Mooney, Lawrence P.Construction Guidelines for PhysicalTherapy Departments.EDRS not availablePhysical Therapy; V50 N3 P349-53 Mar1970

16

Descriptors: program planning; physicaltherapy; physical therapists; facilityguidelines; health facilities

Guidelines are suggested for physicaltherapists who are involved in planningor remodeling health facilities. Planningprocesses are described with informationconcerning the therapist's role at eachstage. Data provided by the hospital andarchitect are discussed as is the role ofthe project planning coordinator. (RJ)

ABSTRACT 22434EC 02 2434 ED 034 385Publ. Date 67 66p.Yuker, Harold E., And OthersThe Modification of EducationalEquipment and Curriculum for Maxi-mum Utilization by Physically Disa-bled Persons. Educational and SchoolEquipment for Physically DisabledStudents.Human Resources Center, Albertson,New YorkEDRS mf,hcOEG-2644 HRS-9

Descriptors: exceptional child educa-tion; physically handicapped; audiovi-sual aids; auditoriums; crafts rooms;dining facilities; educational equipment;educational facilities; facility require-ments; furniture; gymnasiums; libraryfacilities; mobility aids; science facili-ties; study facilities; wheel chairs

Special education and school equipmentfor handicapped students, particularlyfor those in wheel chairs, are outlinedwith suggestions for increasing the qual-ity and effectiveness of special educationinstruction. Guidelines are given for theprovision of an adequate learning envi-ronment for handicapped students. Spe-cial furniture and equipment is dis-cussed including tables and desks, book-cases and storage cabinets, chalkboards,audiovisual and communication aids,and mobility and postural equipment.Equipment needs in the different physi-cal and functional areas within theschool discussed included classroomsand laboratories, cafeterias, and recrea-tional facilities. A reference list andappendix are provided. (TG)

ABSTRACT 22569EC 02 2569 ED N.A.

76p.(Suggestions and Solutions to Prob-lems of Maneuverability for the Phys-ically Limited Homemaker.)Nebraska Heart Association, OmahaNebraska University, Lincoln, CollegeOf Agriculture And Home EconomicsEDRS not availableNebraska Heart Association, 430 South40th Street, Omaha, Nebraska 68131.

Descriptors: physically handicapped;physical facilities; homemaking skills;home management; housewives; clean-ing; self care skills; object manipulation;food handling facilities; sanitary facili-ties; clothing; design needs; equipmentstorage

A series of 10 pamphlets is designed togive the physically limited homemakersuggestions and practical solutions to

v 1 8

problems of maneuverability in thehome. Each bulletin is illustrated; topicsinclude a discussion on easy to usekitchens, suggestions for an easy to usemixing center, ideas on an easy to usecooking and serving center, materialsgeared for an easy to use sink center,and suggestions on kitchen storage facil-ities which require no stooping orstretching. Other bulletins cover the sub-jects of food and the family, fashions forphysically limited women, ways tostreamline household tasks, methods tomake the bathroom safe and usable, andsuggestions on the convenient organiza-tion of cleaning equipment. (WW)

ABSTRACT 22661EC 02 2661 ED N.A.Publ. Date (68) 82p.Architectural Report: Mental Retar-dation Center.Baylor University, Houston, Texas Col-lege Of Medicine;Texas Medical Center, Houston;Texas Children's Hospital, HoustonEDRS not availableDirector Of Publications, Baylor Uni-versity College Of Medicine, 1200 M. D.Anderson Street, Houston, Texas 77025.

Descriptors: exceptional child services;mentally handicapped; health facilities;medical services; institutional facilities;architectural programing; building de-sign; space utilization; design needs;architecture; architectural elements

Architectural plans are introduced bydiscussions of the aims of the center,including team interaction, communityorientation, training, research, treat-ment, coordinated services, parent-childrelationship, patient load and process-ing, flexibility, flow, location, and envi-ronment. The design is broken downinto the following areas: reception (lob-by, waiting, services), community care(examination and offices, day center,habilitation, dining areas, training areas,meeting areas), living unit (administra-tion, nurses' station and services, bed-rooms, lounge and play areas), andadministration (reception, executive,service and training, conference facili-ties, business, records and data process-ing, and housekeeping). Included in thedesign analysis are the possibilities ofgrowth, aspects of climate, visibility,approach, easy transition, problems ofpersonnel mixing and flow, a summary,and the actual architectural plans. (JM)

ABSTRACT 22971EC 02 2971 ED N.A.Publ. Date Jun 70 6p.Witengier, MaryAn Adaptive Playground for Physical-ly Handicapped Children.EDRS not availablePhysical Therapy; V50 N6 P821-6 Jun1970

Descriptors: exceptional child educa-tion; physically handicapped; play-grounds; perceptual motor coordination;preschool children; perceptual develop-ment; motor development; MagruderEnvironmental Therapy Complex

Exceptional Child Bibliography Series

The Magruder Environmental TherapyComplex was designed to provide 15closely interwoven experiences in per-ception and a continuum of perceptualmotor experiences for physically handi-capped preschool children. The child'smotivation for play is capitalized upon.The report describes the development ofthe play complex, as yet not completed,and states that preliminary evaluationindicates increased motor achievementand greater endurance in some children.A more scientific evaluation is planned.Photographs of play equipment accom-pany the article. (KW)

ABSTRACT 23066EC 02 3066 ED N.A.Publ. Date 68 136p.Gutman, Ernest M.; Gutman, CarolynR.Wheelchair to Independence: Archi-tectural Barriers Eliminated.EDRS not availableCharles C Thomas, 301-327 East Lawr-ence Avenue, Springfield, Illinois 62703($6.75).

Descriptors: physically handicapped; ar-chitectural barriers; building design;wheel chairs; physical environment; in-terior design; campus planning; schooldesign; home furnishings

Means of eliminating architectural bar-riers for wheelchair users, to help solvesome problems of daily living, educa-tion, and employment, are suggested andrecommended to architects and builders.Architectural obstructions in both resi-dential and public buildings are out-lined, together with solutions. The bookdiscusses adaptations for the home(bathroom, bedroom, kitchen, diningroom, floors, stairs), and various types ofresidences. Photographs illustrate manyof the conveniences. Specifications for amade-to-order house for a wheelchairuser are presented. Lists of recommend-ed standards for public buildings and ofmotels with wheelchair units are includ-ed in a discussion of current buildingtrends. A review of campus facilities atcolleges and universities includes sug-gested specifications for structures and alist of institutions currently enrollingwheelchair students. Adaptations forpublic schools, hospitals, and the tele-phone are also suggested. (KW)

ABSTRACT 23297EC 02 3297 ED 036 127Publ. Date 66 15p.Fearn, Donald

Physical Facilities

Architectural Barrier Program of theNational Society for Crippled Child-ren and Adults.EDRS mf,hcSpeech Presented At National ResearchConference On Architectural Psycholo-gy (2nd, Park City, Utah, 1966).

Descriptors: physically handicapped; ar-chitectural barriers; building design; de-sign needs; facility guidelines; toilet fa-cilities; public facilitiesThe environmental needs and problemsof the physically handicapped are dis-cussed, with particular concern for ar-chitectural barriers in present and futurepublic buildings. Dialogue reveals theestablishment of standards and con-straints of which the public must be-come aware. Overviewed with emphasisare toilet facilities, recreational and cul-tural facilities. (TG)

ABSTRACT 23436EC 02 3436 ED 041 407Publ. Date May 67 69p.Architectural Contributions to Effec-tive Programing for the Mentally Re-tarded. Conference Report of the Ar-chitectural Institute (Denver, Colora-do, May 15-16, 1967).American Association On Mental Defi-ciency, Washington, D. C.;American Institute Of Architects, Wash-ington, D. C.;National Association For RetardedChildren, New York, New YorkRehabilitation Services Administration(DHEW), Washington, D. C., DivisionOf Mental RetardationEDRS mf,hcNational Association For RetardedChildren, 420 Lexington Avenue, NewYork, New York 10017.

Descriptors: exceptional child services;institutional facilities; architectural pro-graming; design needs; mentally handi-capped; building design; administration;architects; program planning; space uti-lization; residential programs; environ-mental influences; taxonomy; educablementally handicapped; trainable mental-ly handicapped; custodial mentallyhandicapped

Conference participants consider therole of the architect and the programerin planning and constructing facilitiesfor the mentally handicapped. DavidRosen discusses the design problems ofstate institutions with particular refer-ence to the Woodbridge State School inNew Jersey; Gunnar Dybwad describes

the need of the programer for the archi-tect; and Arnold Gangnes treats theneed of the architect for the programer.The architectural program is defined asA means of communication with theclient by Edwin Cromwell, and theprograming process is detailed by JohnGarber. Also provided are David Ray'sand John Truemper's consideration ofthe programer and architect in actionand J. Eugene McKee's treatment ofplanning for community facilities. Twoforewords, excerpts from informal dis-cussions, and a list of registrants areincluded. (JD)

ABSTRACT 23484EC 02 3484 ED N.A.Publ. Date 66 200p.Mueller, Conrad G.; Rudolph, MaeLight and Vision.Time Incorporated, New York, NewYorkEDRS not availableLIFE, Time And Life Building, Rocke-feller Center, New York, New York10020.

Descriptors: light; vision; visual percep-tion; color; optics; eyes; photography;glare; stereopsis; figural aftereffects; vis-ual environment

The book records what science haslearned through the ages about light andvision, describing the vital findings andcharting the areas still to be explored.Concerned not only with the separateareas of light and vision but also withtheir interrelationships, it relates thespectacular growth of information inthese fields in recent years. The intro-ductory chapter describes vision as

man's link with his world and relatesinteresting aspects regarding a variety ofanimals' eyes, with pictures and descrip-tions. Another chapter is concerned withthe science of light, including the reflec-tion and refraction of light, the spectrumdiffraction and polarization, and wavetheory of light. Further chapters com-pare the parts and functions of the eye tosimilar aspects of the camera (a briefhistory of photography, with reproduc-tions of earliest pictures, is included);discuss the anatomy and physiology ofvision; and discuss colors in vision andexploration of the spectrum. The finalthree chapters discuss the shades and thethree dimensions of vision, and thefunction of the brain in vision. Numer-ous color and black and white photo-graphs and drawings illustrate the text.(KW)

17

Abeson, Alan 10543, 11127, 11134.Bailey; Roger And Others 11120.Bair, Howard V 11125.Bayes, Kenneth 10169, 21498.Bednar, Michael) 22067.Benet, James And Others 11118.Berenson, Bertram 11130, 11133,

11148.Birren, Faber 11114-11115.Bryant, Daniel C 11132.Carter, John Harvey 11113.Caudill, William 11150.Chapman, Robert H 21649.Clouser, Richard A 11142.Colvin, Ralph W 11121.Crane, Helen B, Ed 20854.Dixon, Carmen C And Others 11614.Dybwad, Gunnar 21907.

Academic Achievement 11107.Academic Performance 20392.Achievement 11107.Acoustical Environment 11119, 11124,

11128, 11136, 11143.Acoustics 10948, 11118, 11119, 11124,

11128, 11135-11136, 11140, 11142-11143.

Adjustment (To Environment) 21933.Administration 10169, 11120, 11123,

20854, 23436.Administrative Policy 20137, 20854,

21649.Administrator Attitudes 11128, 20137.Admission Criteria 11120.Adolescents 11120.Adults 10169, 21907.Agency Role 11691, 21649.Amputees 21731.Anatomy 11137.Ancillary Services 10629, 11123.Annotated Bibliographies 11140.Architectural Barriers 23066, 23297.Architectural Elements 11150,

11990, 22661.Architectural Programing 10629,

11595,

10942,10947-10948, 11108, 11110, 11118,11119-11120, 11123, 11124, 11125,11126, 11129, 11138-11139, 11990,20689, 20829, 20830, 20854, 20939,21288, 21335, 21649, 21498, 21907,21962, 21964, 22031, 22084, 22434,22661,23436.

Architecture 10169, 10543, 10942,11108,21335, 22661.

Arts Centers 20689.Athletic Equipment 21933.Attendants 11122.Attention Control 11614, 20392.Attitudes 11117.Audio Equipment 11142.Audiovisual Aids 11119, 11125, 11146.

11147, 22434.Audiovisual Centers 11595.Audiovisual Instruction 10948.Auditoriums 11595, 22434.Auditory Perception 11124, 11141.

18

AUTHOR INDEX

Fearn, Donald 23297.Fitzroy, Daniel 11128.Foote, Franklin M 11109.Goldsmith, Selwyn 20830.Gordon, Ronnie 20829.Green, Alan C, Ed And Others 11119.Gust, Tim 21673.Gusi, Tim, Comp, And Others 20137.Gutman, Ernest M 23066.Hall, Robert E 10125.Haring, Norris G 11107.Herron, Charles E And Others 21933.Hewett, Frank M 11144.Izumi, K And Others 11138.Jackson, William D 11147.Johnson, Warren E 11136.Larson, C Theodore 11141.

SUBJECT INDEX

Auditory Tests 11124.Auditory Training 11136.Aural Stimuli 11140.Aurally Handicapped 10947-10948,

11110, 11124, 11126, 11131, 11136,11142-11143, 11146-11148, 11537,11614, 11691, 11748, 20137, 20243,21964.

Behavior 10169, 11140, 21498.Behav change 10169, 11107, 11130,

11133, 11144, 20392.Behavior Patterns 11135, 11138.Behavior Problems 11107.Bibliographies 20137, 21673.Blind 11123, 11126, 11131.Building Design 10169, 10543, 10629,

10942, 10948, 11108, 11110, 11113,11114, 11117-11121, 11125, 11128,11130, 11131, 11135-11136, 11537,11595, 11748, 11990, 20137, 20245-20246, 20381, 20830, 20939, 21288,21498, 21673, 21731, 21907, 22031,22073, 22084, 22661, 23066, 23297,23436.

Building Materials 11108, 11136, 11150,20245.

Bulletin Boards 11147, 11149.Camping 11691, 20854, 20988.Campuses 11537, 11748, 22073, 23066.Cataloging 11146.Ceilings 11118, 11132, 11143, 11150.Cerebral Palsy 11110, 11113.Chalkboards 11990.Child Care Centers 10629.Childrens Books 11147.Classroom Arrangement 10543, 10948,

11107, 11109; 11113, 11117, 11119,11121, 11125-11129, 11131-11133,11139, 11142-11144, 11148-11150,11595, 11614, 11990, 20243, 20245,20392, 20689, 20829, 21944.

Classroom Environment 10947, 11107,11133, 11136-11137, 11144.

Classroom Furniture 10948, 11109,11119, 11139, 11142, 11144, 11148-11149, 20829.

Clinical Diagnosis 10629.

t

Lauder, Ruth 20683.Maier, Henry W 11122.McMahan, Marie 11146.Mooney, Lawrence P 22346.Mueller, Conrad G 23484.Niemoeller, Arthur F 11143.Nugent, Timothy J 11110, 21731.Salmon, F Cuthbert 11108, 11123.Seagers, Paul W 11137.Shores, Richard E 20392.Singer, Ellis 11124.Spivack, Mayer 11135.Vanston, A Rorke And Others 10629.Witengier, Mary 22971.Wolf, James M 11131.Yuker, Harold E, And Others 11990,

22434.

Clinics 20245.Closed Circuit Television 11125.Clothing 22569.College Students 20137.Colleges 10125, 11128, 11537, 11748,

21649, 21673.Color Planning 11114-11115, 11132,

11140, 21498, 23484.Communication Skills 11123.Community Action 20246.Community Attitudes 20246.Community Resources 20939.Community Role 11122, 21964.Community Services 11108, 11120.Conference Reports 10543, 20190,

20683.Construction Costs 10629, 11118,

11139.Construction Needs 11136, 11595,

21288.Controlled Environment 11125.Cooperative Programs 20683, 21649.Corridors 11121, 11128, 11133-11135,

11150, 11990, 20939, 21498.Counseling Centers 10125, 11131.Counselor Role 20854.Creative Expression 11113.Curriculum 11113.Custodial Mentally Handicapped 10629,

11132, 21907, 23436.Cybernetics 20683, 22073.Deaf 10948, 11126, 11.36, 11142-

11143, 11146-11147.Demography 21649.Demonstration Projects 11107.Dental Health 20245.Design Needs 10543, 10942, 10947-

10948, 11108, 11115, 11120, 11122-11123, 11127-11129, 11132, 11134-11136, 11141, 11148, 11537, 11691,11748, 11990, 20190, 20381, 20683,20829-20830, 20939, 21288, 21335,21731, 21962, 22084, 22569, 22661,23297, 23436.

Dining Facilities 11150, 11595, 11990,20245, 22434.

Directories 10125.

Exceptional Child Bibliography Series

Doors 11990, 20830, 20939.Dormitories 11537, 11748.Drug Addiction 22031.Educable Mentally Handicapped 10629,

11107, 11126, 11131, 1.1149, 23436.Educational Equipment I I 131, I I 134,

11147, 20243, 20689, 21964, 22434.Educational Facilities 10947-10948,

11107, 11109, 11113, 11117, 11119-11121, 11126-11127, 11129, 11131,11134, 11139, 11150, 11537, 11748,20190, 20243, 20689, 20829, 21335,21964, 22434.

Educational Innovation 11119.Educational Needs 10543, I I 119,

11129, 11147.Educational Objectives 10947-10948,

11113, 11118-11119, 11126, 11129,11131, 21335,21944, 22073.

Educational Programs 11113, 11120.Electromechanical Aids 11149.Elementary Education 11149.Emotionally Disturbed 10169, 11114,

11120-11121, 11126, 11129, 11131,11138, 11144, 11148, 11691, 20243,20392, 21498, 21964, 22031.

Employment Experience 20381.Enrollment Trends 11139.Environmental Influences 10169, 10543,

11110, 11114, 11118, 11119, 11130,11132-11133, 11135, 11137, 11139,11140-11141, 11142, 11143, 11150,20392, 20936, 21498, 22067, 23436,23484.

Environmental Research 11140-11141,22067, 22073.

Equipment 10543, 11109, 11113, 11119,11123, 11131, 11134, 11147, 20243,20689, 21335, 21964, 22434.

Equipment Evaluation 11146.Equipment Utilization 11146.Evaluation 11127.Exceptional Child Education 10125,

10543, 10942, 10947-10948, 11109,11113, 11118-11119, 11121, 11126-11127, 11129, 11131-11132, 11134,11136-11137, 11142-11144, 11147-11149, 11537, 11595, 11614, 11748,11990, 20190, 20243, 20689, 20829,20854, 21288, 21335, 21933, 21944,21962, 21964, 22067, 22073, 22434,22971.

Exceptional Child Research 10169,11107, 11117, 11120, 11125, 11130,20392, 20683, 21498.

Exceptional Child Services 10629,11108, 11122-11124, 11135, 11138,11146, 11691, 20137, 20245-20246,20381, 20830, 20939, 20988, 21649,21731, 21907, 22031, 22661, 23436.

Facilities 10543, 10629, 10942, 10947-10948, 11108, 11110, 11113, 11121,11124, 11130, 11138, 11595, 20245,20829.

Facility Improvement 21731, 22031,22073.

Family Life Education 11123, 20689.Federal Aid 10125, 20939.Federal Legislation 11129.Females 22569.Figural Aftereffects 23484.Films 11147.Financial Policy 20381, 20854.Fire Protection 11136, 1153', 11748.Flexible Facilities 10543, ,.. ,118-11119,

11121, 11125, 11128-11129, 11132,11133-11134, 11138-11139, 11142,11150, 11595, 21498.

Physical Facilities

Flooring 11128, 11132, 11136, 111143,11150, 11990, 20830.

Food Handling Facilities 20939, 22569.Furniture 10543, 22434, 23066.Furniture Arrangement 21498.Furniture Design 20829.Georgia 20988.Glass Walls I I 150.Government (Administrative. Body)

10942.Group Behavior 11140.Group Dynamics 11140.Group Living 11120, 11122.Guidelines 10629, 10942, 11108, 11110,

11113, 11131, 11537, 11748, 20830,20854, 21288, 21649, 22073, 22346,23297.

Gymnasiums /1150, 11595, 22434.Handicapped 10125, 10942, 10947,

11108.Handicapped Children 10543, 11126-

11127, 11129-11130, 11134, 11537,11691, 11748, 20190, 20243, 20381,20854, 21731, 21964.

Handicrafts 11132, 22434.Handwriting 11107.Hard Of Hearing 11614.Health Facilities 22031, 22346, 22661.Health Personnel 20854.Hearing Aids 11136.Heating 11118, 20245, 20830.Home Economics 22569.Identification 11137.Incidence 11129, 20939, 21933.Individual Characteristics 11114,

11140-11141, 11691.Individualized Instruction 11107.Information Retrieval 11141.Information Services 11141.Institutional Environment 10947,

21907.Institutional Facilities 11120, 11122,

11125, 21649, 21907, 22661, 23436.Institutional Personnel 21649.Institutionalized ( Persons) 21649.Institutions 11120, 11122, 11125, 11138,

21649, 21907, 22661, 23436.Instructional Media 10948.Instructional Materials Centers 11119,

11146-11147, 11595, 20689.Instructional Staff 20243.Insurance Programs 20246.Interdisciplinary Approach 10543,

11127,11130.Interior Design 23066.Interpersonal Relationship 11133,

21335.Junior High Schools 11595.Laboratories 11595, 11990, 20245.Landscaping 20939, 20988.Language Arts 11107.Learning Characteristics 11113, 11140.Learning Disabilities 11126, 11148,

20243, 21964, 22067.Legislation i0942, 11129, 20683.Library Facilities 11146, 11147, 11150,

11595, 11990, 22434.Library Services 11146-11147.Lighting 10948 11109, 11115, 11118-

11119, 11132, 11135-11137, 11139-11140, 11142, 11150, 11990, 20830,20939, 22067, 23484.

Lipreading 11136.Loop Induction Systems 11136.Low Rent Housing 20939.Magruder Environmental Therapy

Complex 22971.Manipulative Materials 22569.

§C

Man Power Needs 11123, 21649.Mass Media 11119.Material Development 11147.Mathematics 11107.Medical Treatment 10629, I I 123,

22661.Mental Health 10947.Mental Health Clinics 11135.Mental Illness 10169, 22031.Mentally Handicapped 10169, 10629,

10947, 11107, 11122, 11125-11126,11129, 11131-11132, 11149, 11691,20243, 20245, 21498, 21649, 21944,21964, 22031, 22661, 23436.

Minimally Brain Injured 11126, 20243.Mobile Classrooms 11139.Mobility Aids 22434.Motor Development 21962, 22971.Multiply Handicapped 10947, 11691,

21335.M ultisensory Learning 11133.Music Facilities 20689.New York 11537, 21649, 22031.Occupational Therapy I I 113, I I 120,

11123, 11131, 20245.Offices (Facilities) 11121, 11595, 20245,

20829.Older Adults 10942, 20939.Operant Conditioning 11144.Ophthalmology 11137, 20245.Outdoor Education 20988.Parent Attitudes 11117.Parking Facilities 11537, 11748, 11990,

20939, 22084.Partially Sighted 1 1 1 0 9 , 1 1 1 2 6 , 11131.Pennsylvania 20243,21364.Perception 10169, 21335.Perceptual Development 22971.Perceptual Motor Coordination 21962,

22971.Perceptually Handicapped 22067.Personnel 11120, 11123, 21649, 21964.Personnel Policy 20854.Photographs 11117, 11128, 11139.Photography 11147,23484.Physical Design Needs 20137, 20829-

20830, 21288, 21907, 21944.Physical Education 10125, 21933.Physical Environment 10947, 11114-

11115, 11118, 11119, 11124, 11134,11136, 11143, 20683, 21907, 21944,22067,23066.

Physical Facilities 10125, 10629, 11108,20683, 20829-20830, 21907, 21944,21962, 22569.

Physical Therapists 22346.Physical Therapy 11113, 11131, 20245,

22346.Physically Handicapped 10125, 10942,

11108, 11110, 11113, 11126, 11129,11131, 11537, 11691, 11748, 11990,20137, 20243, 20246, 20381, 20683,20689, 20829-20830, 20939, 20988,21288, 21673, 21731, 21933, 21962,21964, 22084, 22434, 22569, 22971,23066, 23297.

Physics 11137.Physiology 11115, 11137, 23484.Planning 10169, 11119.Playgrounds 11691, 21962, 22971.Plumbing 20245.Prefabrication 11139.Preschool Children 20829, 21962,

22971.Private Agencies 11691.Professional Education 11125.Professional Personnel 11127, 11138,

11148, 21649, 23436.

19

Program Descriptions 1 i 110, 21649.Program Design 11108.Program Development 21964.Program Guides 20689, 21649.Pregrarn Planning 10629, 11108, 11123,

20243, 20854, 21649, 21964, 22346.23436.

Program Proposals 20243, 21944.Psychiatric Services 11120, 11138.Psychological Design Needs 11115,

11138,20830.Psychomotor Skills 22067.Psychotherapy 11114.Public Facilities 21731, 23297.Public Schools 11129.Reading 11107.Recreation 11691, 20854, 20988.Recreational Facilities 11113, 11123,

11691, 11990, 20683, 20988, 21962.Recreational Programs 11120.Regional Programs 11120.Rehabilitation 20381.Rehabilitation Centers 11123, 22031.Rehabilitation Programs 11125.Reinforcement 11107, 11144.Research Methodology 11141.Research Needs 10169, 10543, 10942,

21498.Research Projects 10169, 11110.Research Reviews (Publications) 11110,

11130, 11140, 21498.Residential Care 10629, 10947, 11121.Residential Programs 10629, 23436.Residential Schools 11121, 21907.Safety Education 11137, 20854.Sanitary Facilities 11132, 11138, 11537,

11691, 11748, 11990, 20245, 20689,20830, 20939, 22084, 22569, 23297.

School Buildings 10543, 11113, 11117,11118, 11128, 11129, 11134, 11141,11150, 11595, 20689, 21288, 21944,21964, 230 66.

School Districts 21964.School Planning 10948, 11127, 11139,

11150, 21288.

20

School Services 11113, 1113 1.School Shops 11595.Science Facilities 20689, 22434.Sciences 11691.Secondary Education 11149.Secondary Schools 11128.Self Care Skills 11122, 21731, 22569.Services 10125, 10629, 11108, 11120,

11123, 22661.Sheltered Workshops 10629, 11108,

11132.Site Selection 11108, 11120, 11123,

11143,20939.Social Characteristics 11140, 21335.Space Dividers 11149.Space Orientation 11150, 21335.Space Utilization 11118, 11125, 11128,

11134-11135, 11138, 11139, 11146,11149-11150, 11990, 20245, 20689,20829-20830, 20939, 21498, 21649,21944, 22067, 22569, 22661, 23436.

Spatial Relationship 11128, 11138,20245.

Special Health Problems 11691, 20829.Special Schools 11147.Speech Handicapped 11126.Speech Therapy 11113, 11131.Standards 10942, 11140, 20246, 20381,

20689, 20854.State Agencies 11691.State Legislation 20988.State Programs 20988.State Schools 21907, 22031.Stereopsis 23484.Student Attitudes 11117, 11128, 21335.Student Evaluation 11144.Student Placement 21964.Studio Floor Plans 11119.Study Facilities 22434.Surveys 10169.Swimming Pools 11691, 11990.Tactual Perception 11136, 21498.Task Performance 11115, 11140.

Taxonomy 11141, 23436.Teacher Attitudes 11117, 11128.Teacher Education 20190.Teacher Role 11127, 11130, 11144.Teaching Machines 11130.Teaching Methods 11144.Technology 10948, 11119.Telephone Communication Systems

20939.Testing 11124.Therapeutic Environment 10169, 11114,

11138, 21335, 21498.Trainable Mentally Handicapped 10629,

11126, 11131-11132, 11149, 20243,21907, 23436.

Transportation 20243, 20381, 20683,21964.

Unemployment 20381.United States Housing Act Of 1937

20939.Universities 10125.Vision 11137, 23484.Visual Perception 10169, 11135, 11137 -

11138, 21498, 23484.Visual Stimuli 11115,11130, 11140,

11614.Visually Handicapped 11109-11110,

1123, 11126, 11131, 11137, 11537,11691, 11748, 20137, 20243, 20381,21335, 21964, 22073.

Visually Handicapped Mobility 11123,21335, 21731.

Visually Handicapped Orientation11123.

Vocabulary 10169.Vocational Education 11123.Vocational Rehabilitation 10125, 11108,

20137.Walter E Fernald State School 21907.Wheel Chairs 22434, 23066.Windowless Rooms 11117, 11142.Work Environment 11108.

Exceptional Child Bibliography Series