| TUESDAY | FEBRUARY 27, 2024 |
| TBD |
Tours: Easter Seals Facility & Metro School |
| DAY 1 – WEDNESDAY | FEBRUARY 28, 2024 |
| 8:00 AM |
Breakfast on your own |
| 8:30 – 9:00 AM |
Opening Remarks / Welcome: Traci Hogan
What is Special Education in 2024 and Why Is It Important to Us?
Ms. Hogan will provide an overview on special education and data to support the need for collaboration of stakeholders. All attendees will be able to demonstrate the understanding of the Power of ALL and the need for an Inclusive Schools for Students with Disabilities.
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| 9:00 – 10:00 AM |
Keynote Carol Shrader: Playgrounds + Presidents
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| 10:15 – 11:15 AM |
CCSD Discussion: Director of Special Education, Director of Capital Projects
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| 11:25 AM – 12:25 PM |
Advancing Inclusive Learning Environments: Exploring the Impact of Flexible Seating in Special Education
Tackling the varied requirements of each student in a classroom environment is a significant challenge. Today there are many studies and research projects that are beginning to outline the benefits of flexible seating in the learning environment on student achievement and student well-being. In our presentation we are going to explore how flexible seating, as a specific tool, might aid in accommodating the needs of special needs students in specific educational settings. Led by Laura Karle, a Physical Therapist at the Office of Fresno County Superintendent of Schools, her team is dedicated to serving students with moderate to severe disabilities. This includes students with orthopedic needs requiring physical support and sensory-seeking students with high motor activity. These diverse needs present unique challenges in maintaining a focused and seated posture in classroom settings, often leading to behavior driven by personal interests, aggression towards others, and various other challenges. Regardless of a student’s challenge, the team is focused on providing each of the students with a free and appropriate education (FAPE) in the least restrictive environment. Pilot Study and Findings: In the pilot study, the team experimented with various seating options across different spaces, applying focused methods tailored to individual needs. This approach has yielded considerable success. They discovered that a tailored, focused approach to seating significantly enhances the learning experience and behavior of students.
Learning Objectives:
- Overview of Student Dysregulation: Understanding its impact on learning and classroom dynamics.
- Case Studies and Observational Data: Demonstrating the efficacy of flexible seating in special education settings.
- Implementation Strategies: Discussing how to effectively implement flexible seating in diverse classroom environments.
- Enhancing Learning Environments: Exploring the potential of flexible seating to improve educational outcomes for special needs students.
Patricia Cadigan, VP Learning Environments, Artcobell
Laura Karle, Occupational Therapist
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| 12:30 – 1:15 PM |
Lunch
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| 1:15 – 2:15 PM |
Designing for Special Education Inclusion
Many School Districts are interested in maximizing inclusion of special education students with their general student populations, and appropriate design can help. Learning disabilities and neurodiversities encompass a diverse spectrum of students, each with unique concerns. As we understand more about the benefits of inclusive design for special education, it’s clear that designing for the highest need benefits not only those with specific requirements but enriches the learning environment for everyone. Learn how to design for inclusive special education through a holistic approach, incorporating variety and flexibility in the classroom and beyond.
Learning Objectives:
- Learn the significance of inclusive design for special education and explain how it positively impacts the overall learning experience and wellbeing of all students.
- Learn the importance of designing a building holistically and how incorporating inclusive design from the largest site level to the small details benefits special education student safety and cognitive function.
- Learn how to incorporate inclusive design for special education at the overall site and building level, and understand how it aids in the routines and processes necessary for special education student welfare.
- Learn how to incorporate inclusive design for special education at the interior building and classroom level, and understand how incorporating flexibility, variety, and sensory transitions into spaces aids in creating a comfortable, healthy, and successful environment for all students and educators.
Philip Riedel, Principal, NAC Architecture
Ann Vacek, Senior Associate, NAC Architecture
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| 2:25 – 3:25 PM |
Building Bridges: Creating Innovative Learning Environments Supporting Students with Special Needs at Bridges Adult Transition Center
Discover the groundbreaking approach of the Bridges Adult Transition Center, revolutionizing the educational experience for young adults with special needs. Dive into an inspiring instructional model that empowers young adults (ages 18-21) as they transition from high school to adulthood in spaces purpose-built for success. Immerse yourself in the world of innovative design, groundbreaking pedagogies, and a targeted focus on personal skills, vocational training, and community-based instruction. Explore the Center's visionary design featuring immersive experiential labs, including Kitchen and Apartment Labs, offering students real-world applications and a transformative educational experience. Join us as we share valuable insights, tools for gaining stakeholder support, and the extraordinary learning environments crafted at Bridges.
Learning Objectives:
- Understand the important of young adult transitional services for students with special needs.
- Discover how community partnerships can expand learning opportunities beyond a traditional school environment.
- Explore how specialized learning environments and pedagogies can cultivate student growth and success.
- Learn tools to gain stakeholder support and consensus in supporting special educational spaces and projects.
Athi Toufexis, ALEP, AIA, Principal, Studio GC
Cory Boaz, ALEP, Principal, Studio GC
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| 3:30 – 4:30 PM |
A.E.R.O. Therapeutic Center: A Research Based Approach to Neurodiverse Education
Using evidence based-research methods inserting radical empathy by walking in the shoes and looking through the lens of students physical, emotional, and neurological diversities. Our case study: A.E.R.O. Therapeutic Center in the underserved community of Burbank, IL, is a brand-new facility specifically designed for physical and neurodiversities, ages 3 to 24 years. The overarching goal for the Therapeutic Center is for the architecture to support the reduction of environmental stress for all users. Research was derived to understand the diverse needs of differently abled students and to radically empathize through the lens of the users. A therapeutic center for education should be a safe-haven for students; it should be a warm welcoming environment that fosters independence and resilience for what their future my hold while maintaining dignity.
Research will be shared in two areas – Key Environmental Factors including: sensory loading, transitions, overlapping, geographic stressors, biophilia, and care. Research Approaches and Architectural Implications including: health Intelligence and consultation, assistive technologies and adaptive education tools, teacher and staff wellness, visual clutter, color, movement, nutrition, natural and artificial lighting and acoustics. Research will show how the project was designed to enhance teaching and learning through specifically designed environments for better health, reduced stress, equity, diversity, and inclusion. This research and project is a game changer for all learning environments in our post-COVID world.
Learning Objectives:
- Provide the audience with digital tools on quantitative and qualitative research strategies that were conducted. This includes two books; one on research and one on design integration.
- Outline methodologies for the integration of research to accommodate neurodiversities in the built environment.
- Identify attributes of schools for opportunities to reduce neurodiverse environmental stressors and to develop radical empathy for diverse learners.
- Participate in a discussion about lessons learned during the research, design, and construction processes and how space can support mentally safe space for neurodiverse students.
Robin R. Randall, , FAIA, ALEP, LEED BD+C, Principal + Director of LEARNING, Legat Architects
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| 4:30 – 6:00 PM |
Open House Reception: VS America Showroom
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| 6:00 PM |
Dinner on your own |
| DAY 2 – THURSDAY | FEBRUARY 29, 2024 |
| 8:00 – 9:00 AM |
Breakfast on your own |
| 9:00 – 10:00 AM |
Inclusive Designs: Crafting Special Education Learning Environments
Designing learning environments that meet the needs of diverse learners involves an in-depth understanding of their unique needs and abilities. This course is designed to elevate your expertise in creating spaces that prioritize inclusivity, accessibility, and provide tailored support for students with diverse needs in Special Education settings. Participants will gain a profound understanding of the unique requirements of learners with varying abilities. From intellectual disabilities to sensory sensitivities, this course empowers participants to envisions environments that transcend traditional models. By emphasizing individualization and adaptability, participants will be equipped to create spaces that cater to the needs and strengths of all learners, fostering a truly inclusive and enriching educational experience.
Learning Objectives:
- Gain a comprehensive understanding of Special Education and the Special Education identification process.
- Identify different types of Special Education classrooms and the diverse needs within those spaces.
- Discover the individual needs of each Special Education space and how to provide accessibility within the learning environment.
- Explore the specific needs of sensory-responsive environments.
Bryan Wimmer, Learning Experience Coordinator, Meteor Education
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| 10:15 – 11:15 AM |
Differing Minds: Considering Neurodiversity in Educational Spaces
Within the human population, there are marked differences in how individuals experience their surroundings, think, and learn. Today, most K-12 school design efforts focus on solutions that work for neurotypical students. However, neurodivergent students are a significant part of a student body in a general education environment. During this workshop we will be exploring the concept of neurodiversity and how the design of school buildings and classrooms impacts neurodivergent learners. Many people associate the term “neurodivergent” with autism, when it encompasses a wide variety of brain functioning, including autism, ADHD, dyslexia and many other learning and attention differences. We will be covering the prevalence of neurodivergent children in general education environments in K-12 schools. The workshop will be interactive, and participants will be able to make personal connections to how their own brains function and the types of environments that best support their own learning. We will touch upon the educational and environmental strategies that promote learning for all students. The design of buildings and classrooms can work with or against these strategies. We will explore ways that school divisions can partner with designers to create flexible and adaptable environments with the neurodiversity of the student population in mind. Design strategies discussed will range from modest interventions at the classroom level all the way to considerations for major renovations and new construction. Participants will leave with a list of practical items to consider for any level of capital investment in school buildings and citations for research that supports these approaches.
Learning Objectives:
- Define neurodiversity, describe the most typical disabilities and discuss their prevalence in schools today.
- Describe the proportion of neurodivergent students learning in a general education environment.
- Identify educational strategies to help neurodivergent students. Discuss large-scale and small-scale design strategies to support neurodivergent students.
- Identify strategies for providing flexibility for the facility.
Emily Wright, Associate, Grimm + Parker Architects
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| 11:25 AM – 12:25 PM |
Case Study: Including Students with Disabilities Through an Integrated Programming Approach & Human-Centric Design
Using case studies including Eden Autism Services, Kingsway Learning Center , and the Bancroft School’s Mt. Laurel, NJ campus, this session will identify why and how educational institutions can support the educational, emotional, and social needs of students with disabilities with interdisciplinary programming supported by human-centric design. While these schools specialize in working with people with physical and intellectual disabilities, their programming can be applied universally across all K-12 schools. By thinking beyond one type of user, we can open up more opportunities that may not otherwise have been considered, creating better outcomes for the entire student population. Bancroft’s purpose-built, nature-based 80-acre campus includes state-of-the-art facilities that focus on life skills and job training, specialized therapeutic services, integrated health services, residential housing, and a community center that fosters connection across the spectrum of care for students with neurological challenges, autism, and intellectual and developmental disabilities. All three projects—Eden, Kingsway, and Bancroft—employ sensory-rich design strategies that serve as prototypes for all graded schools on how to design programming and the built environment together to best support students with disabilities in K-12 populations, across a broad spectrum of needs. This panel will address how and why educational institutions need to be part of the solutions and how they can support the educational, mental, social, and emotional needs of this population through interdisciplinary programming. Panelists will share how each project went from master plan to completion, how their designs support programming, and offer actionable takeaways to develop interdisciplinary programming suited to attendees’ unique needs.
Learning Objectives:
- Expand understanding of how students with disabilities interact and experience the world through the lens of neurodiversity design principles, biophilia, and more, and how this point-of-view can be applied universally.
- Identify guiding principles of design for students with disabilities.
- Articulate how design strategies used at Bancroft, Eden, and Kingsway translate to graded schools to the benefit of all students.
- Translate how Bancroft, Eden, and Kingsway’s programming development and campus designs can be applied to attendees’ areas of expertise.
Mayva Donnon, Partner, KSS Architects |
| 12:25 – 1:15 PM |
Lunch
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| 1:15 – 2:15 PM |
Panel Discussion: School Within a School |
| 2:25 – 3:25 PM |
Closing Remarks
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