E Sneschool

A Collection of Exemplary Design of
School Facilities for Special Needs Education

Based on the Revision of Guidelines for Designing
May 2012
A project commissioned by the Ministry of Education, Culture, Sports, Science and Technology - Japan
Committee for Study of Case Examples in Response to the Revisions to the Guidelines for Designing
Introduction
In March 2010, the Ministry of Education, Culture, Sports,

Science and Technology (MEXT) revised the Guidelines for
Designing School Facilities for Special Needs Education to
respond to the progress of efforts after the conversion to the
special needs education system and the revision of the Courses of
Study for Schools for Special Needs Education which was
publicly announced in March 2009, and to keep pace with social
changes.
For the purpose of preparing a booklet which collects case
examples for giving clear explanations of the revised Guidelines
for Designing School Facilities for Special Needs Education, the
Committee for Study of Case Examples in Response to the
Revisions to the Guidelines for Designing School Facilities for
Special Needs Education was established in October 2011 at the
request of MEXT.
The Committee selected ten schools for special needs
education for conducting onsite investigations and collecting
information. Important perspectives employed in the revision of
the Guidelines had already been put into practice by these schools
for special needs education.
This booklet provides descriptions of school facilities for
special needs education. With a view to attracting greater
attention to school facilities for special needs education from
those involved in the operation of schools for special needs
education, including school personnel and children’s parents,
photos and diagrams are also presented together with comments
from principals and teachers.
It is sincerely hoped that this booklet will be used nationwide
for improving the educational environment on the basis of
specific conditions at each school for special needs education as
well as on local circumstances.
Jun Ueno
Chair
Committee for Study of Case Examples in Response to the Revisions to the
Guidelines for Designing School Facilities for Special Needs Education
2 A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education
A Collection of Exemplary Design of
Based on the Revision of Guidelines for Designing School Facilities for Special
Needs Education
May 2012
Visually Impaired
Facilities for the
Index
Revision of Guidelines for Designing School Facilities for Special Needs Education ---- 2
Key Points of Revision of the Guidelines for Designing School Facilities for Special
Needs Education introduced in this Collection of Exemplary Designs ---------------------- 3
Akita Prefecture
01 “Kagayaki-no-oka” Akita Total Support Area
Deaf and Hard of Hearing

(Akita Prefectural Akita School for the Blind, Akita Prefectural School for the Deaf and
Akita Prefectural Akita Kirari School for the Physically Challenged) --------------------- 4
Facilities for the

Kagoshima Prefecture
02
Kagoshima Prefectural Kagoshima School for the Blind --------------------- 8
Osaka Prefecture
03
Osaka Prefectural Ikuno School for Deaf Children -------------------------- 12
Intellectually Disabled
Hokkaido
Facilities for the

04
Hokkaido Otaru High School for Special Needs Education ---------------- 16
Tokyo
05
Tokyo Metropolitan Eifuku Gakuen --------------------------------------------- 20
Ishikawa Prefecture
06
Physically Disabled
Ishikawa Prefectural School for Students with Special Needs ------------- 24
Facilities for the

Nagano Prefecture
07
Inariyama Special Education School -------------------------------------------- 28
Aichi Prefecture
08
Aichi Prefectural Miai Special Needs Education School -------------------- 32
Health Impaired
Facilities for the
Seto City, Aichi Prefecture

09
Seto Municipal School for the Disabled ---------------------------------------- 36
Hiroshima Prefecture
10
Hiroshima-nishi Special Support School --------------------------------------- 40
Small spaces for gathering composure designed with consideration to external stimuli---44
A Collection of Exemplary Design of School Facilities for Special Needs Education – Based on the Revision of Guidelines for Designing School Facilities for Special Needs Education 1
Revision of Guidelines for Designing School Facilities for Special Needs Education
Background
Progress of the efforts after the conversion to the special needs education system
The School Education Act was revised in June 2006, which legally established the conversion of the system of separate
schools for the blind, the deaf, the mentally impaired, the physically impaired and the health impaired to the system of
“Schools for Special Needs Education” which can provide education to children with a diverse range of disabilities to ensure
improvements in the education of children with disabilities. The system started in April 2007.
Since the conversion of the system, toward independence and social participation of children with disability, Schools for
Special Needs Education have advanced efforts to build a system and partnership between schools to provide adequate
education responding to the needs of each child while enhancing the functions as special needs education centers of the
respective communities.
Facility improvements required for the success of these efforts have been advanced, but it is necessary to further improve
their quality for further promotion of special needs education.
Revision of the Courses of Study
In March 2009, the Courses of Study for Schools for Special Needs Education was revised with the aim of helping children
to further develop their “zest for living.”
The revision was implemented on the basis of the three basic concepts: 1) ensure improvements equivalent to the
curriculum improvements of kindergartens and elementary, junior-high and high schools, 2) further enhance teaching
appropriate to each child by responding to the severity, number and diversity of disabilities, and 3) enhance vocational
education to promote independence and social participation. It is necessary to improve facilities accordingly.
To keep pace with social changes
In addition to the above, in view of the increased number of children enrolled in schools for special needs education and
also social changes as well as environmental issues including global warming, a revision of the Guidelines for Designing
School Facilities for Special Needs Education and how to promote improvement of schools for special needs education had
been studied since September 2010. As a result, the Guidelines were revised in March 2011.
Guidelines for Designing Educational Facilities

The Guidelines for Designing Educational Facilities provide points to consider in planning and designing school facilities
such that they ensure the functionality essential for facilitating school education.
An Outline of the Revisions

■ Meeting educational needs of each child ■ Improving the functions as a center for special
・ Flexible spaces designed with consideration to needs education and promoting community
storing teaching materials/aids exchange activities
・ Small spaces for gathering composure designed with ・ Improving the facility environment to provide
consideration to safety and external stimuli consultation and information to parents
■ Developing spaces conducive to the improvement ・ Designing multipurpose classrooms considering the
of vocational education in partnership with use for exchange with the community
business firms ■ Responding to the revision of the Courses of
・ Equipping rooms for vocational education with Study
functions to facilitate partnerships with business ・ Improving the environment for science/mathematics
firms education, language activities, foreign language
・ Designing rooms for learning through work with activities and physical exercise
spaces for a wide variety of practical activities such ■ Improving the informational environment
as sales and cleaning ・ Considering introduction of information equipment
■ Improving the learning and living spaces such as computers and a school network to individual
・ Giving consideration to room temperature and the rooms and spaces
impact of sound to ensure a good environmental ■ Responding to the increasing number of children
condition in schools for special needs education
・ Planning spaces for children to use for breaks as well ・ Planning an adequate size based on the trend of the
as a lounge, hallway, etc. for exchange number of children with disabilities in collaboration
■ Designing staff rooms with consideration to with organs concerned
partnerships ・ When converting existing facilities of a high school,
・ Designing staff rooms with consideration to etc., plan facility functions based on the
exchange among the teacher and partnerships with understanding and analysis of the characteristics of
external experts the existing facilities and each child, while giving
・ Planning a space for a nurse in the staff room, consideration to active use of their functions such as
sickbay, or in an adjacent place as needed outdoor athletic facilities
■ Environmental considerations
・ Designing school facilities to be built in an
environmentally friendly way and with consideration
for reduction in the environmental effects including
greenhouse gas emissions, so that the facilities
themselves can be used as practical resources for
teaching
Key Points of Revision of the Guidelines for Designing School Facilities for Special Needs Education
introduced by this Collection of Exemplary Designs
Ishikawa Prefectural School for

Hokkaido Otaru High School
Inariyama Special Education

for Special Needs Education
Kagoshima School for the Blind
Tokyo Metropolitan Eifuku
Students with Special Needs
Aichi Prefectural Miai Special
Seto Municipal School for

“Kagayaki-no-oka” Akita
School for Deaf Children

Osaka Prefectural Ikuno
Hiroshima-nishi Special
Needs Education School
Kagoshima Prefectural
Total Support Area
Support School
the Disabled
Gakuen
School
On pages
Meeting educational needs of each child

Developing spaces conducive to the improvement of vocational
education in partnership with business firms
Improving the learning and living spaces
Designing staff rooms with consideration to collaboration

Improving the functions as a center for special needs education
and the promoting community exchange activities
Responding to the revision of the Courses of Study
Improving the informational environment
Responding to the increasing number of children in schools for
special needs education
Environmental considerations
How to use the case reports
Basic data on the special needs education school Figures and photos to briefly explain key points of the
(e.g. the scale of the facilities and the number of plan that were taken from the revised guidelines for
children) facilities at the special needs education school
Schools are color–coded based on

the type of disability
Visual impairment.......... ■ red

Hearing impairment ....... ■ orange
Intellectual disability ..... ■ green
Physical impairment ...... ■ blue
Health impairment ......... ■ purple
*Health impairment includes physical
weakness
Key points of the plan that were taken from Summary of the Opinions by the principal, the architects and
the revised guidelines for facilities at the features of the the committee members about the facilities
special needs education school facilities
Akita Prefecture Akita Prefectural Akita School for the
“Kagayaki-no-oka” Blind Akita Prefectural School for the Deaf
Visual impairment Hearing impairment
Akita Total Support Area Department
Number of Number of
Department
Number of Number of
children classes children classes
(Akita Prefectural Akita School for the Blind, Akita Kindergarten Kindergarten
Elementary Elementary
Prefectural School for the Deaf and Akita Prefectural school
Junior-high
school
Junior-high
Akita Kirari School for the Physically Challenged) school
High school
school
High school
Advanced Advanced
course course
■ Owner: Akita Prefecture Total Total
■ Location: Aza-Suwanosawa, Momozaki, Kamikitate, Akita City, Akita, Akita Prefectural Akita Kirari School for
010-1407 the Physically Challenged
■ Site area: 120,000m2 (including the medical treatment department) Physical impairment
■ Building area: 23,598m2 (including the medical treatment department) Health impairment *As of May 2011
■ Total floor area: 28,470m2 (including the medical treatment department) Department
Number of Number of *Number of children and classes of
children classes
■ Structure and scale: Composite structure of steel and concrete with frame Elementary
school
multiple disabilities in parentheses
construction and wood. Two floors above ground Junior-high (included in total)
school
■ Construction period: Oct. 2006 - Sep. 2010 High school
Total
Key points adopted in the plan from the revised guidelines
■ Improving the learning and living spaces

■ Meeting educational needs of each child
■ Designing staff rooms with consideration to
collaboration
Support and exchange possible in a school

where children with different disabilities
gather
Three schools for special needs education for
different impairments and an adjacent medical
treatment center are collected in one place to work
together to support children. In the exchange hall at
the shared entrance of the three schools, works of the
schools’ children are exhibited, and exchange among
children, the teacher and parents is encouraged. The
place is visited by other people of the community as The exchange hall at the entrance exhibiting works of children is visited by people of
the community.
well.
School Layout
Dormitory
Large
gymnasium Akita Kirari School for the
Dining Physically Challenged
hall
Swimming
pool Akita Prefectural Center on
Development and Disability
Staff room
School for the Deaf
Exchange Technical
School for hall Exchange
the Blind Office Center
center
Building for
shared use
Building for
shared use Akita Kirari School for the Physically Challenged
School for the Akita Prefectural Center on Development and Disability
Blind
School for the
Deaf
Advanced exchange space and good learning environment
Visually Impaired
Facilities for the
Dormitory
Large Kitchen
gymnasium Akita Kirari
School for the
Lunch Physically
room Challenged

School for Staff room
Facilities for the

the Blind
Exchange
room
Office
center
Building for shared use
(1) The shared entrance has a large space to ensure safety of the children of the three schools who
arrive and leave around the same time. This is also a place for exchange for accompanying parents.
Facilities for the
Physically Disabled
Facilities for the
(3) Rooms are equipped with
air-conditioning and humidifying systems
for health maintenance and medical care of
children. Air outlets shared by
(2) The large lunch room easily accommodates children of all three schools air-conditioning and humidifying systems
are installed on ceilings to ensure air In-room
circulation. control panel
Overall features of the facilities Improving exchange and learning School for the Physically Challenged are
spaces also equipped with them.) Air outlets
“Kagayaki-no-oka” Akita Total Support shared by air-conditioning and
Health Impaired
Facilities for the
Area consists of three schools for special The shared entrance has a large space to humidifying systems are installed on
needs education (a school for the blind, a ensure safety of children of the three ceilings to ensure air circulation. Control
school for the deaf and a school for the schools who arrive and leave around the panels in rooms enable individual
physically/health impaired) and the same time. The shared entrance is a place adjustment to ensure a good environment
Prefectural Center on Development and for children and their parents to understand for children who have difficulty in
Disability. Each school has its own school other children with different impairments temperature control (3).
building and provides fine-tuned teaching and communicate with them (1).
according to the impairment. On the other The large lunch room easily
hand, the building for shared use that accommodates children of all three schools
connects the three schools is equipped to enjoy lunch together (2). All three
with facilities for their shared use schools are equipped with air-conditioning
including an entrance, a staff room, a and humidifying systems for health
lunch hall, a large gymnasium and a maintenance and medical care of children
swimming pool, providing opportunities (some of the corridors in Akita Kirari
for exchange.
Ensuring safety and security
(4) A curved mirror is installed at each corner of the corridors of the (5) In the School for the Blind, grey rubber with patterned indented surfaces that children
School for the Deaf to prevent bumping. In addition, there are many can feel under their feet is attached on both sides of the corridor floor, and handrails are
displays in the school to visually convey a variety of information. installed on the walls. Braille blocks are installed under the entrance of each room and the
room name is displayed in Braille on the handrail.

Designing learning spaces according to varied activities and development stages of children
(7) Each room of the School for the Deaf is equipped with a collective
hearing aid system (shown in a red circle). An infrared ray deaf-aid
system is adopted in classrooms of the elementary school and above,
and a magnetic loop system is adopted in the kindergarten.
(6) Large sliding doors of classrooms of Akita Kirari School for the Physically Challenged
are designed for smooth entrance and exit of multiple wheelchairs. Halls before the
classrooms are used for various small group activities such as gathering of children of the
same grade.
Designing facilities to ensure safety while handrails are installed on the walls. Each room of the School for the Deaf is
and security Braille blocks are installed under the equipped with a collective hearing aid
entrance of each room and the room name system. An infrared ray deaf-aid system is
A curved mirror is installed at each is displayed in Braille on the handrail (5). adopted in classrooms of the elementary
corner of the corridors of the School for school and above, while a magnetic loop
the Deaf to prevent bumping. In addition, Designing facilities giving system is adopted in the kindergarten
there are many displays as “visual school considering the children’s level of
consideration to diverse activities and
broadcasting” at key spots of the school to development (7).
development stages
deliver information for daily activities. In
the event of an emergency, textual
Large sliding doors of classrooms of
information on the earthquake, fire, or
Akita Kirari School for the Physically
suspicious individual is broadcasted to
Challenged are designed for smooth
prompt evacuation of children (4).
entrance and exit of multiple wheelchairs
In the School for the Blind, grey rubber
at the same time. Halls before the
with patterned indented surfaces that
classrooms are used for various small
children can feel under their feet is
group activities such as gathering of
attached on both sides of the corridor floor children of the same grade (6).
Designing a staff room giving consideration to collaboration
Improving the space for exchange of the faculties and external experts
Visually Impaired
Staff room
Facilities for the

Functional therapist
School for the

Blind
Akita Kirari School for the

Entrance Physically Challenged Entrance
School for
the Deaf

Speech-language- Meeting space
hearing therapist
Facilities for the

(8) The staff room shared by the three schools has a meeting space and desks
for external experts such as functional therapists to provide a place for
information sharing and exchange across the types of impairment.
(9) Akita Kirari School for
the Physically Challenged
has a medical care room
Facilities for the

directly connected to an
infirmary. A nurse is
stationed here to provide
medical care.
(10) A meeting room is used for joint staff meeting. Equipped with screens
and an infrared ray deaf-aid system, the room is designed with consideration
to teacher members with disabilities
Improving the space for exchange speech-language-hearing therapists so that three schools can accommodate 200
between teacher and external experts they can provide highly professional people. Equipped with an infrared ray
support in collaboration with the teacher deaf-aid system and screens, the room is
The staff room shared by the three (8). In a room directly connected to the designed to ensure information for teacher
infirmary, a nurse provides medical care to
Physically Disabled
schools has a meeting space for members with disability (10).
Facilities for the

information exchange and interaction children. The medical care room is also a
among faculties of different schools. The place for the teacher, nurses and nurse
room also has desks for external experts teachers to exchange information (9). The
s u c h a s f u n ct io n a l t h e r ap i s ts a n d meeting room for joint staff meeting of the
School’s Comment Committee’s Comment
In order to fulfill the role as the center of special needs This is a school for special needs education gathering
education in the community, Kagayaki-no-oka is based on three prefectural schools for special needs education
Health Impaired
Facilities for the
independent management of schools of different impairments to (schools for the blind, the deaf, and the physically/health
ensure corresponding expertise. On the other hand, exchange impaired) and an adjacent medical treatment center on
with other children with different impairments has been one premise to serve as the center of special needs
precious experience for children to foster zest for living among education excluding intellectual disability in the
diverse people after graduating from the school. prefecture. While ensuring expertise through the
Our shared spaces including the entrance hall and the lunch independence of each school, the center improves the
hall provide opportunities for such exchange. efficiency of the facilities and equipment, and
In the staff room shared by the three schools, our faculties encourages exchange among children, parents and
also exchange information on teaching taking advantage of the teachers of the schools by installing shared facilities for
partnership of the three schools. the three schools in the building for shared use.
This is a model case for future improvements of
schools for special needs education.
Kagoshima Prefecture
Kagoshima Prefectural Kagoshima School for the Blind Visual impairment
Number of Number of
Department children classes
Elementary
school
■ Owner: Kagoshima Prefecture Junior-high
school
■ Location: 5369-1 Kamifukumotocho, Kagoshima City, Kagoshima, 891-0116 High school
■ Site area: 20,000m2 Advanced
course
■ Building area: 6,060m2 Total
■ Total floor area: 9,708m2 *As of December 2011
■ Structure and scale: Steel construction. Three stories above ground. *Number of children and classes of
■ Construction period: Oct. 2009 – Dec. 2010 multiple impairments in parentheses
(included in total)

■ Meeting the educational needs of each child
■ Developing spaces conducive to the improvement of
vocational education in partnership with business
firms
Space designed with utmost care so that

children can live safe and secure
A corridor that runs straight from the entrance to
the field―from north to south―is at right angles to
the school buildings to form the spine of the entire
space. The simple space structure ensures easy
movement and worry-free activities by children.
Lines on the corridor floor are wide on the central part and narrow on
branches to help positional recognition.
School Layout
Main gate
1st-floor plan
Entrance to Entrance for
Car parking Entrance hall the school patients
Administration Clinical Car parking

building building Car parking
Clinical
Staff room room
Car parking
Classroom Classroom
Maintenance road in the premise
building-1 building-2
Infirmary Playroom
Front yard Front yard
Dining hall Swimming pool

building building
Front yard Front yard
Indoor sports
Outdoor connecting corridor
Dormitory
facility
Dining Swimming pool

room
Field
Indoor sports
facility
Dormitory Staff Student rooms
room
Facilities with maximum safety and security when moving from one place to another
Visually Impaired
Facilities for the
(2) Emergency exits
against the sun are
equipped with shading
curtains to avoid excess
light preventing sight.

Rubber
Facilities for the

Baseboard
(1) The boundary between the floor and the wall is highlighted by a dark baseboard and
blue antiskid rubber is attached to stairs so that children with visual impairment can
easily recognize and use them safely.
(4) Benches for rest are (3) An opalescent polycarbonate roof of the connecting corridor
installed in corridors in a
way that they do not get
in the way of other
Facilities for the

children
(5) For the indoor

swimming pool, a color
scheme based on blue and
yellow is used to clearly
distinguish the pool sides
from the water surface.
Physically Disabled
The pool is equipped with
Facilities for the

an aeration function
(bubbling from the
bottom) at the five-meter (6) Handrails are installed also on doors so that the handrails on
line from the goal. corridor walls continue seamlessly for children who walk holding on
to them.
Overall features of the facilities Facilities with maximum safety and by the visually impaired is implemented
security when moving from one place using the difference between warm
Kagoshima Prefectural Kagoshima to another advancing colors such as red and yellow
School for the Blind is designed such that on one hand and cold retreating colors
children with visual impairment can learn A corridor that runs straight from the such as green and blue on the other. Dark
safely, securely and without inconvenience entrance to the field—from north to brown baseboards are used in corridors
when possible. and classrooms to make the boundary line
Health Impaired
south—forms the spine of the entire space.

Facilities for the
Layouts and color schemes that help The simple space structure ensures easy between the floor and wall easily
spatial recognition are adopted. The school movement and worry-free activities by discernible. Color contrast is adopted for
building is built away from busy public children. Spaces such as an administration treads and risers of stairs to help
roads to minimize external stimuli such as building, classroom buildings, a clinical recognition and blue rubber is used to
car noise and exhaust to children with building and a dormitory are all at right prevent skidding (1). For the indoor
acute senses of hearing and smell. angles to the corridor to help children find swimming pool, a color scheme based on
where they are. Blue color lines with blue and yellow is used to clearly
finely textured surfaces are painted in the distinguish the pool sides from the water
center of the corridor floor so that totally surface (5).
blind children can also check the central The school is bright as a whole.
position by feeling the line under their However, emergency exits against the sun
feet. are equipped with shading curtains to
A color scheme to facilitate discerning avoid excess light preventing sight (2).
Facilities and equipment to support each child’s learning
(8) Blackboards are used to make chalk lines more easily

discernible
(7) Power is supplied from the ceiling in classrooms to enable the use of visual aid equipment in
daily learning.
Perforated
boards
Cushioning
material (9) Perforated boards are used for walls of the
gymnasium to reduce echoing. The lower
parts of walls are covered with cushioning
material to improve safety.
An opalescent polycarbonate roof is used or higher. In addition, equipment such as from one place to another (7).
for the corridor connecting classroom guidance lights with sound, call alarms and Image-enlarging video systems are also in
buildings to the dormitory and the security cameras are installed for special rooms such as the library and
gymnasium to reduce ultraviolet rays (3). emergencies. science rooms so that they are available
Benches for rest are installed in whenever needed. Blackboards are used to
corridors in a way that they do not get in Designing facilities to help each make chalk lines easily discernible (8). For
the way of other children (4). Handrails child’s learning activities indoor lighting, equipment with twice the
are installed also on doors so that the illumination of standard equipment is
handrails on corridor walls continue used. Their illumination is adjustable with
Classrooms are equipped with
seamlessly for children who walk holding a dimmer control. Windows are equipped
image-enlarging video systems and desk
on to them (6). with shading curtains to adjust the light
lamps, and have enough space and power
In order to make the escape route easy from outside.
available to use them. Power is supplied
to find, an emergency exit and outdoor
not from the floor but from the ceiling to
stairway are installed at the end of the
prevent cables from obstructing moving
corridor of almost all buildings two stories
Developing spaces conducive to the improvement of vocational education in partnership with business firms
Facilities and equipment to help children obtain qualifications
Visually Impaired
Facilities for the
Clinical building
Entrance for
outpatients
Storage Storage
Waiting Front Washing
desk
Entrance room room
1st Clinical Physical 2nd Clinical

Room therapy room room

Facilities for the
(10) The practical training room of the clinical building has therapy booths to ensure the
privacy of users and an auto-flush hand-wash station for hygiene control.
(12) In addition, there is

a physical therapy room
equipped with room
runners and various
instruments for
Facilities for the

preparation for
certification exams.
(11) The clinical building has an entrance, a reception desk

and a waiting room dedicated for people of the community
who come to use the service.
Perforated boards are used for walls of Improving facilities for vocational provide service to people of the
the gymnasium to reduce echoing and skill training to support children to community as part of their practical
because children can sense the movement become self-reliant training (10). The clinical building has an
Physically Disabled
of the ball and people through hearing entrance, a reception desk and a waiting
Facilities for the

when playing a ball game. In addition, the The advanced course of the high school room dedicated for people of the
lower parts of walls are covered with provides training to be certified as community who come to use the service
cushioning material to reduce the impact massage and finger pressure practitioners, (11). In addition, there is a physical
of collision (9). acupuncturists, and moxibustion therapy room with equipment necessary
practitioners. The school has a large for preparation for certification exams
clinical room for practice, where children (12).

Health Impaired
Facilities for the
The school moved to this place in April 2011 due to the aging Though individual elements of the consideration for
of the former school building. The old school building was used the visually impaired are found also in other schools
also as training facilities, which was the cause of its complex for the blind, only a few schools pay such great
traffic lines. When designing the new school building, we pursued attention to detail. Furthermore, the process of
safety, security and amenity through color schemes and corridors planning where about 20 meetings with participation
with good visibility, for example, believing that “a school should of the teacher were held to gather opinions serves as a
be a place where children feel safest.” useful reference. On the other hand, the waiting room
However, we feel the need for efforts such as on-site training for outpatients could be designed as an independent
using external facilities that are not barrier-free to help children room rather than an open space for air-conditioning
become self-reliant in the real world. efficiency and privacy reasons.
Osaka Prefecture
Osaka Prefectural Ikuno School for Deaf Children Hearing impairment
Number of Number of
Department children classes
Kindergarten
■ Owner: Osaka Prefecture Elementary
school
■ Location: 1-2-1 Momodani, Ikuno-ku, Osaka City, Osaka, 544-0034 Junior-high
school
■ Site area: 10,695m2 Total
■ Building area: 4,171m2 *As of May 2011
■ Total floor area: 8,743m2 *Number of children and classes of
■ Structure and scale: RC structure. Four floors above ground. multiple impairments in parentheses
(included in total)
■ Construction period: Apr. 1999 – Dec. 2002

■ Improving the functions as a center for special
needs education and the promoting community
exchange activities
■ Improving the informational environment
Designing facilities for education activities to

develop hearing ability
In addition to course instruction, the school
provides language intervention and education to use
residual hearing with the aid of hearing aid systems
and displays. The school also fulfills the role of a
center in the region by providing facilities for early
education of infants with hearing impairment and
their parents. A special entrance is provided to participants of the early education classes
The corridor is carpeted considering the activities of infants.
Water storage Stairway (to 2F)

1st-floor plan tanks
Pump room
Entrance
Kettle Changing Common room
Storage 1
room room for parents
Principal’s Kettle
Office office Storage Printing room
Storage room
Art
room Staff
Small room
Library meeting room Common room
for engineers Japanese
Kettle room room
Ceramic Storage
Equipment
room room
Infirmary
Large
Square 1 meeting Inspection and
Manual Changing room receiving room Pretreatment
room room
arts Square 2
room
Multipurpose Kitchen
Kindergarten for
hall staff room lunch
Storage
Entrance of
Equipment the
Technology Junior-high kindergarten
room Elementary
School Layout and home Piloti school
Science
Equipment school Kindergarten classroom
economics room Science room
room room
Entrance Storage
Play court
Kindergarten classroom
Building 2
Vehicle entrance
Storage
Square 1
Square 2 Storage Storage
Storage
Building 1 Playroom
Play court
Field (120m track)
Storage
Improving the functions as a center for special needs education and the promoting community exchange activities
Classrooms and a counseling room for early education
Visually Impaired
Facilities for the
Facilities for the
(1) The school has three classrooms dedicated to early education. Mats are spread on the (2) The educational counseling room is next to the early
floor and play equipment is put out for infants. education rooms and functions as a simple hearing test room
for infants.
Kindergarten
classroom
Corridor
Facilities for the

2nd floor
Educational
counseling
room
Early
Broadcasting education
room room
Early
education
room
Well hole
Entrance Early
education
room
Physically Disabled
Facilities for the
(3) Each of the educational counseling room and the early
education rooms has its own entrance to ensure privacy and
convenience for users.
(As of FY2011)
Overall features of the facilities Facilities for educational counseling to parents. Because the room functions as
and support a simple hearing test room for infants,
Facilities of the Ikuno School for Deaf consultation is provided while testing the
Children were completely rebuilt in 2002. As of 2011, the school has three early hearing ability of infants as needed (2).
The new school building has early education rooms for hearing impaired Each of the educational counseling
education rooms for infants and special infants to support the development of their room and the early education rooms has its
Health Impaired
Facilities for the
support rooms for children with disabilities hearing ability and promote parents’ own entrance to ensure privacy and
in the region to support hearing-impaired knowledge. Mats are spread on the floor of convenience for users (3).
children and their parents. the rooms considering the infants’
The classrooms are equipped with an activities. There is also an extensive
FM hearing-aid system to supplement variety of play equipment, etc. for teaching
audio information. In addition, the school through play (1).
has language study rooms and hearing The educational counseling room is
study rooms where sound from outside placed adjacent to the early education
does not disturb activities inside. rooms and is used to provide consultation
Providing information support both aurally and visually
(5) Chimes consisting of color lamps are placed over the

blackboard in classrooms so that children can visually
grasp the situation.
(4) An FM hearing-aid system is used in classrooms. Teachers wear a pendant-like microphone during
lessons. Speakers can be used in addition. Their angle is adjusted such that children can hear well.
(6) Signs showing the pronunciation are added to posters

and pictograms so that children can learn how to
pronounce them.
(7) Many placards and notices with hiragana and other signs showing pronunciation are placed on the (8) There are fewer wall notices showing pronunciation
classroom walls of the kindergarten and lower grades of the elementary school. Desks are arranged in a in the junior high school classrooms.
horseshoe shape so that teacher and children can easily identify each other’s mouth movement and sign
language.
Providing information support both Desks are arranged in a horseshoe shape There are more of such posters and
aurally and visually so that children can easily identify the pictograms in the kindergarten and lower
mouth movement and sign language of the grade classes and less in higher grade
An FM hearing-aid system is used in teacher and classmates (7). classes (8).
ordinary and special classrooms. Teachers Many things are put up in and outside Chimes consisting of color lamps are
wear a pendant-like microphone during classrooms to supplement information placed over the blackboard in classrooms
lessons so that children can hear their visually. In classrooms of kindergarten and and in corridors. Red, yellow and green
voice through a hearing aid or artificial lower grades of the elementary school, lamps indicate emergency, the start of
inner ear. Obtaining information through signs showing the pronunciation and class and break, respectively. Children can
the ear as much as possible facilitates furigana are added to posters and pictsigns grasp the situation based on the color (5).
understanding of words and learning of so that children can learn names and words
speech (4). together with how to pronounce them (6).
Improving facilities and equipment with consideration to auditory information
Visually Impaired
Facilities for the
(9) Auditory study rooms
are equipped with
quadruple windows for
sound insulation.
(10) Equipped with an

FM hearing-aid system,
the library is also used
for exchange activities
Facilities for the

such as story hour by
student volunteers.
(11) Language study rooms

are equipped with tools to
support speech learning,
including mirrors and
teaching materials showing
the shape of the mouth and
Facilities for the

tongue.
(12) Hearing test rooms are equipped with

audiometric equipment and hearing-aid
adjusting equipment.
Facilities to support learning of to an optimum state based on the test semicircular floor and large windows.
speech and hearing results (12). Equipped with an FM hearing-aid
Auditory study rooms are equipped with system, the spacious library is used for
The school has language study rooms quadruple windows so that outside sound reading books and research studies by a
Physically Disabled
and auditory study rooms where children dose not interfere with the activities inside wide range of children from kindergarten
Facilities for the

learn speech as well as understanding by (9). to junior-high school. It is also used for
sensing sounds (11). exchange activities such as story hour by
The school has a hearing test room to The library is also used for exchange student volunteers (10).
check and adjust hearing aids. The room is with local communities
equipped with audiometric equipment and
hearing-aid adjusting equipment. How you Facing an inner courtyard, the library is
hear through hearing aids can be adjusted an open and bright space with a
Health Impaired
Facilities for the
In addition to the Kindergarten, Elementary and It is impressive that the school uses innovative signs and
Junior-high school departments, the school has facilities for notices in and outside classrooms to supplement hearing
early education from under the age of one and special with visual information. The use of such information in
support education for children with disability who attend combination with information through the FM hearing-aid
other schools in the region. system and others effectively support children’s learning of
Our activities to increase understanding of hearing language and speech.
impairment include sign language classes for local For the future, it is desirable to improve its ICT
communities. In the future, we will improve our ICT environment by introducing large displays and presentation
environment including visual school broadcasting. software, for example, for information support through
visual information.
Hokkaido
Intellectual disability
Hokkaido Otaru High School for Special Needs Education Number of Number of
Department students classes
High school
■ Owner: Hokkaido
*As of April 2011
■ Location: 1-10-1, Zenibako, Otaru City, Hokkaido, 047-0261
■ Site area: 54,917m2
■ Building area: 7,976m2
■ Total floor area: 12,739m2
■ Structure and scale: Composite structure of steel and concrete
with frame construction. Three floors above ground
■ Construction period: Dec. 2009 – Mar. 2011

firms
■ Environmental consideration
School building designed with a view to

exchange with local residents to support
social independence of students
The school provides education to enhance basic
capabilities essential for vocational independence and
social participation and to develop practical abilities.
The coffee shop used for practical training of
vocational education is installed in the gallery
building that faces a residential area to make it easily
accessible for local residents. With a dedicated entrance and a wood deck, the coffee shop invites local residents.
School Layout
Because the school is built on
a ground that has a difference
in height, the front entrance is
on the second floor. Swimming
pool
Dormitory
Gym
Inner courtyard
Building Building
Entrance A C
for staff Building
B Building for Swimming
vocational Changing room pool
Entrance for education Machinery
Gallery building Hall
students room
Car parking
for staff Broadcasting Instrument
Residential area room storage
Dormitory
Multipurpose Gym
hall
Multipurpose Connecting corridor

room Teaching Teaching
material material
2nd-floor plan Teaching Preparation
material room room
Art
2nd graders
3rd graders
1st graders
Students’ room Changing Changing

meeting Science
room room
room room
Classroom
Classroom
Classroom
Changing Changing Changing Environmental Material

room room room Tailor practice Machinery
practice room
room room
Lounge Lounge Lounge
Changing Changing Changing Entrance Material room
room room room
Food storage
Multipurpose
room
Inner courtyard Confectionary
Preparation Preparation Preparation practice room
room room room
Anterior
Bathroom chamber Changing room
Home
economics Building Cooking Building Computer Building Material Multipurpose Building for
A room B room C room vocational
room
Care Sales Material education
practice practice room Life skill
Entrance for Entrance hall for Gallery building Multipurpose room room practice
students Library room Woodwork room 2
students
Coffee shop practice
Dust room Painting Material room
Entrance dedicated collector
Medicine
to the coffee shop Life skill
practice
Storage
room 1
Creating an environment for vocational education through exchange with local residents
Visually Impaired
Facilities for the
Facilities for the
(1) The coffee shop that appears to be a real shop has a
dedicated entrance to invite casual visits by local residents.
(2) In the coffee shop, students can

serve customers as part of their
Gallery building Home practical training
economics 3rd Cooking nd Computer st Classroom
1
room graders room 2 room
graders graders
Entrance for Entrance hall Library Multipurpose

students for students Entrance Coffee shop room
dedicated to
the coffee
Wood deck
Facilities for the

shop
School gate
Physically Disabled
Facilities for the
(3) A display space is set up in the gallery building that is visited by people (4) Equipped with movable partitions and audio equipment such as
outside of the school so that more people can see works made by students. microphones, the multipurpose room can be used as a meeting room. It is
also used for exchange with local residents.
Overall features of the facilities Under the policy of “demonstrate the display space connected to the coffee shop
students’ ability to live to people of the exhibits works of students of the life skill
Health Impaired
Facilities for the
Otaru High School for Special Needs community,” the school actively opens its course and the life and home economics
Education is a high school with vocational facilities to the communities, while course in large part. The exhibits are not
courses for students with intellectual devising various ways to attract local only eye-pleasing for visitors but also
disabilities. The school has courses for residents to the school. attract orders for new production (3).
students with mild intellectual disabilities Equipped with movable partitions and
(a woodwork course, an environment and Creating a school open to the audio equipment such as microphones, the
distribution support course and a welfare communities multipurpose room is also used for
service course) and those for students with exchange with local residents. When the
relatively severe intellectual disabilities (a The gallery building that faces a coffee shop is open, students deliver coffee
life skill course and a life and home residential area is designed for exchange to users of the room. This is a place for
economics course.) The school facilities with the community. For example, there is interaction between students and local
are designed with consideration to an entrance dedicated to a coffee shop to residents (4).
disabilities of students to provide an enable direct access from outside. In the
environment for a wide range of coffee shop, students serve customers as
vocational education. part of their practical training (1, 2). A
Vocational training environment with future employment in sight
Entrance
Material room
Building for
vocational Food storage
education Multipurpose Inner
room courtyard Confectionary
practice room
Anterior
Bathroom chamber Changing room
Material Multipurpose
room
Material
Care Sales store
practice Life skill
practice room
room practice
room Woodwork
room 2
practice
Dust room Painting Material room
collector Medicine
room Life skill
practice
Storage
room 1
(5) All equipment used in work practice facilities (6) The sales practice room has both a lecture space
are of business specification with employment in and a practice space to ensure a good balance
sight. The school has a disinfection room to ensure between gaining knowledge and practice such as
strict hygiene control. cooking.
Environmental consideration
School building and education activities realizing the spirit of producer-consumer collaboration
(8) An electric board

before the entrance
explains photovoltaic
power generation in
addition to the output
of the solar panels.
(9) Lawn is planted all

over the premise to
promote greening.
(7) Woods produced in Hokkaido are used inside of the school building
The building for vocational education is and confectionery practice room for Consideration to the environment
equipped with facilities to learn about the education activities with actual working
service industry (e.g. sales practice room), environments in sight (5). Surrounded by the sea, mountains and
facilities to learn about nursing care (e.g. The sales practice room has both a greenery, Otaru High School for Special
care practice room) and facilities to learn lecture space and a practice space so that Needs Education is an eco-friendly
distribution management (e.g. distribution students can practice in the practice space facility. From the perspective of
practice room). In addition, the entire what they have learned in the lecture producer-consumer collaboration to
school is used as a facility to learn space, and after completing the practice, revitalize the local economy by utilizing
building cleaning (space for practice of return to the lecture space for summing up local resources, the school uses materials
cleaning and environmental improvement). and review. This is a layout suitable for produced in Hokkaido including wood
Reviewing the conventional manufacturing students to deepen their understanding (6). inside the school building and bricks on
training, the school introduced equipment the outer walls (7). Materials produced in
for business use to the woodwork room Hokkaido are also used in sweets and other
products made by students as part of their
vocational training.
Classroom layout with clear zoning of activities
Visually Impaired
Facilities for the
(10) A set of classrooms, a restroom, a lounge and a
changing room are arranged close to each other to
Basic movement zone
Multipurpose make clear activity zones for students and help them
hall foresee the next activity.
Multipurpose
Teaching Teaching
material material
Teaching Preparation
material room room
Art
Students’ room
Science
meeting room
room
1st graders
2nd graders
3rd graders

Classrooms
Classrooms
Classrooms
Changing Changing Changing
room
Facilities for the

room room
Lounge Lounge Lounge
Changing Changing Changing

room room room
Preparation Preparation Preparation

room room room
Home Building Building Building

Cooking Computer
economics room
A room B C
room
Entrance
for Entrance hall Multipurpose
students for students Coffee shop
Library
room (11) There are lounges for students who wish to interact to
gather.
Entrance dedicated
to the coffee shop
Facilities for the

Solar panels have been installed on the Arranging classrooms with foresee the next activities and act calmly.
rooftop of the dormitory. An electric board consideration to disabilities (10). The lounge that is placed in the
before the entrance for students displays building of each grade has benches to
the power generation status to increase Giving consideration to students with provide a place for students to gather and
students’ concern about the environment autistic tendencies, a set of essential rooms interact during break and after school (11).
(8). Lawn is planted all over the premise to including classrooms, a restroom, a lounge
promote greening. This is also a place for and changing room are arranged close to
students to enjoy ball games (9). each other to make clear activity zones for
students, which defines the basic moving
range for each grade. Reducing
Physically Disabled
Facilities for the
environmental changes helps students
It is only about nine months since the opening of the new school building but With the goal of assisting in the
local residents are highly interested in our school. There are many people who employment and working of high-school
are actively involved in the school by doing physical exercise with our students students with intellectual disability, the
Health Impaired
Facilities for the
or visiting the coffee shop, for example. In a questionnaire survey for school has created an environment for
customers of the coffee shop, we received advice concerning the service in extensive vocational education. This is a
addition to appreciation such as “I like their brisk motion” and “they look better model case for schools with the same
every time I come,” which encouraged our students. There are many hurdles purpose. The school provides a good
such as hygiene standard and price setting for opening a coffee shop, but this is example of facility design with exchange
the best way to have people of the community visit the school. For the future, with local residents in mind, especially
we are considering expanding the range of exchange by providing a place for in that a coffee shop facility used for
life-time learning such as woodwork class using the wood processing room. We vocational training is set in a place easily
wish to increase visitors by expanding the coffee shop to the entire gallery accessible for outside users and has a
building in the future. dedicated entrance. For students who
will live in their community after
graduation, it is important to increase
mutual understanding with local
residents in such a manner.
Tokyo
Tokyo Metropolitan Eifuku Gakuen Intellectual disability
Number of Number of
Physical impairment
Number of Number of
Department students classes Department children classes
Elementary
High school school
■ Owner: Tokyo Junior-high
*As of May 2011 school
■ Location: 1-7-28 Eifuku, Suginami-ku, Tokyo 168-0064 High school
*As of May 2011
■ Structure and scale: Composite structure of steel and concrete with frame construction. Four floors above multiple impairments in parentheses
ground (included in total)
■ Construction period: Jun. 2006 – February 2007 (conversion: area of the vocational skill department)
Oct. 2007 – Feb. 2009 (new construction (1st and 2nd floor: area of the physically impaired student
education department) (3rd floor: area of the vocational skill department), gym and indoor swimming
pool)
■Developing spaces conducive to the improvement of

firms
■ Responding to the increasing number of children in
schools for special needs education
■ Responding to the revision of the Courses of Study
Teaching in collaboration with citizen

instructors in training rooms simulating actual
working place
The school building of an abolished high school
was converted into a high school of vocational skill
courses for students with mild intellectual disabilities.
For students who aspire to work in a company, the
school provides a building cleaning course, a logistics
course, a food course and a welfare course
corresponding to their technical subject. The school
building houses vocational training rooms simulating
working environments such as a coffee shop and Students learn how to sell and serve customers in a coffee shop in the school.
logistics warehouse.
School Layout
Kanda River
Main gate
Entryway
New building (1st and 2nd floor: area of education

for physically impaired students)
(3rd floor: vocational skill area) Converted building (area
for the vocational skill
department)
Field
Swimming pool
Gym Entryway
Area for shared use

Conversion
New construction
Practical room of each course is designed simulating “workplace”
(2) The logistics training
Visually Impaired
Facilities for the
room for 3rd graders is
designed in the image of
a distribution center of a
business firm. The room
has an entrance of the
right size for a truck bed
so that students can
exercise carrying goods
in and out.
(1) To ensure teaching according to the stage (basic,

progressive and application), each course has two practical

training rooms. The logistics training room used by 1st and
2nd graders is designed for learning basic operations.
Facilities for the

(3) The kitchen of the food Wood floor
course has enough space
for dividing the cooking
and washing areas to create
an environment similar to
their future workplace.
Carpet
(5) The floor of the welfare

training room is carpeted so
(4) The unit bathroom in the welfare training that students can learn
room that is made like a hotel room has a different cleaning methods
window to enable teaching while checking how depending on the material.
the student is cleaning the inside.
Facilities for the

Responding to the increasing number of children in schools for special needs education
Ensuring sufficient space and necessary number of classrooms
(6) The classrooms of the vocational skill department

are two-thirds the size of the high-school classroom
before the conversion (two rooms’ space is divided
into three) to ensure sufficient space and a sufficient
number of classrooms.
Physically Disabled
Facilities for the
Overall features of the facilities impaired students in the new building, the the other is designed keeping in mind their
living environment is improved by future workplace environment. The latter
Eifuku Gakuen is a school for special ensuring spaces for placing wheelchairs has an environment more similar to the
needs education consisting of a high while at the same time giving actual working environment of companies
Health Impaired
Facilities for the
school vocational skill department for consideration to smooth traffic in in order to reduce students’ “puzzlement
students with mild intellectual disabilities corridors, for example. The gymnasium for due to their lack of experience” after
and elementary, junior-high and high shared use is designed barrier-free and joining a company. In these rooms students
school departments for students with equipped with a hearing-aid system to receive practical training according to their
physical impairments. The building of the make it friendly to all users. stage (basic, progressive and application)
vocational skill department is converted (1).
from a high-school school building and Designing vocational training room of The practical room of the logistics
has practical rooms for vocational training. each course with actual workplace in course has a space similar to an actual
With a goal of 100% employment of mind distribution center with high ceiling that
students after graduation, the school enables a truck to pull up alongside.
provides professional education in Each course has two practical rooms.
collaboration with citizen instructors. In One is for vocational training where
the area for education of physically students can learn basic operations while
Learning and living spaces designed to be easy to use for everyone
(7) The stage in the gym has

ramps on both sides for children
who use a wheelchair to go up on
the stage.
(8) An infrared hearing-aid system is

installed for children with hearing
impairments
Special
classroom
Corridor
Classroom Classroom Classroom
(10) Small spaces like the lobby are created at the side of
(9) In the new building, there is a space for wheelchairs in a corner of a corridor in the area for stairs of the shared area and other places. The bright and open
the physically-impaired children education, in a way not to interfere with traffic. spaces are used for workshops and presentations of
vocational training and extracurricular activities.
A wide space is created for division of welfare learning room is carpeted so that sufficient space and a sufficient number
labor according to the goods handled (2). students can learn different cleaning skills for the students. Two classrooms for 40
The kitchen of the food course is designed depending on the floor material. The unit students were divided into three rooms (6).
to divide the cooking and washing areas so bathroom has a window to enable teaching
that students can practice in an while checking the condition of the inside Gym that is easy to use for anyone
environment similar to the kitchen of a (4, 5).
company cafeteria (3). The stage in the gym has ramps on both
The building cleaning course gradually Space of the classrooms was reviewed sides for children who use a wheelchair to
widens the area to clean from the practical go up on the stage (7). An infrared hearing
in the conversion
room eventually to the entire school aid system is installed for children with
building. hearing impairments (8).
Classrooms of the area for vocational
Both wood and PVC sheeting are used for skill department are designed to ensure
corridors in the school, and the floor of the
Improving the environment for exercise
(11) The gym is air-conditioned so that
Visually Impaired
Facilities for the
children who have difficulty in temperature
control can safely participate in physical
exercise and events

Facilities for the
(12) Mirrors and whiteboards are useful to give
instructions about the positions and movements
when playing sports.
Facilities for the
Because facilities such as the field and the children. In the new building, there is a Improving physical activities
gym are often used as life-long sports space for wheelchairs in a corner of a wide
facilities for graduates, the gym has an corridor in the area for education for The gym is air-conditioned so that
entrance for external users. physically-impaired children, in a way not children who have difficulty in
The gym also has a restroom that can be to interfere with traffic (9). temperature control can also safely
used from the field side. participate in physical exercise and events
Efficiently using small spaces (11). Mirrors and whiteboards attached to
Ensuring wheelchair bay with traffic the walls are used for giving instructions
line in mind Small spaces like the lobby are created about the position in sports, checking body
at the side of stairs of shared area and movements and other purposes during
Because one child uses multiple other places. The bright and open spaces learning activities (12).
wheelchairs (e.g. for indoor, outdoor, are used for workshops and presentations
eating) it is necessary to prepare a space of vocational training and extracurricular
Physically Disabled
for more wheelchairs than the number of activities (10).
Facilities for the
The vocational skill department and the physically impaired The conversion of the school building that
student education department have different roles but fulfill a enabled vocational education in partnership with
Health Impaired
Facilities for the
shared mission to meet the needs of their children in collaboration business firms is a good example of high schools
among the teacher and external human resources and experts. for students with mild intellectual disabilities.
We received advice from business firms for the design of the Careful consideration to create a training room
training rooms of the vocational skill department. After the opening environment similar to an actual working place
of the school, we invited citizen instructors from outside to the further enhances the educational effect.
training rooms to teach students vocational and communication A coffee shop could be opened in a place on the
skills necessary in the workplace. Students vigorously tackling 1st floor that is more accessible for local residents.
vocational training also inspire future students who visit the school.
Ishikawa Prefecture
Ishikawa Prefectural School for Students Physical impairment Intellectual disability
Number of Number of Number of Number of
Department children classes Department children classes
with Special Needs Elementary
school
Elementary
school
Junior-high Junior-high
school school
High school High school
■ Owner: Ishikawa Prefecture
Total Total
■ Location: 1-1 Ri, Minamimorimoto-machi, Kanazawa City,
*As of May 2011 *As of May 2011
Ishikawa Prefecture, 920-3116 *Number of children and classes of *Number of children and classes of
■ Site area: 52,156m2 multiple impairments in parentheses multiple impairments in parentheses
■ Building area:13,980m2 (included in total) (included in total)
■ Structure and scale: Composite structure of steel and concrete
with steel-reinforced concrete and frame construction. Two
floors above ground
■ Construction period: Oct. 2004 – Mar. 2006 (1st construction)
Oct. 2006 – Mar. 2008 (2nd construction)

■ Improving the functions as a center for special
needs education and the promoting community
exchange activities
Facilities that enable flexible response to

varied learning contents and styles
Classrooms have movable partitions and storage

spaces to create spaces for flexible response to
diverse educational activities including teaching Movable partitions are opened to create a large space for flexible response
to group learning.
one-on-one and in groups. The facilities are designed
to support children’s independent learning and School building for mentally impaired Community support building
fulfilling school life through diverse activities. children (north building) School building for physically
impaired children (north building)
School building for physically
Life experience building impaired children (middle building)
Big School building for physically
Job practice building Gym impaired children (east building)
Administration
building
School Small gym
Layout
School building for mentally impaired Physical impairment
children (middle building)
Shared use
Kanazawa
Field A School building for physically
Medical Center
School building for mentally impaired impaired children (south building)
for Children
children (south building)
Field B
1st-floor plan Big Gym
Community support
building
Bath canopy
Music
room
Reception Principal’s
Meeting room
Infirmary
room office
Life experience Machinery
Rest room A ES
Restroom
building room Ramp Study

Office Front entrance room1
Science Manual Restroom

Entrance Art room Storage A ES
Individualized room
Food Restroom Care Common Storage learning room
art room 5-1
Multipurpose room for
processing room parents
room Anterior Inner

chamber
courtyard
Rest room
Small Gym Entrance hall Tennis court A ES
Individualized
Playroom Playroom 4-1
Workshop learning room
Job practice building
1 Restroom A ES
2·3-4
Rest room Rest room A ES 3-4
Inner A ES A ES 2-2 Care room A ES
Restroom
B ES Restroom A ES
Music Art Manual B ES B ES B ES
B ES courtyard 2-1 1-2 2-3 3-1
3-3
1·2-2 3-2 Storage
Workshop room room art room 2·3-3
1-1 2-1 2-2
4-4 Storage
2 Independence A ES
Inner courtyard Dining room Changing activity room 3-2
room
Inner courtyard
Restroom Kitchen
Swimming
pool Shower Room for learning
Windbreak room through senses Storage
Rest room Changing
A ES A ES A ES
room A ES A ES
B ES B ES B ES B ES Warm tub A ES A ES Study 4-2 5-2
B ES B ES South Windbreak 6-4 Restroom 4·5-5
B HS B HS B ES Rest room 4-3 4-2 4-1 3-1 6-2 6-3 room2 4-3 4·5-4
Craft room 2-2 5-1 5-2 entrance room 6-5
2-3 6-1
Administration
Building for education for the building Building for education of the ES: Elementary School
mentally impaired physically impaired HS: High School
Versatile class rooms and an independence support room designed with an approach of learning through
movements and senses
Visually Impaired
Facilities for the
Corridor
Storage
space
Accordion
curtain or wall
(2) A 3.5m-wide and 2m-deep storage

space for teaching materials and aids is

created between two classrooms and can
accommodate large learning tools.
(1) For lessons and group activities for which
Facilities for the

Classroom Classroom Restroom Classroom
many children in wheelchair gather, two rooms
are used as one large space by opening the
movable partition in the center. A curtained Balcony
space in each classroom provides a separate
space that is used for changing or
individualized learning (4) Each classroom of the
elementary school lower grades
has a restroom for use by
children anytime they need.
(3) There is a hand-wash station in

each classroom to teach children
to wash hands and gargle after
outdoor activities, which is
effective to prevent infection.
Facilities for the

Physically Disabled
Facilities for the
(6) The room for learning through senses creates a
space to help children feel the external world
(5) The independence activity room that provides support according to the condition of the impairment through stimuli such as light, sound, smell, vibration
is equipped with attachments to attach swing play equipment. and touch.
Overall features of the facilities Versatile and user-friendly classrooms can accommodate large learning tools (2).
There is a hand-wash station in each
The facility is divided into the building Classrooms are designed to form one classroom to teach children to wash hands
for education of the physically impaired unit by two rooms. By opening the and gargle after outdoor activities, which
Health Impaired
Facilities for the
and the building for education of the movable partition in the center, the two is effective to prevent infection (3).
mentally impaired. At the center, there is rooms can be used as one large space, Each classroom of the elementary
an administration building with shared which enables flexible teaching according school lower grades has a restroom for use
facilities such as an entrance, dining hall to the group and the content of learning. A by children anytime they need (4).
and small gym. Classrooms are equipped curtained space in each classroom provides
with storage spaces and movable partitions a separate space that can be used for
to enable diverse education activities. changing or individualized learning (1).
The entire school is carefully designed There is a storage space between
to make it barrier-free. Restrooms and classrooms to facilitate preparation of
hand-wash stations are also designed teaching materials and aids. The large
giving consideration to different space of 3.5m in width and 2m in depth
impairments and physical sizes.
Giving consideration to exchange among children and the difference in impairment and physical size
(7) At lunch time children of both departments gather in the dining hall.
(8) The entrance hall shared by the two departments spreads in front of the entrance.
Benches are placed in the hall for exchange, while taking into consideration traffic lines.
(9) Restrooms are equipped with a

sink to wash away dirt.
(11) Corridors are 3.5m-wide so that wheelchairs placed in front of the classrooms
do not hinder traffic.
(10) Hand-wash stations in corridors are installed at two height levels considering
the use of wheelchairs and the difference in physical size. A large open space is
under the wash-basins to enable access in a wheelchair.
Improving facilities to support The room for learning through senses stories at the center of the school are
independence activities has equipment that stimulate through light, spaces for spontaneous interaction by
sound, smell, vibration, touch, etc. to help children of the two education departments
The school has a room for independence children feel the external world. Children (for the mentally impaired and for the
activity and a room for learning through who did not react much to stimuli from the physically impaired). The entrance hall has
senses to help independence and sense environment gradually increase their benches and sofas where children enjoy
activities of children with physical response by doing activities and receiving conversations with friends and teachers
impairments and children with severe stimuli in the room (6). during break after lunch and after school
multiple handicaps. (7, 8).
The room for independence activity is Designing facilities with Restrooms are carefully designed to
equipped with swing play equipment, accommodate disabilities: they are wide
consideration to the impairments and for easy entrance and exit in wheelchairs
trampolines and balance balls for activities physical sizes of children
to produce a proper balance of the senses and are equipped with a shower room and
(sensory integration) (5). The school is a sink to wash away dirt, for example (9).
The dining hall where all children of the Hand-wash stations in corridors are
proposing improvement and development
school gather for lunch and an open installed at two height levels considering
of aids in partnership with manufacturers.
entrance hall with a well hole through two the use of wheelchairs and the difference
Improving the functions as a center for special needs education and the promoting community exchange activities
Regional support room to offer consultations from teachers and parents in the region
Visually Impaired
Facilities for the
Dedicated car parking
To main gate
Dedicated
entrance
Staff room One-on-one

teaching room
Playroom
Special support
(12) Regional support building is built resource room Examination
Restroom
(13) From the counseling room you can look
independently from the school buildings and room into the one-on-one teaching room through a

has an entrance directly accessible from one-way mirror, which enables consultations
outside. Six dedicated staff members are while observing the child’s activities.
Regional support
Facilities for the

assigned to the staff room. School building for the
building
physically impaired:
north building
(14) The building houses a playroom to

enable consultations while engaging with the
children.
Facilities for the
in physical size. A large open space is Regional support room to respond to that houses the regional support room is
under the wash-basins to enable access in consultations built independently from the school
wheelchairs (10). buildings and has a dedicated entrance to
Corridors are 3.5m-wide so that The school has a regional support room protect privacy. Six dedicated staff
wheelchairs placed before classrooms do offering consultations so that it can fulfill members are assigned to the staff room
not hinder traffic (11). the function as a center of special needs (12).
education in the region. In addition, it The building also houses a playroom, a
provides information to kindergartens, counseling room and a one-on-one
schools and parents in the communities teaching room to respond to consultations
through dispatched lecturers and while engaging with the children (13, 14).
Physically Disabled
Facilities for the
workshops. The regional support building
The school opened the department of education for the The school is a good example of combining special
physically impaired in April 2006 and the department of needs education for the mentally impaired and that for the
education for the mentally impaired in April 2008. This is the physically impaired. Ishikawa prefecture has many
first school to combine the two functions in the prefecture. specialists in rehabilitation whose experience and
Barrier-free Promotion Studio of the Ishikawa Prefectural knowledge were used in the design of the school. In order
Health Impaired
Facilities for the
Rehabilitation Center gave us full support to design the to create an education environment for children with
facilities to be easy to use for anyone regardless of disability, disabilities to study and live easily, it is necessary to
physical size and other conditions. Classrooms designed for assume certain mental and physical characteristics of the
multiple uses with storage and movable partitions are highly children at the time of planning and design. The
appreciated by our teachers as well. experienced rehabilitation center of the prefecture
The school is making a strong effort to fulfill its function as supported this difficult task and the design staff also took
a center of the community. Our community support room full advantage of the location.
receives over 3,000 consultations in annual total through Increased size and upgrading of space give rise to the
visits, telephone and fax. We are surprised by the strong needs problem of the increased use of energy for
and at the same time feeling a sense of responsibility. air-conditioning and lighting. This is one of the key
challenges of complex facilities and requires careful study
at the time of planning.
Nagano Prefecture
Intellectual disability Physical impairment
Inariyama Special Education School Department
Number of Number of
Department
Number of Number of
children classes children classes
school school
■ Owner: Nagano Prefecture Junior-high Junior-high
school school
■ Location: 1795 Notakaba, Chikuma City, Nagano Pref. 387-0022 High school High school
■ Site area: 25,521m2 Total Total
■ Building area: 9,475m2 *As of May 2011 *As of May 2011
■ Total floor area: 14,461m2 *Number of children and classes of *Number of children and classes of
■ Structure and scale: Composite structure of wood with steel and multiple impairments in parentheses multiple impairments in parentheses
concrete. Two floors above ground. (included in total) (included in total)
■ Construction period: Jan. 2004 – Mar. 2007

firms
■ Environmental considerations
Warm wooden building for learning is

constructed using materials produced in the
prefecture
An environment is created for children with

disabilities to learn together and support each other.
Children’ voices and soft footsteps resonate in the
wooden school building lavished with the larch of
Nagano as if they are walking in a forest. The wooden school building was built using bountiful larches produced in the prefecture.
School Layout 1st-floor plan
Instrument Bicycle
storage parking Field
West car
parking
building
Gym
classroom
building
North
Arena
Restroom accessible
Small meeting Broadcasting
from outside
Field Cooking
room
room I Changing
Gym Changing room
Playroom
building room
Elementary school
Office
Prefectural highway Nagano-Ueda line
room
Block 2 classroom East car

Elementary school
Block 2 classroom
parking
North classroom
Entrance
Swimming
building pool
Platform
classroom
building
Administration
Middle
Staff Printing
building Swimming room room Dining
pool Principal’s room I
office
Meeting
Middle classroom Waste
Administration
room Elementary Elementary Junior-high dump

Medical school
building school school
building
Infirmary care room Block 3 Block 3 Block 3 Inariyama

Approach classroom classroom classroom Medical
road Welfare
Inariyama Elementary Junior-high Center
Special classroom Medical school school
Block 3 Block 3
processing
building Welfare Woodwork classroom classroom

Juice
South classroom room

processing
Cooking
Center
room II
building
Jam
Kiln
room Ramp
Dining
center room
room II
Support
through the senses
Room for learning
Laundry Elementary
building
South
High school High school school

classroom
Dormitory
building
classroom
Special
classroom classroom
High school
High
classroom
Science
room
school
classroom
South car Service Staff Room for

parking room room meeting and
dining
Kitchen
Dormitory
Playroom
Design ingenuities in the spacious wooden school buildings
Visually Impaired
Facilities for the
Facilities for the
(2) Panel heater covers in the corridors are used as benches
for waiting during activities and exchange among children
(1) Classrooms have a double door with a 2.7m opening through which two wheelchairs can easily
pass each other. Transparent acrylic boards through which one can see the opposite side are set beside
door handles in order to prevent collision of children. Acrylic boards are also set at adult eye level so
that teachers, etc. can see the situation in the room without diverting the children’ attention.
Facilities for the
(3) Corridor walls can be used as display space. Works of
children and activity photos are displayed at the eye level (4) A vaulted ceiling that looks like (5) Benches are placed in the entrance so that parents and
of children in wheelchairs for looking back on daily assembled branches creates an teacher members can sit beside children and assist them
activities. atmosphere as if you are in a forest. in removing and wearing shoes with ease.
Physically Disabled
Facilities for the
(6) The school has a
stairway with two
handrails set several
dozen centimeters apart
from each other for (7) Classroom signs are designed with
walking exercise. the color and the mark of the building to
help children find where they are.
Overall features of the facilities The wooden school buildings made of wheelchairs can easily pass each other.
larch produced in the prefecture are Transparent acrylic boards through which
Health Impaired
Facilities for the
Nagano Prefecture Inariyama Special spacious and equipped with furniture such one can see the opposite side are set beside
Education School formulates its as benches and rockers and room name door handles in order to prevent collision
curriculum based on three Blocks for each plates according to the characteristics of of children. Acrylic boards are also set at
of the elementary and junior high schools the children. the adult eye level so that teachers, etc. can
and three courses of the high school. The see the situation in the room without
layout and zoning of its school buildings Relaxing space with warmth diverting the children’ attention (1).
are planned corresponding to the Blocks
and courses. The design of each classroom The wooden school buildings with
is appropriate to the Block or course. For warmth are spacious to provide comforts
example, classrooms of the Block for to children.
children who need total assistance (Block Classrooms have a double door with a
3) are equipped with a floor heating 2 . 7 m o p e n i n g t h r o u g h w h i ch t w o
system.
Designing good living spaces including classrooms and restrooms
Waste
dump
Junior-high
school Junior-high
Block 3 school
classroom Block 3
classroom
school school
Block 3 Block 3
classroom classroom
Elementary
school
Block 3
Dining classroom
room I
Medical
care
room
Restroom for Restroom for
(9) Restrooms are equipped with several
the teacher the teacher types of toilets including one for ostomates
(8) Classrooms for children of Block 3 are two times larger than classrooms and one for infants as well as a bed for
used by children of other Blocks in consideration of more activities in assistance. Entrance is through a sliding
wheelchairs. The rooms are equipped with floor heating and hooks for door and not a curtain.
hanging play equipment.
Designing work-related rooms to support social independence of children
(10) The laundry room has a front desk in addition to laundry equipment for (11) The woodwork room is equipped with wood processing machines that are
business use so that children can exercise the full line of operations of a laundry typically used in craft centers. It is designed with a large floor area to ensure a
shop. The floor finish is water resistant considering the use of water. wide space between machines for safety reasons.
Panel heater covers in the corridors are Ingenuities to support children’s Designing classrooms giving
used as benches for waiting during activities consideration to activities of children
activities and exchange among children with severe impairment
(2). The large walls of the corridors can be Benches are placed before the
used as display space. Works of children shoeboxes in the entrance so that children Classrooms for children of Block 3 are
and activity photos are displayed here for can remove and wear shoes with ease. two times larger than classrooms used by
looking back on daily activities (3). Parents and teacher members can help children of other Blocks in consideration
A vaulted ceiling that looks like children easily as well (5). The school has of more activities in wheelchairs. The
assembled tree branches creates an a stairway with two handrails set several rooms are equipped with floor heating to
atmosphere as if you are in a forest (4). dozen centimeters apart from each other ensure comfort in relaxed activities
for walking exercise (6). without wheelchairs also in winter. The
Classroom signs are designed with the ceiling has hooks for hanging play
color and the mark of the building to help equipment (8).
children find where they are (7).
Environmental considerations
Designing facilities for utilization of natural energy
Visually Impaired
Facilities for the
Facilities for the
(13) Solar panels installed on the roof have generation
capacity of 10kW.
(12) Wood pellet stoves are used as part of efforts to harness natural energy. Stoves are railed
to ensure safety.
Facilities for the
Restroom designed to protect privacy Designing work-related rooms to wide space between machines for safety
support social independence of reasons. Chairs, hanger racks and other
Restrooms are equipped with several children works are displayed in the school and also
types of toilets including one for ostomates sold at school festivals in the communities
and one for infants to choose according to The school has work-related rooms (e.g. (11).
the level of assistance and physical size. laundry room, woodwork room, bakery
There are also a bed for assistance and room) to support social independence of Harnessing natural energy and
shelves for supplies such as diapers. high school children after graduation. The saving energy
Entrance is through a sliding door and not laundry room has a front desk in addition
a curtain to protect children’s privacy (9). to laundry equipment for business use to For heating in the school, three city gas
exercise the full line of operations of a boilers, one wood pellet boiler and six
laundry shop. The floor finish is water
Physically Disabled
pellet stoves are used according to the
Facilities for the

resistant considering the use of water (10). need. The school also makes efforts to
The woodwork room is equipped with harness natural energy and save energy
wood processing machines that are (12). Furthermore, a photovoltaic power
typically used in craft centers. It is generation system is introduced for
designed with a large floor area to ensure a environmental education (13).
Health Impaired
Facilities for the
Warm wooden school buildings have created a Children can learn many things from the school built using
place for learning where children with intellectual the local wood (larch). For example, the building provides an
disabilities and children with physical impairments environment to cultivate the five senses through the warmth,
act alongside each other with smiles on their face. softness, aroma, texture and sound of wood. It also expands
We have a feeling that it is possible to create an children’s interest in the wood production area in the prefecture,
environment for children to inspire and learn from the origin of the thick joists of the gym, and the blessings of
each other regardless of the type of impairment. forests and nature.
We will continue our efforts to improve teaching Using wood of the region and rooted in the region, the school
content with enthusiasm and the motto, “children is a pride of the region.
first.”
Aichi Prefecture
Aichi Prefectural Miai Special Needs Education School Department
Number of Number of
children classes
Elementary
school
■ Owner: Aichi Prefecture Junior-high
■ Location: 1-51, Namimatsu, Miai-cho, Okazaki City, Aichi, 444-0802 school
High school
Total
*As of February 2011
*Number of children and classes of
■ Structure and scale: Composite structure of steel and concrete with frame multiple impairments in parentheses
construction. Three floors above ground. (included in total)
■ Construction period: Aug. 2007 – March 10, 2009

■ Meeting the educational needs of each child
■ Responding to the increasing number of children
and children in schools for special needs education
Designing versatile spaces that inspire

teachers’ creativity in teaching
The school opened in April 2009 as the 10th

prefectural school for special needs education for the
mentally impaired in Aichi Prefecture. One of the
walls of the spacious playroom consists entirely of
windowpanes making the room bright and open. The
room is used for education to develop the creativity
of children.
Bright and open playroom facilitates varied education activities to foster creativity.
School Layout 1st-floor plan

Car parking
for guests
Ceramic
workshop
Gym
School Ceramic Carry-in
High
vegetable Aichi workshop Dynamo room Washing
school Service room
garden Prefectural room
Cubicle room
Connecting Connecting Youth Machinery
corridor Plaza corridor Evacuation
House chute room
Hand-wash
Ceramic Clothing
station
Metal workshop room Dining hall

Swimming School workshop
pool building
Elementary and Main gate vegetable
Hand-wash station Corridor
Cooking Entrance
junior-high schools garden Woodwork Entrance
Field 25m 3rd floor rooftop room room (High school) (Gym)
swimming Playground for
pool lower graders garden
Swimming Bicycle
pool for parking
lower grades Evacuation Plaza
Solar panels chute
Side door
Inner courtyard Entrance
Janitor room
Hand-wash station Corridor

Infirmary
Building attached to Independence (Elementary

the swimming pool activity roomIndependence /Junior high
activity room schools)
2 1
Changing Wood deck Entrance for staff
room Playroom Entrance for guests
Flag Multipurpose
Inner courtyard Multipurpose
restroom restroom
pole Monitoring Office
room Shower room Restroom for
Hand-wash station Corridor staff
material room
Multipurpose Principal’s
Teaching
space Educationaloffice/Reception
counseling room
room
Wood deck
25m <Elementary school>
swimming
Bicycle parking
pool
(with 3 Play space for
courses) Swimming lower grades
pool for lower
grades
Solar panel
Spaces for varied learning activities
Visually Impaired
Facilities for the
Facilities for the
(2) Lightshelves are attached to the
windows on the south side to block direct
sunlight while diffusing the reflected light
to the ceiling.
(1) The playroom has a large area for varied learning activities including physical exercise, gathering and
production of works.
(4) Picture rails are installed
in corridors and playrooms to
Facilities for the

display children’s works and
activity records. Seeing their
own works displayed is
conducive to improving their
motivation.
Physically Disabled
Facilities for the
(5) The garden on the rooftop is a cozy place for children to relax
(3) There are corner benches in corridors. They are used by children for waiting before outdoors. An automatic irrigation system reduces management
the next activity as well as taking a rest or having contact with other children. burdens. The upper part of the fence is folded back to ensure safety
Overall features of the facilities Spaces for varied learning to block direct sunlight while diffusing the
reflected light to the ceiling to illuminate
activities
Health Impaired
Facilities for the
In the bright school building with large the inside (2). There are corner benches in
and high windows and an open light well corridors. They are used by children for
The playroom with a well hole through waiting before the next activity and having
through which sunlight shines down,
two floors is a place for varied learning contact with other children (3). Picture
children are living an active lifestyle.
activities including physical exercise, rails are installed throughout the school to
Playrooms and multipurpose spaces are
gathering and production of works. display children’s works and activity
designed for children to move to their
Education activities to encourage records. Seeing their own works displayed
heart’s content. Focusing on education that
children’s creativity and exchange are is conducive to improving their motivation
supports individual initiatives and aims to
conducted in the bright light from an inner (4). The garden on the rooftop is a cozy
overcome individual challenges, the school
courtyard (1). place for children to relax during break
provides education according to the
Lightshelves are attached to the time.
children’s abilities and the conditions.
windows on the south side of classrooms
Meeting the educational needs of each child
Designing classrooms to help foreseeing next activities by assigning roles to spaces of classrooms
(6) A desk is partitioned with furniture to show that this is a place for learning (7) A window-side corner is partitioned with furniture and furnished with sofas
individually so that children can act smoothly with foresight. and mats to show that this is a place for rest.
Responding to the increasing number of children and children in schools for special needs education
Designing facilities considering future increase of classrooms
3rd floor
Classroom
Classroom
Corridor
Multipurpose
space (9) Pictograms are removable so that they
can be changed when the role of the room is
changed in the future.
(8) The multipurpose space has an area of two classrooms for future conversion
if the number of children increases. The same floor material is used for
multipurpose rooms and classrooms.
An automatic irrigation system reduces progresses differently, the classrooms are Designing facilities that can
management burden. The upper part of the “structured” using movable furniture, etc. accommodate future increase of
fence is folded back to ensure safety (5). to meet individual needs. For example, a classrooms
desk is partitioned with furniture to show
Designing classrooms to help that this is a place for learning individually Given the trend of increasing children of
foreseeing next activities so that children can act smoothly with schools for special needs education for the
foresight (6). A window-side corner is mentally impaired, the same floor material
Because each child has different partitioned with furniture and furnished is used for multipurpose rooms and
challenges, works on different tasks and with sofas and mats to show that this is a classrooms for possible future conversion
place for rest (7). to classrooms (8).
ICT environment that is accessible anywhere in the school
Visually Impaired
Facilities for the
Facilities for the
(11) A scene of using ICT equipment in a classroom. It is
expected that use of ICT equipment will increase the
interest of children and encourage activities on their own
initiative.
(10) A gathering in a multipurpose space where varied learning is possible. Use of movable ICT
environments supplements information visually while helping children to foresee the course of the
Facilities for the

activities.
(12) The school network is built based on

wireless LAN. Wireless LAN access points
are installed on corridor walls.
In preparation for future conversion, Improving informational environment helps children to foresee the course of
Physically Disabled
pictograms indicating the purpose of the by building a school network large group activities such as gathering
Facilities for the

room are removable (9). (10). For individualized activities in
Wireless LAN, movable information classrooms, use of ICT equipment
terminals and large display devices are increases the interest of children and
installed to create an ICT environment encourages activities on their own
accessible anywhere in the school (12). initiative (11).
Showing the task on a large display device

Health Impaired
Facilities for the
Because we have many versatile rooms such as playrooms The school has created bright and open playrooms
and multipurpose spaces, our teacher is pleased that they can and other facilities so that children feel relaxed and
implement educational activities that were not possible in safe.
other schools. The planning with insight into the future is
The multipurpose spaces are also used for exchange commendable in that the size of the multipurpose
activities with local residents including joint production of spaces and storages are planned in preparation for
works. In addition, we are making a strong effort for future increase of children. However, because
independence activities. To this purpose, we have structured multipurpose spaces are necessary for varied
classrooms using movable partitions and furniture to support activities, it is necessary to respond to future increase
problem solving by children. of children while at the same time giving
consideration to the importance of multipurpose
spaces.
Seto City, Aichi Prefecture
Physical impairment
Seto Municipal School for the Disabled Department
Number of Number of
children classes
Elementary
school
Junior-high
■ Owner: Seto City school
■ Location: 2-22, Hagiyamadai, Seto City, Aichi Prefecture, 489-0886 High school
■ Total floor area: 1,484m2 *As of October 2011
■ Structure and scale: 1st floor of a three-story RC structure building
■ Construction period: Jun. 2008 ‒ Dec. 2009

■ Responding to the increasing number of children and
children in schools for special needs education
■ Improving the functions as a center for special needs
education and the promoting community exchange
activities
Set in an existing elementary school, the place

for learning encourages spontaneous exchange
The Special Education School was created by
refurbishing the first floor and a part of the second and
third floors of the Seto Municipal Hagiyama
Elementary School. Barrier-free access, air-
conditioning, elevators and other facilities/equipment
necessary for children with physical impairment are
provided. Special classrooms shared with Hagiyama
Elementary School encourage spontaneous interaction
among children of the two schools.
The first floor is used by the Seto Special Education School while the second
The schools are working to be loved by the and third floors are used by the Hagiyama Elementary School.
community under the nickname of “Cherry School.”
Multipurpose
Restroom
Floor plan
Service Storage Elevator
room
Equipment Hand-wash station Corridor Hand-wash station Hand-wash station Corridor

storage
Elementary Elementary Elementary Elementary Elementary
Multipurpose Japanese
classroom
equipment
Home economy Music room

General
support
Special
storage
School School School School School language Computer room Library

classroom cooking room
classroom classroom classroom classroom classroom room
Roof
3rd floor
Multipurpose
Restroom
Roof
Roof
Roof Service Roof Elevator
room
Roof Stairway Stairway Stairway
Hand-wash station Hand-wash station Corridor

Elementary
school staff Elementary Changing Elementary Elementary Elementary Elementary Elementary Special Science Science Manual art Manual art
Printing room school equipment
room room
school School School School School needs equipment room room
principal’s infirmary room
Broadcasting office
Rest classroom classroom classroom classroom classroom room
room
room
Side door for Exterior Elementary

elementary stairway school entrance
Porch
roof
2nd floor
school staff
Deck
Shared special
classroom, etc.
Responding to the increasing number of children and children in schools for special needs education
Ensuring safety and sharing special classrooms
Visually Impaired
Facilities for the
School building
Hagiyama Seto Special
Elementary School Education School
nd
entrance (2 floor) entrance Seto Special
Education
School main

gate
Lawn
Facilities for the

Gym
(2) A logo symbolizing the
Hagiyama collocation of the Seto Special
Elementary School
main gate Education School and the
Hagiyama Elementary School
is shown on the side door.
Facilities for the
Rise-and-fall
system
(3) A rise-and-fall cooking table is installed in the home economics cooking room. (4) Doors of special classrooms are changed to overhang
doors to make them barrier-free.
Physically Disabled
Facilities for the
(6) Daily experience of
usual elementary school
scenes such as music
instruments and portraits
of composers in the
music room is one of the
(5) Sharing special classrooms with the advantages of sharing a
elementary school encourages spontaneous school building.
interaction among children.
Health Impaired
Facilities for the
Overall features of the facilities Education School was totally refurbished at the entrance of Seto Special Education
including water-using facilities, School because parents drive their children
Effective utilization of the school classrooms and entrance with steps. On the to and from the school. Therefore, a
building of the Seto Municipal Hagiyama second and third floors some parts separate main gate is provided to ensure
Elementary School was studied in including shared special classrooms are the safety of the children of the
response to the trend toward fewer refurbished. Elementary School (1).
children per family. As a result, the school Special classrooms shared with the
building was partially refurbished and the Ensuring safety and sharing special elementary school such as the home
Seto Special Education School was classrooms economics cooking room, science room
established alongside the elementary and music room are barrier-free. Their
school. doors are changed to an overhang system
A large number of vehicles come and go
The first floor used by the Seto Special (4).
Creating a good learning and living spaces through refurbishment
Panel heater
Emergency call
alarm
(8) Sensor-controlled hand-wash stations are

(9) Restroom stalls are equipped
equipped with water heaters. They are useful for
with panel heaters. Emergency
teaching hand washing and gargling in winter.
(7) A long wood deck connects classrooms of the first floor. With direct buttons are connected to the staff
access from the classrooms, the wood deck provides a place for varied room.
activities.
Processing room Shower

Shower Laundry
st Cooking Food storage
1 floor Laundry room Changing
Ramp
room
Stairway Material
Counseling
Entrance for HES staff Entrance for SES staff Stairway Stairway room
room
Hand-wash station Corridor Hand-wash station Corridor

Staff room of the
SES (Special Changing Side SES
SES room door Office Multipurpose
Education School) Principal’s
Common
SES classroom SES classroom SES classroom infirmary Tool room
room for SES (reception) storage
office Rest room SES parents
entrance
Wood deck balcony Entrance for temporary

Side door SES entrance day service
Side door for SES staff
Entrances are Porch The air-conditioning system

Storage made barrier-free used in classrooms is also
and changed to introduced to multipurpose
automatic doors. classrooms. An entrance with a
ramp is installed for a
temporary day service program.
Gym
An elevator that can accommodate
(10) Classroom
a stretcher is installed for moving to
special classrooms on the 2nd and
3rd floors.
Air-conditioning is
individually Fans are installed to
adjustable for each circulate air.
classroom
Air purification systems Whiteboards are set at
and humidifiers are the eye level of children
installed lower near the in wheelchairs.
floor for operation closer
to children.
Classroom entrances are

barrier-free and equipped
with overhung doors.
(11) Corridor walls are
magnet-compatible so that
notices can be posted safely.
Rise-and-fall cooking and laboratory Improving the learning and living A long wood deck attached to the
tables are adopted for use by children in spaces outside of the first floor connects the
wheelchairs (3). Sharing special classrooms of the floor. With direct access
classrooms encourages spontaneous Classrooms are equipped with ceiling from the classrooms, the wood deck
interaction among children of the two fans for air circulation in addition to an provides a place for varied activities for
schools (5). air-conditioning system and air purifiers. children with difficulty going outside.
Everyday elementary school scenes The entire air-conditioning system can be They can play in the sun during a break,
including exhibits in the music room is one controlled in the staff room, in addition to enjoy flowers and plants in planters and
of the advantages of sharing a school temperature and other controls are possible play with water in an inflatable pool in
building (6). Symbols of the two schools also in each classroom (10). The entire summer, for example (7).
are shown on the side door (2). surface of the corridor walls is magnet
compatible for safe sticking of notices
(11).
Improving the functions as a center for special needs education
and the promoting community exchange activities
Using school facilities effectively strengthening the Utilizing visual cognition information
ties with the community through ICT equipment
Visually Impaired
Facilities for the
Facilities for the
(12) The multipurpose room with a dedicated entrance is used for temporary
day service in cooperation with the communities.
(13) Large 60-inch displays are used in classrooms to add visual information
so as to help children for whom it is not easy to understand verbal
instructions.
Facilities for the
Sensor-controlled hand-washing stations electric lifting beds to help teachers Appealing to the eye by using ICT
are designed with a large space under the assisting children. equipment
basin for use by children in wheelchairs.
They are also equipped with a water heater Using school facilities effectively Teachers use ICT equipment to teach
to supply hot water in winter. They are strengthening the ties with the children for whom it is not easy to
useful for teaching hand washing and community understand verbal instructions. Large
gargling to children with weak immune 60-inch displays are used to add visual
systems (8). The multipurpose room with a dedicated information so as to help children’s
Restrooms are equipped with panel entrance is used for temporary day service understanding (13).
heaters to help urination and bowel to take children under the school’s care
movement of children with difficulty in after school and on Saturdays (12). A local
temperature control. An emergency call NPO runs the service not only for working
alarm is connected to the staff room so that parents but also for parents who cannot
children and helpers can ask for help (9).
Physically Disabled
come to get their children by the
Facilities for the

The restrooms are also equipped with going-home time on account of some
business.
Though children of the Hagiyama Elementary With the revision of the Basic Act for Persons with Disabilities in
School and our children belong to different 2011, it is advocated “to educate children with disabilities together
Health Impaired
Facilities for the
schools, they appear to have developed a feeling with children without disabilities as long as possible.” The feature
of fellowship spontaneously through sharing the of the school is an environment where children can have daily
same space. contact with elementary school children while receiving specialized
Classrooms and the long wood deck of the education to extend their capabilities. This is made possible by
Seto Special Education School are places where placing the two schools side by side. Facilities such as a wood deck
children of the two schools come in contact with are effectively designed to facilitate exchanges among children.
each other every day. Some of them show The mascot character of the two schools symbolizes that they
unique sides through such contacts, which is an live together and is used as sign in the schools. It will be loved in
inspiration also for adults around them. the communities and become a symbol of inclusive society. In
addition, the school is expected to work to provide cutting-edge
education.
Hiroshima Prefecture
Health impairment
Hiroshima-nishi Special Support School Department
Number of Number of
children classes
Elementary
■ Owner: Hiroshima Prefecture school
Junior-high
■ Location: 4-6-10 Kuba, Otake City, Hiroshima Prefecture, 739-0651 school
High school
Total
*As of May 2011
■ Structure and scale: Composite structure of steel and concrete with multiple impairments in parentheses
frame construction. Three floors above ground (included in total)
■ Construction period: Sep. 2003 – Nov. 2004
Hospital room

Music room (front)

■ Responding to the revision of the Courses of Study
Taking advantage of ICT to build a feeling of

unity for children for whom commuting to
school is difficult
The school is linked to the Hiroshima-Nishi
Medical Center in terms of facilities as well. If it is
difficult for hospitalized children to commute to
school, they can participate in discussions and classes
Children playing music in the rear of the
from their hospital room using video delivery and music room are recorded by a camera in
video-conference systems. the front and the video is delivered to a
hospital room. The hospital room is
projected on a screen in the front of the
music room so that they can enjoy music
together.
Music room (rear)
School Layout 1st-floor plan Stage
Gym
Gym
Entrance
Broadcasting room
Office
School building
Art and manual
art room
Restroom
Principal’s for staff
office Girls’
Inner changing
courtyard
counseling room
room
Educational
Girls’
Engineering Restroom Boys’
restroom Infirmary
Shower
study room changing

Boys’ Warming room
restroom room
Exchange
square
Fire
pump Swimming
room Library Inner courtyard pool
Storage
Shoe Classroom Classroom

Independence A C
Hiroshima-Nishi room activity room Classroom Classroom
B D
Medical Center
Hiroshima-Nishi
Medical Center
ICT environment that enables children in hospital rooms to participate in group activities
Visually Impaired
Facilities for the
Facilities for the
(2) Computers used in class are placed in wagons that also work as
charger storage and are stored in the staff room
(1) The school has created an environment for video delivery and interactive lessons
connecting hospital rooms with the classroom
Classroom Hospital room
Video delivery (unidirectional communication)
Facilities for the

Audio/video cable
Translator
Coaxial cable
(4) There is a space for unified management of video

cameras, digital cameras and cables, so that you can use
Physically Disabled
equipment when you need it.
Facilities for the

Wired LAN School Wireless LAN
in school server in hospital ward
Video conference (two-way communication)
(3) In hospital rooms and classrooms an environment was created to use real-time video delivery
and video conference systems through a network.
Overall features of the facilities Creating an informational classrooms and hospital rooms (3).
environment for children in a hospital By working together with classmates in
Children who are or scheduled to be room to participate in class discussions and music lessons, children are
Health Impaired
Facilities for the
hospitalized in the Hiroshima-Nishi developing cooperativeness and a positive

Medical Center are learning in the In order to provide children for whom attitude to participate in activities.
Hiroshima-nishi Special Support School. commuting to school is difficult due to Computers used in class are placed in
The school has necessary ICT equipment treatment with opportunities to take wagons that also work as charger storage
to provide children who have difficulty lessons with their classmates, the school and are stored in the staff room (2). The
commuting to school due to treatment with has created an environment for utilization school has a space for unified management
opportunities to take lessons with their of ICT equipment (1). The school has of video cameras, digital cameras and
classmates. Its facilities are designed with created an environment for interactive other equipment, so that you can use
large windows and many bright and open lessons using a system for real-time video equipment when you need it (4).
spaces for children who have difficulty to delivery of lessons and school events, and
go outside. a video conference system that connects
Creating a space with consideration to lighting and a feeling of openness
(5) The inner courtyard is directly accessible from the surrounding

classrooms. The open space surrounded by school buildings is a
place to be safely exposed to the outdoor environment.
(6) The spacious wood deck on the second floor balcony can be used casually
during a break.
(7) By opening the shutter of the
home economics cooking room,
the two rooms can be used as a
space through which wind blows
from the balcony.
equipment room
Glass
Science
Science shutter
room
When closed Balcony
Classroom Classroom Home

2 3 economics
cooking
room
Corridor
Home economics
equipment room
Home
economics
clothing
room
The space can be used as one room

by opening a glass shutter.
When opened
(8) Large windows make the classrooms very bright.
Bright and open learning/living space on a sunny day. The facility, which is A part of the walls of the home
safely surrounded by school buildings but economics cooking room and the opposite
Bright and open spaces have been has an open atmosphere of outdoor classroom consist of a glass shutter. By
created for children who have difficulty environment, is a resting place where opening the shutter, the two rooms can be
going outside. children feel safe (5). used as one open space through which
The inner courtyard that is directly The balcony on the second floor is a wind from the balcony blows (7).
accessible from the classrooms on the 1st relatively large wood deck easily Classroom windows are large to let in
floor is a place for exchanges across accessible from classrooms for a change of light and make the rooms bright (8).
departments and classes including lunch pace during a break (6).
Environment for physical exercise
Visually Impaired
Facilities for the
Warming
room
Ramp for
wheelchair

Facilities for the
(9) A warming room is installed so
that children who have difficulty in
temperature control can use the
swimming pool safely. The water
Rise-and-fall
depth is set at three levels (ramp for system
wheelchair, 60cm depth and 120cm
depth) considering use in wheelchairs
Facilities for the

and the physical sizes of children.
(10) In the home economics cooking room, a mirror is installed
over the teacher’s desk so that children can see well how the
teacher is cooking.
Environment for safe physical wheelchairs and the physical sizes of children in a wheeled stretcher can see
exercise children (9). well how the teacher is moving his/her
All of the laboratory and cooking tables hands to cook (10).
The heated indoor swimming pool of special classrooms are electrically
Physically Disabled
elevatable so that their height can be
Facilities for the

provides a good indoor exercise
environment with a warming room to adjusted according to the children”
mitigate the fall of body temperature of physical size and assistive devices such as
children who have difficulty in wheelchairs. In the home economics
temperature control. The water depth is set cooking room, a mirror is installed over
at three levels considering the use of the cooking table for teachers so that even
The school has an environment to develop children by linking The school uses the excellent informational
education and medical treatment. Children whose commuting is environment with real-time delivery and video
Health Impaired
Facilities for the
restricted for medical treatment can experience the joy of learning conference functions, so that even children
together with classmates and enjoy a feeling of unity by taking who mostly study alone in a hospital room can
advantage of the ICT environment including the video conference experience the joy of learning together with
system. Facilities and equipment of the special classrooms are designed friends and a feeling of accomplishment. A
considering impairments, physical size and other conditions to provide a warming room installed adjacent the
learning environment that meets the needs of each child. We believe that swimming pool makes it safer for children
parents feel relieved and can have hope that their children can receive a who have difficulty in temperature control to
good education even in a hospital. use the swimming pool, which increases the
For the future, we wish to fulfill the role of special needs education range of activities for education.
center of the region in cooperation with local schools and medical This is an example where educational
institutions. activities are well coordinated with the facility
and equipment design.
Small spaces for gathering composure designed with consideration to external stimuli
Tokyo
Tokyo Metropolitan Kugayama Seiko Gakuen Special Needs School
One-on-one
Art equipment
teaching room
room
Corridor
Classroom Art room
Rest space
Educational
Classroom
counseling
room
(1) A rest space is created adjacent to each classroom as a space for gathering
composure.
■ Tokyo Metropolitan Kugayama Seiko

Gakuen Special Needs School is a special
needs school consisting of a department of
education for the visually impaired and a
Perforated board department of education for the mentally
impaired.
■ A rest space is created adjacent to each

Cushioning material ordinary classroom on the 1st to 3rd floors
of the department of education for the
mentally impaired as a space for children
to gather their composure. The rest spaces
are set as separate rooms to temporary
block out contact with inside and external
sounds (1).
■ The rest spaces are designed with

(2) Perforated boards with sound
absorption effect and cushioning consideration of safety and external
material to absorb shock are used on the stimuli. Sliding doors are used for better
walls to ensure safety and sound sound insulation and rubber is attached to
insulation. the doors to prevent children’s squeezing
their fingers when opening/closing the
doors (3).
■ Perforated boards with effects to reduce

echoing in the room and to prevent sound
(4) The rooms have an adjustable vibrations from reaching outside are used
air-conditioning system and are on the walls. The lower parts of the walls
equipped with an intercom for are covered with cushioning material that
communication. absorbs shock to prevent children injuries
(2).
■ Each door has a small window through

which teachers can check the inside when
a children is left alone in the room (5).
The rooms are air-conditioned and
equipped with an intercom for
communication with the staff room (4).
(5) Each door has a small window
(3) Rubber is attached to the gap in the doors through which to check the inside.
to prevent children injuring their fingers when
opening/closing the doors.
A project commissioned by the Ministry of Education, Culture, Sports, Science and Technology - Japan
Committee for Study of Case Examples in Response to the Revisions to the Guidelines for Designing

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A Collection of Exemplary Design of

School Facilities for Special Needs Education

In March 2010, the Ministry of Education, Culture, Sports,

01 “Kagayaki-no-oka” Akita Total Support Area

Deaf and Hard of Hearing

Facilities for the

Facilities for the

Facilities for the

Seto City, Aichi Prefecture

Guidelines for Designing Educational Facilities

An Outline of the Revisions

Ishikawa Prefectural School for

Inariyama Special Education

Tokyo Metropolitan Eifuku

Students with Special Needs

Aichi Prefectural Miai Special

Seto Municipal School for

School for Deaf Children

Meeting educational needs of each child

Designing staff rooms with consideration to collaboration

How to use the case reports

Schools are color–coded based on

Visual impairment.......... ■ red

Key points adopted in the plan from the revised guidelines

■ Improving the learning and living spaces

Support and exchange possible in a school

Deaf and Hard of Hearing

Facilities for the

Building for shared use

Meeting educational needs of each child

Facilities for the

School for the

Akita Kirari School for the

Deaf and Hard of Hearing

Facilities for the

(9) Akita Kirari School for

Facilities for the

Facilities for the

School’s Comment Committee’s Comment

Key points adopted in the plan from the revised guidelines

■ Improving the learning and living spaces

Space designed with utmost care so that

Administration Clinical Car parking

Dining hall Swimming pool

Dining Swimming pool

Deaf and Hard of Hearing

Facilities for the

Facilities for the

(5) For the indoor

Facilities for the

south—forms the spine of the entire space.

(8) Blackboards are used to make chalk lines more easily

1st Clinical Physical 2nd Clinical

Deaf and Hard of Hearing

(12) In addition, there is

Facilities for the

(11) The clinical building has an entrance, a reception desk

Facilities for the

School’s Comment Committee’s Comment

Key points adopted in the plan from the revised guidelines

Designing facilities for education activities to

Water storage Stairway (to 2F)