Auditing Environments Dr Jessica Hayton UCL-Institute of Education Lifespan Learning and Sleep Laboratory 2018

Outline Difference between risk assessment and environmental audit Purpose Factors for consideration Adaptations Auditory implications Reporting and change

Difference between Risk Assessment and Environmental Audit Identify and manage risks to CYP and others involved in relation to specific Habilitation activities Identify aspects of a setting that might influence Habilitation work in that setting with a CYP Minimise the impact of these risks on specific hab activities in the setting Identify positive and negative features of a setting and their implications for Habilitation work

Environmental Audits Useful in educational settings to make the environment more accessible and promote inclusion Can be general or specific to an activity

Auditing Environments Series of linked processes: Observing and inspecting Detecting and clarifying reasons Recording, reporting and recommending Reviewing and monitoring

Factors for Consideration Lighting Colour Contrast Clutter Accessibility Storage/labelling of resources

Lighting Availability: Existing Settings Can all areas be well illuminated? Is there fixed artificial lighting? Is there natural lighting? Is there task lighting?

Lighting Balance: Existing Settings Can balance be adjusted by a practitioner? Can the balance be adjusted by CYPVI? Evidence of glare? Can this be controlled? Seasonal adaptations?

Lighting: Refurb/New Build Availability of individually controlled lighting zones? Are all floor and furniture surfaces matt or low glare? Are whiteboards anti-glare and positioned downward? Is glass (windows and display) anti-glare?

Lighting: Refurb/New Build Is safe task lighting available? i.e. no trailing wires Do all outdoor areas have access to shade through the day? Do all outdoor areas have access to shade through the seasons? Wall-up lighting for specialist areas?

Colour Contrast: Refurb/New Build Is high contrast apparent in all areas/surfaces? Do corner protectors contrast to the background? Do furniture and fitting contrast to the surroundings?

Clutter: Refurb/New Build Are plain colours used instead of patterns? Is visual clutter limited? Is there an uncluttered space for a speaker to stand in front of?

Transitions Is the space negotiable for a frame/wheel chair user? Are there location indicators for key spaces? Are there contrast strips and tactile edge indicators?

Transitions Visual, auditory and tactile location marking? Different coloured paint to mark location? Visual, auditory and tactile location marking? Any opportunity to practice stairs (if a single level build)?

Transitions If there are lifts, do they have speech indicators? Are there any olfactory cues? If there are lifts, do they have speech indicators? Are outdoor paths clearly highlighted?

Areas for Adaptations Signage Steps, edges, transition points Handrails Tactile trails

Areas for Adaptations Clear panels on doors Distinction between active and quiet areas in the playground Shaded areas Obstruction-free environments

Appealing to Other Senses: Auditory Indoor spaces with soft furnishings have less echo and reverberation Other noises e.g. air conditioning/computers can affect the acoustic quality Double glazing reduces external noise

Audition in New-Build/Refurb Different floor surfaces offering locational/directional cues? Silent heating and ventilation? Are there acoustic ceilings? Soft door closure systems?

Reporting, Recommending and Change What is realistic? Reporting problems? What is practicable? Collaboration? Duration? Funding? Who?

Observing Detecting Recording Reviewing Monitoring

Thank you for listening. Any questions? Email: Jessica.hayton@ucl.ac.uk Twitter: @JessicaHayton