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

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

3. 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

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

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

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

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

8. 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?

9. 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?

10. 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?

11. 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?

12. 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?

13. 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?

14. 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)?

15. 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?

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

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

18. 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

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

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

21. Observing
Detecting
Recording
Reviewing
Monitoring

22. Thank you for listening. Any questions?