Accessing Outdoor Environments for Visually Impaired Children
Presented in June 2011
Outdoor Areas Data Collection sheet
Date:
Time of Day:
Weather Conditions:
As you move around the school mark on:
Surfaces/plants:
- The type of surface you find, for example tarmac or grass.
- The transition from one surface to another – is this clearly defined.
- Are the surfaces non-slip, in good condition, even, clear of obstacles/overhanging plants/protruding roots?
- Are the surfaces/plants interesting to all the senses?
- Are the plants non toxic and safe to touch?
- What colours are in the environment – would you describe the area as montone or are there a variety of colours, are the contrasts bold enough?
- In what ways has attention been drawn to hazards within the school-grounds? Are these measures useful for children with low vision?
Sensory cues:
- How would you orientate yourself in this area? What is the primary sense with which you engage with the area – eg; traffic noise, smells, texture etc
- List the features that can be engaged with through each sense – eg; water, sand, sculptures.
- Are the cues permanent or transient?
Routes:
- Are there clearly defined routes?
- Do they have edges, tactile surfaces or dropped kerbs?
- Are there benches at suitable intervals?
- Is there more than one accessible route?
- Are there any signs? Are they in a suitable position and suitable format?
- If you have signs in different parts of the grounds, is the positioning of these signs consistent?
- Are the colour contrast and font legibility of these signs sufficient to be accessible to pupils with low vision?
- How would a child know they were there?
- If the route contains steps, are the steps adapted in a way that optimises their visibility?
- Are hand-rails in place to help with the navigation of steps?
Weather:
- How does this space change with the weather – do puddles form, is there any shade, does it get windy etc? Does this change with time of day or season?
Boundaries:
- Are there any gates (how do they open), are there any gaps?
- Is the entrance welcoming? How?
Any other comments:
Social Area
Date:
Time of Day:
Weather Conditions:
As you move around the school mark on:
Physical Features:
- The type of surface you find, for example tarmac/grass/trees/planting?
- The sunny/rainy/windy areas and marking any shade or shelter and how this changes throughout the day.
- Size – how many children would this area accommodate? Is the area clearly demarcated and if so how?
- Is the area accessible for all children?
- How does this area help/hinder independence?
Seating:
- What size seating is there – how many children could sit here – in large groups, in small groups, individually?
- What is it made of?
- Is there any shelter – from rain above and wind peripherally?
- How is the seating arranged – is it easy to talk to others?
- What activities could be done here:
- creative vs active,
- quiet vs noisy,
- small group vs big group
Atmosphere:
- What are the sensory characteristics of the place – is it interesting/inviting for all senses? Are there any senses not stimulated?
- What activities can be done here (eg; football, running, reading, chatting)? Would the activity disturb activity in other areas?
- Does it accommodate different types of children:
- shy vs outgoing,
- quiet vs active,
- old vs young
Any other comments:
Learning Areas
Date:
Time of Day:
Weather Conditions:
As you move around the school mark on:
Physical features:
- Is the acoustic environment conducive to the delivering of a lesson?
- Is the area sheltered – could it be used in all weathers – hot, cold, rain etc?
- Is there adequate seating or space for temporary seating?
- Are there any features (in proximity or beyond) that would influence the delivery of the lesson (eg; unlocked gates into the car park) if the children were unsupervised?
- Is their unrestricted line of sight to all areas of the playground if needed?
Types of lessons:
- What type of lesson could be held here:
- quiet vs loud,
- sedentary vs active,
- resource intensive vs simple,
- messy vs clean?
- Creative/independent vs structured
- Make use of visual, auditory, kinaesthetic learning style
What would make the area suitable or not suitable for the chosen lesson type?
- What subjects would lend themselves most obviously to being explored at this environment?
Resources:
- What resources (natural or manmade) could you use easily in this area to support a lesson?
- Are you close to a specific resource – eg; wildlife garden, playground marking, electric point, a water tap etc?
- Are these resources naturally accessible or do they need to be adapted?
- Would any resources used create a hazard for pupils with visual impairment (in use or when stored)?
Any other comments: