Substandard School Architecture

Public Schools tailor their curriculum to accommodate children with disabilities by using individual education plans that are suited for each child. By law, public schools must accept all children regardless of disabilities but private schools can ultimately turn away any child since they are not mandated by federal

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

Disability brings problems to schools too causing the child to be disadvantaged. These could include lack of specialist staff or poor staff knowledge which can lead to lack of socialisation and integration into the school.

They have poor doors accommodations for students with wheelchairs. They tolerate, them but they do not welcome people with disabilities. Many colleges and universities have old buildings, which do not have easy access to the doors of some classes. Because of this, some students

In the same boat, let's talk about the good effects of remodeling Lovejoy High School. Expansion of a school to accommodate its large population is a good thing because now students have more space to freely walk without bumping into somebody or stepping over somebody. Cleaning and fixing bathrooms so that they are pleasant for students to go into, is a tremendous step forward because now students can enter a bathroom without passing out. Ordering new desk so that students won't fall out of their seats when they are sitting down, can reduce the amount of lawsuits from parents. Repairing air conditioning and lights is a tremendous factor to school improvement considering that some classrooms have lights that are too bright and possibly cause

In 1910, when this school was first open, many students throughout the United States still attended classes in one-room schoolhouses. Aside from the one-room schoolhouse in Marshwood, Olyphant had progressed beyond that stage. This building was the centerpiece of the Olyphant School District. It had the look of a high school in a major city. At the time all of the streets in downtown Olyphant were paved with red brick. Most of the students lived within walking distance of the school. They were able to walk home to eat lunch. Therefore, no one ever thought of including a cafeteria in the building plans. It was built without a cafeteria or kitchen of any kind.

Most of the other problems the schools face are directly related to the funding issue. Buildings are run down and sometimes mobile because of the lack of finances. No child wants to go to school in a dreary building that smells bad. It makes it hard to concentrate and hard to study in buildings such as this. Every school has some type of sport being played by the students. For some, sports are the only reason they do not drop out of school. However, if finances are not available then the school should focus mostly on the education of all of its students as a whole, not just a few who think they cannot make it without sports. Without the financial issues, schools have even more problems. School violence is becoming more and more common. School should be a place where children come to learn and be with their peers, in a very good environment. It should not be a place where children are afraid to go because of the anger or hurt of other children. This is probably the major issue of the public today.

My practicum placement took place at Lincoln High School, located in the Wisconsin Rapids School District. The school serves roughly 1,143 students, ranging from 10th-12th grade. In my practicum classroom, there were 16 students; the class was a mixture of students identified as having a sever Intellectual Disability (ID) and the 18-21 year-old program. The classroom was large, housing 5 tables, a full kitchen, handicapped bathroom, and attached access to the school sensory room. At times, the classroom was extended out into the community. This was most often witnessed when the class took the opportunity to go to lunch at a community restaurant (about once a month).

In 1950, there was a very large space left for building houses in the left side of the school, and there was farmland in the lower place of the houses. In addition, the playground was in the lower place of the school. However, as time goes on, the society developed a lot, so in 1980, the previous house land was changed into the car park and science block. The school also changed the farmland into the sports field. In 2010, the campus changed a lot because the development of technology and the improvement of people’s life. More and more people were able to afford the prices of cars, so the amount of cars increased obviously and the land of car park expanded. Because of the expansion of the car park, the sports field reduced. From

“The construction is not conducive for a good learning environment”, says Nikki Laubham, a teacher and parent. This statement could not be more true in this case. An average day in Penn Trafford High School (PTHS) consists of ceiling tiles removed, mysterious liquids dripping from pipes, and rooms being changed around at the last moment. You wouldn’t believe that students still had to manage their way around this school. Hallways are closed down, carpet are ripped up, and even walls nocked down. This picture on the left was taken by Jackson Laubham, a sophomore at PTHS. “Having conditions like the one shown in the picture puts stress on students which will impair their leering ability”, comments Nikki when I showed her this picture. I had the pleasure of talking to my former teacher, Mark

Investigations have revealed that many public schools flout the Disability Act. However, New York City refutes this claim stating that the Department of Education ensures that public schools provide full accessibility for all students. I would say this claim is not entirely factual as I have witnessed parents using other people’s addresses to get their children with I.E.P.s in schools outside of their zones, solely due to the fact that services were being offered there that were not being offered in other

For most of our nation's history, children with special needs or disabilities were shunted aside. In spite of mandated education laws that had been in place since 1918, many students were denied education and

According to a survey of sophomores conducted by the National Center for Educational Statistics, 66% of grade 10 students had reported at least one unacceptable building condition related to vandalism, disrepair, or cleanliness. The building conditions involved stalls without doors, unclean walls or floors, trash on the floor, unrepaired ceilings, chipped paint on the walls, and graffiti on the building ((Planty & DeVoe, 2005). It also showed that students who scored in the lowest quartile of their achievement tests were more likely to attend schools with graffiti on the building and trash on the floor compared to students in the highest composite achievement test quartile. This means that students found the building conditions to be unacceptable

Taking these criteria into consideration,a systematic search through various schools and after holding the potential case study buildings with the selection criteria, eight buildings were found to match them sufficiently asmentioned in Table 1 below. For the whole description of each building see Appendix A.

The problems of indoor air quality in schools could be more serious than in other categories of buildings, due to a higher occupant density and insufficient outside air supply (also ventilation), worsened by often poor construction of school buildings (1). Generally a student is involved in a classroom for about 1300 hours in one year and hence poor indoor environment of an educational building can have a negative effect on a student (3).