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Safe and Healthy School Environments$
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Howard Frumkin, Robert Geller, I. Leslie Rubin, and Janice Nodvin

Print publication date: 2006

Print ISBN-13: 9780195179477

Published to Oxford Scholarship Online: September 2009

DOI: 10.1093/acprof:oso/9780195179477.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 01 December 2021

Children and Adults with Disabilities

Children and Adults with Disabilities

(p.377) 26 Children and Adults with Disabilities
Safe and Healthy School Environments

Kathy Gips

Janice Nodvin

I. Leslie Rubin

Oxford University Press

This chapter focuses on a wide range of attitudes and design features needed to achieve safe and healthy school environments for everyone, including those with disabilities. Several themes run throughout the chapter. The first addresses inclusiveness, which requires that school facilities be inviting, friendly, and comfortably usable for everyone, including people with disabilities. Second, considering the design needs of people with disabilities yields synergistic benefits for the greater society—the curb cut principle. A third theme is individualization. Just as educational plans must be individualized, sometimes physical accommodations and adaptations must be planned around individual student and staff needs. Tradeoffs represent a fourth theme. Certain environmental changes may work for some people but challenge others.

Keywords:   school environment, disabled students, school safety, inclusiveness, curb cut principle, individuation, interdisciplinary approach

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