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Review of State of Knowledge Regarding the Safety, Access and Usability Needs of Children with Disabilities

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Review of State of Knowledge Regarding the Safety, Access and Usability Needs of Children with Disabilities ANEC – Children with disabilities ANEC-R&T-2007-DFA-002 February 2007 Review of State of Knowledge regarding the Safety, Access and Usability Needs of Children with Disabilities ANEC R&T Project 2006 ANEC-ML-2006-066 Ergonomics & Safety Research Institute Loughborough University 8 February 2007 ESRI, Loughborough University page 1 ANEC – Children with disabilities ANEC-R&T-2007-DFA-002 February 2007 Management Summary Introduction A study was performed to investigate the existence of standards, guidelines and knowledge on the design or adaptation of everyday facilities and services to support the needs of children with disabilities. The study looked at different environments including public buildings, private dwellings, schools and teaching services, playgrounds, sanitation facilities, public transport, and health and welfare services. It also covered the avoidance of accidents and safety of disabled children. Methods The methods used to gather data were: (1) study existing literature, (2) conduct an email survey of disability specialists, and (3) conduct telephone and face-to-face interviews with representatives from national governments, the European Union, special interest groups, architects and academics across Europe. It also looked at particular countries as case study examples including the UK, Ireland, Sweden, Greece, Slovakia and Slovenia. Results In terms of general agreements and legislation the rights of children to protection from harm, abuse and exploitation, and to participate fully in family, cultural and social life, was well established within the United Nations Convention of the Rights of the Child in 19901. The European Union has an action plan to help with disabilities while the EU High Level Group on Disability monitors national policies and priorities concerning people with disabilities and pools information and experience. Legislation has been passed in many European countries to establish the rights of disabled people and of children in general, but not specifically children with disabilities. For public buildings and private dwellings, the ISO 21542 standard “Building construction — accessibility and usability of the built environment”2 is a potentially key document in its early stages of development. However like similar documents on building design for disabled people such as the British Standard BS 8300: 20013 and Document M of the UK Building Regulations4, they do not really consider the needs of disabled children in terms of say, heights of handrails (possibly having a lower rail for children), door weights, and toilet facilities. However in Sweden, a relevant publication from the Swedish Handicap Institute5 is concerned with the adaptation of dwellings for children with reduced mobility. Outside of Europe, Part 3 of the 1 United Nations Children's Fund (1990), Convention on the Rights of the Child, Headquarters, United States Fund for UNICEF, East 38th Street, (Mail Code: GC-6), New York, New York 10016. http://www.unicef.org/crc/ 2 International Organization for Standardization (2006) ISO/TC 59/SC 16/WG 1, Draft Proposal 2nd version ISO/CD 21542, Building construction — accessibility and usability of the built environment, Secritariat: AENOR, International Organization for Standardization (ISO), 1, rue de Varembé, Case postale 56, CH-1211 Geneva 20, Switzerland. 3 British Standards Institution (2001) BS 8300: 2001 Design of buildings and their approaches to meet the needs of disabled people—Code of Practice. British Standards Institution, 389 Chiswick High Road, London W4 4AL, United Kingdom. 4 Building Regulations (2004) The Building Regulations 2000, Approved document M: Access to and use of buildings, 2004 edition, National Building Specification (NBS) for the Office of the Deputy Prime Minister (now Department for Communities and Local Government, DCLG) http://www.thenbs.com/BuildingRegs/ and http://www.ribabookshops.com/site/viewtitle.asp?sid=&pid=4374 5 Swedish Handicap Institute (1990) Bo bra med rörelsehindrat barn. Förslag till bostadsanpassning (adaptation of dwellings for children with reduced mobility) www.hi.se. ESRI, Loughborough University page 2 ANEC – Children with disabilities ANEC-R&T-2007-DFA-002 February 2007 Australian standard AS1428, covering the design of public and commercial buildings for access by disabled persons, specifies requirements for children and adolescents with physical disabilities6. Although a few years old, both the Swedish guidelines and Australian standard would represent a good input to current standards work. Regarding sanitary facilities, the Friendly Rest Room project7 which was supported by the EU aimed to develop a user-friendly rest room for elderly people and people with limited abilities, using sociological, ergonomic and anthropometric studies and technical developments. Further research in the UK8 tried to illustrate that an inclusive design approach within the toilet facility will benefit not only people with disabilities but also older people, and parents with young children, etc. However neither study specifically included the needs of children with disabilities. The British Standard BS 6465 on sanitary installations9 addresses the needs of children and disabled adults well, but it also does not specifically address the needs of children with disabilities. A fact sheet produced by the ‘Better toilets for pupils’ campaign (http://www.bog-standard.org/factsheet_019.aspx) specifies relevant building regulations that can help pupils with disabilities and special needs. Several papers were located which highlighted problems concerning access to health and welfare services for children with disabilities10. In the UK, the Children’s National Service Framework (NSF), published in September 2004, sets standards for children’s health and social services. Standard 8 of the NSF11 concentrates on the needs of disabled children and those with complex health needs. As an example of good design practice, the Evelina Children's Hospital at St Thomas’ Hospital in London, opened in 2006, has broken with the traditional layout of long corridors and bland wards, and created a flexible workplace to meet the need for both efficient operations and social interaction and a cheerful and colourful ambience, creating the positive environment for the treatment of children. The innovative design won an award from the Royal Institute of British Architects (RIBA) (www.fxmagazine.co.uk/story.asp?storycode=961). One of the most developed sectors for children with disabilities seem to be those areas which specifically concern children i.e. educational facilities and services and playgrounds and play areas. In the UK, legislation such as SENDA (UK Special Educational Needs and Disabilities Act of 2001)12 and in Ireland, the Education for 6 Standards Australia (1992) AS 1428.3: 1992, Design for access and mobility - part 3: Requirements for children and adolescents with physical disabilities, Committee ME-064, Standards Australia, GPO Box 542, Sydney, NSW 2001, Australia. 7 de Bruin, R. and Molenbroek, J. (2003) On the Development of a Friendly Restroom, Include 2003, London: Royal College of Art. 8 Bichard, J., Hanson, J. and Greed, C. (2006) Away from Home (Public) Toilet Design: Identifying User Wants, Needs and Aspirations, in Designing Accessible Technology, J. Clarkson, P. Langdon and P. Robinson (eds), Proceedings of CWUAAT 2006. London: Springer-Verlag. 9 British Standards Institution (1996, 2006) BS 6465-parts 1, 2 and 3: Sanitary installations, British Standards Institution, 389 Chiswick High Road, London W4 4AL, United Kingdom. 10 Warfield, M. E. and Gulley, S. (2006) Unmet need and problems accessing specialty medical and related services among children with special health care needs. Maternal And Child Health Journal, 10, 2, 201-216, Springer/plenum Publishers New York. 11 National Health Service (2004) National Service Framework, Section 8, 15 September 2004, http://www.dh.gov.uk/PolicyAndGuidance/HealthAndSocialCareTopics/ChildrenServices/ChildrenS ervicesInformation/fs/en 12 Beresford, B. and Oldman, C. (2002) Housing matters: National evidence relating to disabled children and their housing. York: Joseph Rowntree Foundation, www.jrf.org.uk. November 2002. ESRI, Loughborough University page 3 ANEC – Children with disabilities ANEC-R&T-2007-DFA-002 February 2007 People with Special Educational Needs (EPSEN) Act 2004, both aim to remove barriers to education for children with disabilities. Key to achieving this is to provide the appropriate resources to support the change, including the training of special needs co-ordinators (SENCOs), establishing Individual Education Plans (IEPs) for children with special needs and to highlight case studies of good practice within local areas that others can follow. In terms of facilities there is, within European countries, an increasing acceptance that mainstream schools should be made accessible to children with disabilities. The Department for Education and Skills (DfES) in the UK for example, has produced a guidance document13 to help schools and LEAs with the planning process to progressively improve the accessibility of schools to disabled pupils. There are also several Building Bulletins published by the DfES which cover the design of the environment for pupils with special educational needs and disabilities. These documents cover (1) general design for pupils with special educational needs and disabilities in schools14, access for disabled people to school buildings15, acoustic design of schools covering children
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