The Briars Special Early Learning Centre

Narratives

Architect Narrative

This Early Learning Centre project is a unique facility providing educational and personal therapy programs for children aged between 3.5 - 6 years who have a range of complex physical, intellectual and extreme behavioural conditions such as autism, rare medical conditions, degenerative syndromes and extreme behaviours (ie kicking, head butting, climbing). Conventional facilities have generally provided for distinct and separate range of needs and as such it is believed this Centre is the only one or few of its type within Australia catering for this range of disabilities.

Exemplary ideas contained within the design that enhance learning outcomes include:
- A high security zone for children with extreme behaviours comprising a separate toileting room, activity area and secure fenced outdoor play area separated from the main activity and outdoor play areas to limit disruption and provide a base where children can be accommodated securely for the whole day
- a therapy sensory room which can be used to either calm violent behaviour or stimulate children. The room can be fully darkened via roller shutters fixed and controlled externally. Various equipment has been installed including suspension hooks to the ceiling for swing equipment, a mirror ball and projector mounted at high level to create coloured patterns and reflections on the walls, bubble tubes (electronically powered item which produces bubble and light patterns in a cylindrical tube), and ‘ball pools’ which can be filled with plastic balls in which the children lie for a calming effect.
- Suspension hooks installed in various locations throughout the centre including verandahs to outdoor play areas to attach swing equipment (ie hammocks and rotational swing seats) which children find calming
- internal walls to learning areas lined with pinboard fabric to reduce damage to walls and provide a means for communication. Velcro backed pictures, word and symbols can be arranged on the walls to help children orientate themselves within spaces and provide visual clues and directions
- toileting areas cater for a range of developmental stages from total dependance to self toileting and allow for the gradual acquisition of these skills. Areas were designed to provide privacy for children using potties and toilet chairs, assisted toileting area and nappy change and bath areas. The configuration of toilet areas are designed to provide visual ‘clues’ for children (ie location of handbasins at exits to remind children to wash hands)

Other design initiatives which enhance learning include techniques for securing the learning environment and limiting visual distractions given some children’s tendencies to climb or sensory overload related to noise, lighting, water, colour and textures. These ideas include:
- securing cupboards with ‘hidden’ latches
- installation of door handles upside down at a high level (requiring a higher level of motor skills to operate).
- Detailing of window sills to prevent climbing ‘ledges’, flush surfaces were used internally and externally (ie render to brickwork to avoid climbing using mortar joints).
- high perimeter fences located to outdoor areas and special provision for fire egress from building and secure outdoor areas due to the high risk of children fleeing from the centre
- an automated door to the main entry monitored by staff from the reception area to control entry and exit.
- duress alarms and CCTV monitoring
- switches and controls located outside of learning areas where possible or hidden in cupboards and at high level.
- Light fittings recessed and flush with with ceiling lining.
- Diffusers incorporated in a traditional ceiling grid under a high level roof light which provides necessary daylighting to the main activity area but also an attraction for ‘climbers’
- wet area sinks and taps in activity areas were located behind roller shutters. Taps to outdoor learning areas were located outside of student accessible areas.
- materials selected to provide visual clues to assist students to orientate themselves and provide circulation routes through the centre (ie main circulation paths leading to toilets and other activity spaces in vinyl, with carpet defining ‘quiet’ zones’)
- ‘soothing colours’ of sage green and cream colourings were used generally for flooring, wall linings, door colours and joinery.
- Colour changes between different floor coverings limited to avoid problems with ‘depth perception’

Enhanced learning has also been achieved by providing opportunities for more effective support for staff and increased opportunities for support workers and parents to be involved in the development of their children’s learning programs by the following ideas:
- One way observation /viewing windows have been incorporated in the secure activity and withdrawal and therapy sensory rooms to enable viewing by staff, families and professionals for training and assessment purposes without entering the space and influencing group dynamics.
- Video recording facilities in activity areas provide a link between home and preschool, assist in the collection of baseline data, allow staff to work more effectively in multi-disciplinary teams and enable later use by staff and parents in monitoring progress.

Innovations in planning and design processes which supported the realisation of the ideas outlined above included workshops, room data/flow diagrams, construction modelling and testing of samples.

Workshops were held with a number of staff, parents, disabilitiy services agencies and support workers to define the project brief and to test proposals as they were developed. The workshops provided valuable input into the sometimes conflicting needs of the children attending the centre from workers who specialise in the full range of disabilities.

Individual room data sheets were developed which identified all the equipment, furniture and fixtures which needed to be accommodated in the rooms. These assisted staff in ‘stepping out’ the processes and activities they would need to undertake within the spaces to see if the relationships would work and provide adequate ability to supervise, assist and monitor the children in their care. This provided valuable feedback, particularly in toileting areas, and resulted in many changes and amendments to the overall floor plan.

A model was constructed with a removable ‘roof’ to allow staff, parents and local community to visualise how the centre would operate and the overall form and position on the site. This assisted in enabling staff to visualise the scale of the facility within its surroundings and thus raised some further suggestions regarding the appropriateness of spaces and outdoor areas.

A number of detailing issues required the architectural consultants to seek ‘unconventional’ solutions (ie installation of cupboard latches to the inside face of cupboard fronts ‘upside down’ and reached via a small opening in the cupboard front). Samples were sourced from suppliers and taken back to staff at the centre to ‘test’ and determine their appropriateness and/or effectiveness.

The overall success of this facility in enhancing learning outcomes for children are evidenced in the following achievements since completion of the centre in Yr 2000:
- additional enrolments, particularly in the number of autistic, severely and multiply disabled and students requiring palliative care due to the reputation of the centre and staff
- documented evidence in the reduction of staff OHSW statistics and reduced level of accident and injury in children
- lower levels of extreme behaviours have been experienced in the new centre compared to the previous facility
- children are happier in their learning environment and staff have noted learning improvements