2.4 - Strategy Tips for Planning
During the development of this resource guide, practitioners across British Columbia were asked for suggestions which could assist others in planning adapted school workspaces for their students.
In general, they said that adapted workspaces should position the student in the way that best facilitates learning and fosters inclusion in the classroom activities.
Teams should involve classroom teachers and students themselves in the planning process, paying particular attention to the preferences of classroom teachers and students. For example, students often prefer desks that are as close to the same size as desks used by their peers. Teachers often want the workspace to be easily moved around the classroom for group work activities. The students and staff who use the workspaces every day should have an opportunity to suggest preferences about their appearance such as the type of materials, colour, or shape. Meeting such preferences as much as possible can enhance the effectiveness of the workspace because it will be more readily accepted by its users.
Tips for Teachers
During the planning stages, school staff should be sure to include information about the school environment which will affect the design and enhance the effectiveness of adapted workspaces. After a workspace is provided, the classroom teacher can play an important role in determining how well that workspace is integrated into the classroom environment and how functional it proves to be for the student.
During the planning
- Consider extended storage facilities that might be needed (accessible and convenient for the student)
- Ensure that the power supply is planned to work effectively with the student's workspace needs
After the workspace is provided
- Ensure that the student has an opportunity to learn about the various safety, storage and access features of the adapted workspace
- Locate the student's adapted workspace in the best position in the classroom (i.e., allows for peer interactions, provides good visibility of the teacher, minimizes negative affect on any classroom activity)
- Make positive comments about the student's adapted workspace and model acceptance of it so the student and classmates learn to accept a workspace that looks different
Tips for Physiotherapists and Occupational Therapists
- Analyze the school environments to ensure that the planned workspace is easily accommodated and functional in the setting
- Think safety and stability for all aspects of the workspace and ensure designs comply with safety standards
- Focus on simplicity and adaptability (A height adjustable desk is often a therapist's first choice because it is practical, inexpensive, and most accepted by school staff and students.)
- Keep ergonomics and function in mind
- Remember that each situation is unique and consequently takes time to plan
- Work on a team which includes all members whose contributions are essential (Failing to include the fabricator can lead to unnecessary expense and frustration later in the process.)
- Use pre-fab trials when possible
- Contact others for additional ideas, such as OT/PT mentors and/or SET-BC staff
- Seek input and support from local / district fabricators
Tips for Designers/Fabricators
- Recognize that their presence as experts in design and construction of adapted workspaces is valued, particularly in complex situations
- Consider adapted workspaces that are adjustable (height and sometimes width) so that student growth can be easily accommodated
- Ensure that all team members are aware of options to meet safety issues related to the adapted workspace:
- durable structures, 'earthquake proof' design
- anti-tipping struts or adequate base size to support student weight and equipment, especially if the student leans on the desk to stand up and transfer to a chair or walk
- adjustable height devices which pivot and adjust to prevent collapses
- elimination of pinch points and sharp edges
- toe locking castors to prevent unintended movement
- parts which are designed to minimize "fiddling" by the student, thus minimizing breakage, lost pieces, and student injury
- Become aware of commercially produced adapted workspaces to help determine whether it is more feasible to purchase, alter or fabricate an adapted workspace
- Remember that useful parts for adapted workspaces are often found in
- hardware stores,
- building supply stores,
- recreational vehicle supply stores,
- computer and office supply stores,
- music stores, or
- plexiglass fabricators
Tips for School Districts
- Create an effective and equitable process for funding the purchase or creation of adapted workspaces for students with special needs
- Ensure that school district designers/fabricators and therapists have adequate time and budget allotments to meet these ongoing needs