2. Andrea Huntsman
Design Skills
AutoCAD & Hand Drafting
Construction drawings include floor
plans, reflected ceiling plans, HVAC,
electrical/data plans, fire safety &
accessibility plans, elevations,
sections and detail drawings.
Google SketchUp, Revit & Hand
Rendering
Programming
Space Planning
Adobe Creative Suite for client
presentations
Microsoft Office & vast
administrative skills
38. Adaptive Reuse of Health & Fitness Centers into Indoor Play Centers for Children with
Special Needs
Andrya Huntsman
ID422 Graduation Project Pre-Design
Fall 2014 ~ Session 1
Instructor: Sherry Nowak
December 2014
39. Huntsman | 2014
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Outline
I: Introduction
A: Thesis
B: Statistical Analysis of Problem
C: Anecdote Regarding a Special Needs Child
II: Special Needs Classifications
A: Learning Disabilities
B: Speech/Language Impairment
C: Traumatic Brain Injury
D: Emotional Disturbance
E: Autism
F: Intellectually Disabled
G: Deaf/Hearing Impaired
H: Blind/Visually Impaired
I: Orthopedic Impairment
J: Other Health Issues
III: Space Planning Needs
A: Reception & Parent Gathering Area
B: Sensory Stimulation Rooms
1: Low Stimulation Room
2: High Stimulation Room
C: Play Structure
D: Sports Gymnasium
E: Restrooms
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1: Changing Rooms/Tables
2: Nursing Rooms
F: First Aid
E: Food Service Area
1: Service Counter
IV: Egress Concerns
A: Child Safety
B: Code Compliance
V: ASTM Regulations for Indoor Play Equipment
VI: Lighting
VII: Sound
VIII: Furniture and Finishes
IX: Supervision and Security
X: Health Care Provisions
XI: Funding
XII: Conclusion
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In California, nearly 10% of all school age children have some form of
developmental delay or disability (Child Advocacy Institute). Of the fifteen indoor play
centers in San Francisco’s East Bay, not one caters to children with Special Needs.
Two Autism Play Centers are in development, but the San Francisco Bay Area special
needs community requires indoor play centers that cater not only to one type of
disability, but to children with a much broader spectrum of special needs. One Bay Area
parent has a son with a Global Developmental Delay which includes a Sensory
Processing Disorder and while he is physically able to motor around a typical
playground, there are entire new worlds of safety concerns present for children with his
diminished cognition. Now that he is in school with other special needs children, he
finds himself surrounded by boys and girls with Down’s syndrome; Cerebral Palsy;
Hearing, Vision or Communication Impairments and many other health and
developmental issues. Play centers that can accommodate him often fail to
accommodate many of his friends. At the same time, centers that cater to their specific
needs often do not challenge his developmental needs. There is nothing more
frustrating for a parent than to have a child who longs to play, but has no place to do so.
There are a large number of parents wishing for a place where all of their special needs
children will thrive in a way that works best for them. It is time to develop a place center
which is designed to accommodate the developmental play needs of children with all
ranges of ability.
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Figure 1: Special Needs Classifications Currently Served by Existing Facilities
According to Questar III, an organization dedicated to the education of special needs
children and adults; there are thirteen special education classifications (Questar III). In
Figure 1 above, the classifications currently being served by indoor play facilities are
shown. The Pie chart shows that the current focus is on children with Autism, Learning
disabilities and Sensory Processing Issues. Children with Orthopedic, Vision and
Hearing Impairments are currently being underserved. Many of these classifications can
be combined for the purposes of designing a play center. The Learning Disabilities
classification includes seven disorders. These disorders include Dyslexia, Dysgraphia,
Dyscalculia, Central Auditory Processing Disorder, Nonverbal Learning Disorders,
Visual Processing Disorder and Aphasia/Dysphasia (Learning Ally). Speech and
Language Impairments can be anything from a struggle to learn a new language to a full
blown Apraxia of speech. A play facility will not necessarily focus on communication
support, but will accommodate these children in the play structure and sensory
-Autism
-Emotional
Disturbance
-Speech/
Language
Impairment
-Intellectually
Disabled
Orthopedic
Impairment
Deaf/
Hearing
Impaired
Blind/
Visually
Impaired
Traumatic
Brain Injury
Other
Health
Issues
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stimulation rooms. Hearing and Vision Impairments are two more classifications which
can range from slight impairments to full deaf or blindness. Children with these
impairments will be invited to experiment with sound and sight in the sensory rooms and
should have exclusion from the play structure or gymnasium. Childhood Orthopedic
Issues can range from bowlegs and knock knees to Cerebral Palsy, Multiple Sclerosis
and Muscular Dystrophy, just to name a few (AAOS). This category will require
significant space planning and appears to be the most neglected group in play center
design, which means that the facility should really apply their focus to this group of
children. Autism is a classification which has received an increasing amount of attention
in recent years and many of the disorders associated with the Autism Spectrum include
sensory processing issues which will make the sensory rooms appropriate for those
children. Many children are born with intellectual disabilities such as Down’s Syndrome,
Fragile X Syndrome, Fetal Alcohol
Syndrome, etc. Many more develop them
from a Traumatic Brain Injury.
These cognitive issues can range from
extremely mild to extremely severe and it
would be nearly impossible to focus on the
entire range. This research is aimed at
accommodating children with mild to
moderate intellectual disabilities or brain
damage. Figure 2 illustrates the
classifications of needs which will be served by a proposed facility.
Orthopedic
Impairment
Deaf/ Hearing
Impairment
Blind/Vision
Impairment
Autism
Emotional
Disturbance
Speech
Language
Impairment
Intellectually
Disabled
Traumatic
Brain Injury
Other Health
Issues
Figure 2: Special Needs Classifications to be Served by Developing
Play Elements, Author.
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Classifications Not Served
-Traumatic Brain Injuries
-Other Health Issues
-Severe Cases of
otherwise servicable
impairments.
Classifications
Proposed to be Served
-Orthopedic
Impairment
-Deaf/ Hearing
Impairment
-Blind/Vision
Impairment
-Autism
Classifications
Currently Served
-Autism
-Emotional
Disturbance
-Speech/ Language
Impairment
-Intellectually
Disabled
The final classification of special education is the umbrella category of Other Health
Issues, which can include asthma, anemia, Tourette syndrome, diabetes and
ADD/ADHD, etc.
Some of the more severe categories require specially trained health care
professionals in order for children to play safely and remain healthy in the public
environment. Play facilities may not be able to accommodate the most severe health
care needs, but should focus on providing safety supervision and aids who are trained
to spot emergency healthcare needs so that parents can feel confident that their
children’s minor health care issues will not become major emergencies at the facility. All
of these special needs classifications deserve special design considerations; however
this project will focus on providing a play structure where able bodied children and
children with ambulatory issues can play together, two sensory rooms which can serve
children with a wider range of needs
and a large indoor gymnasium for all
children to utilize. Figure 3 illustrates
the comparison between the services
of existing facilities and the services
proposed by the research. It is clear
that not all disabilities will be served,
but the additional services will greatly
increase the spectrum of children
able to be accommodated.
Figure 3: Comparison of Children Served by Existing Facilities and
Proposed Services, Author.
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Figure 4: Proposed Play Center Schematic Diagram, Author.
The first step in the design process is to space plan. Figure 4 is a schematic diagram
of how such a facility may be laid out. An indoor play center should have a specially
designed entrance that welcomes families and provides a secure environment. The first
space guests should see is a reception area which will open to a parent gathering area
so that they can set up their “camp” and let children know where to return to when they
need something. This gathering area should provide a variety of tables and seating
options for both single parents and large groups to feed their children with easy
stroller/wheelchair access to tables. Providing lounge seating around the perimeter of
the space will allow parents to relax while watching their children get out their extra
energy. This area should be centrally connected to all other areas of the facility. Of the
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20 parents and professionals who work with children with special needs polled in 2014
(Appendix A), 55% have noted that a sensory room is high on the list of priorities. The
consensus seems to be that there should be a high stimulation area and a low
stimulation area where children with sensory processing issues can go to “escape” the
chaos of the surrounding areas. According to the poll, a large active play structure
should accommodate both children with and without physical disabilities and help
children with ambulatory issues to develop their motor skills. The structure will need to
follow the American Society for Testing and Materials (ASTM) code F1918-12 which
regulates the Standard Safety Performance for Soft Contained Play Equipment. Among
other things, this code states that the flooring and all structural supports need to be
sufficiently padded for children’s safety (ASTM). The American’s with Disabilities Act
(ADA) currently only regulates outdoor playgrounds, but adherence to their guidelines
would be especially important in a facility that caters to children with special needs. The
most important requirement is that 50% of all play elements, whether ground level or
elevated, need to be accessible by mobility device. Play elements include swings,
slides, climbers, spring riders and play houses.
Case Study
Extreme Kids & Crew, Brooklyn, New York
Extreme Kids & Crew is “a not-for-profit arts-movement-play program dedicated to
connecting and empowering families raising children with every sort of disability and
special need” founded by Eliza Factor in Brooklyn, New York. Eliza has a son with
Autism and Cerebral Palsy, and like many parents of children with special needs, she
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found it difficult to connect with other special needs parents. When she founded the first
center in 2011, she wanted to create a “supportive space for children with disabilities,
their families and friends, to socialize, create and play” (Mission & Vision).
Today, the organization hosts two locations, AMP Space (Arts, Movement & Play)
and the smaller CAP House (Crispus Attucks Playground). Both centers are in Brooklyn,
New York and focus on artistic expression and playful movement.
The innovative equipment used at the locations includes ball pits, a variety of swings
(hammock, cuddle, moonswing, platform), a squeeze machine, an assortment of
therapy balls and sensory toys, mountain of poufs and crash pads to climb, rearrange
and jump on, gymnastic mats, a bubble tube (CAP House), an art table with art
supplies, an LED color change light tent (AMP Space), a reading loft (AMP Space) and
rolling slide (AMP Space).
Case Study 1: Extreme Kids & Crew. Web.
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According to the Morgan’s Wonderland Case Study, a gymnasium where children
can play indoor sports or perform on a stage can also act as a function hall for
fundraisers and other events. The parent poll conducted (Appendix A) also suggests
that the centralized parent zone should have a clear site line to all play areas while
providing parents with the ability to conceal themselves from their children and promote
independence if desired. One parent from the 2014 poll noted that restroom facilities
need to be accessible from the centralized location and should include changing rooms
and tables for children of all sizes and abilities. According to social media debates about
mothers who nurse their children in public, a nursing room should provide a private,
quiet place for mothers of nursing children. The Morgan’s Wonderland Case Study also
suggests that a first aid area should include space for addressing special health care
needs so that children who need special treatments, such as insulin injections, can stay
and play. Finally, 80% of parents polled state that a food service area should allow
parents to order food and beverages or bring snacks from home for their children with
health concerns. These ten zones will allow the facility to accommodate a wide range of
children without reaching beyond reasonable capabilities.
The entry will be the first area that guests see. It is extremely important to
eliminate children’s ability to exit the facility without their guardian while also complying
with egress codes. Accessible emergency exits need to be present throughout the
facility with safety measures taken to prohibit children from opening them without an
adult. One education professional polled suggests that a play facility provide an exterior
safety zone with emergency meeting area much like that at an elementary school in
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order to eliminate the chance of separating children from their guardians in an
emergency evacuation.
Visits to Bay Area family entertainment facilities and preschools including Super Franks
in Pleasanton, California and Vallejo Parent Nursery School in Vallejo, California, have
shown that these facilities typically have a main entrance door which leads to a small
reception area which may include a cashier or office area. From the reception area,
heavier doors lead to the various other areas. In the preschool, these doors are half-
sized and lockable from the outside, but within reach if an adult reaches over the door.
At Super Franks, there are two main eating areas which can be accessed through
small, latched, gate-like doors. The eating areas lead to the two main play areas by way
of large, glass doors set into large glass walls. The eating areas and play areas each
have emergency exit doors, but they appear tucked away and are covered with signs
not to open unless there is an emergency. In the preschool, the emergency exit doors
all lead to the exterior playground which is fully fenced with a securely locked gate.
Figure 5 shows a preschool playground which is connected to the building and fenced in
much like the one at Vallejo Parent
Nursery School.
All children require gross
motor development, so it is vital
that a facility be designed to foster
gross motor play in children with
ambulatory issues. An ADA Figure 5: Penfield Preschool Playground. Web.
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compliant play structure with double wide pathways for wheelchair access will be a
good start. ASTM regulations limit the option for indoor play equipment, and outdoor
equipment cannot be used indoors. Companies like Landscape Structures and
International Play Structures offer a full spectrum of indoor and outdoor play equipment
for children of all ages, but their special needs equipment is limited to outdoor use
(Carey, IPC). Ross Recreational Equipment Company is a leading full service
playground design firm in California and Oregon. They partner with Landscape
Structures to develop ultra accessible play ground designs and can be incredibly useful
in the design of an indoor play structure that caters to children with special needs. Fine
motor skills are just as integral as gross motor skills in the development of a child and
many play structures include sensory panels designed to increase fine motor skills.
Sensory bins and tables are another piece of equipment which will allow children
of all abilities to interact and play together in a
functional way. Integrex is a European company that
has developed and manufactured an “Immersive
Sensory System for Special Needs” which they call
SENse. Figure 6 illustrates how this sophisticated
system projects a complex image onto a wall, ceiling or even a floor. The amazing
feature is that these images respond to body movement to allow even the least mobile
person to interact with the projections. By providing a space for children to determine
the amount of sensory input they receive, the play center will accommodate children
with all levels of cognition. One Bay Area mother who has raised children with Autism,
Down’s Syndrome and Cerebral Palsy suggests that the play center should provide a
Figure 6: Integrex "SENse", Integrex. Web.
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special room where the lights are kept dim, the music played softly and the floors, walls
and other surfaces are padded for the safety of children having emotional outbursts.
Filling this room with large, weighted pillows or bean bags for children to lie on and
smaller, lighter pillows for throwing will allow children to act on their impulses in a safe
environment. Board Certified Behavior Analyst (BCBA) Kelly Grimes of McGrew
Behavioral Intervention Services (MBIS) in San Francisco, states that weighted blankets
and lap pads are effectively used to calm children who struggle with self soothing and
other sensory processing issues. Sensory Goods is a company which supplies products
like these and other sensory elements which would be very useful in facilities such as
these. Another sensory room where children can experiment with smell, touch, sound
and sight should be included. A texture center can invite them to feel all sorts of textures
not just with their hands, but with their whole bodies.
Interactive light tubes, like the ones at Extreme Kids &
Crew’s CAP House, will allow them to touch the tube to
call the light to them, press buttons to change the light
color and even increase or decrease the brightness of
the lights through the use of sound. Figure 7 shows a
baby safely interacting with the light tube at Extreme
Kids & Crew’s CAP House. A space for playing music can include the opportunity for
children to make their own instruments and even record a musical session. An idea
presented by one Bay Area father was to find a way in which a deaf child can make
noise and see the sounds displayed on a screen in some way. This technology would
Figure 7: CAP House Light Tube, Extreme
Kids & Crew. Web.
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require significant research and development, but has the potential to be very
inspirational to a child.
Furniture throughout the facility needs to be durable and accessible, but also
inspired by a child friendly theme. Seating may range from very soft to hard molded
plastic, depending on the space. The largest play area would use a more primary color
scheme. The sensory rooms should stay with more muted tones to focus on the way the
colors will affect the children psychologically. While all colors can be used in a way that
increases or decreases the energy of a space, each color effects us differently
psychologically. According to HGTV’s article “The Psychology of Color”, Red is a highly
stimulating color which can increase appetite or even temper. Blue is a versatile color
which “evokes feelings of calm and freshness (HGTV)”. Using colors to help parents
manage their children’s emotions would be a very helpful design technique. The
restrooms, nursing rooms, first aid and snack areas should use a more neutral color
scheme to illustrate the function of the spaces. Flooring throughout the facility will need
to be slip resistant and barrier free. Flooring in the play areas will need to meet ASTM
standards for impact protection in case of children falling. The ASTM regulations for
flooring under an indoor play structure determine the thickness required for soft rubber
matting by the highest height of any potential falls. This flooring needs to be soft enough
to protect a child from injuries when falling, as well as firm enough to roll a wheelchair
on (ASTM).
Carpeting in sensory rooms should be within ADA code 4.5.3’s maximum ½ inch
cut pile for a barrier free accessible design while providing a softer atmosphere than the
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rest of the facility (ADA). Plush carpeting may be specified in seating areas, but care
must be taken not to hinder accessibility in any way.
One of the most important aspects of play facility design is security. Parents
need the opportunity to sit down while their children play without the constant worry that
they will be in danger. For parents with multiple children, it is virtually impossible to have
eyes on all of them at once. A play center for children with special needs will require
highly trained staff prepared to recognize a child in distress. In addition to staff, the
facility should be designed for the safety and security of the children first. It should be
virtually impossible for children to leave alone or with anyone but their guardian. Since
many special needs children are non-verbal, security measures are even more
important for their safety.
The first aid area at a special needs facility is even more important than at a
typical child care or play center. It is important that the space be able to accommodate
children of all ages and sizes. Parents who need to change catheters or give insulin
shots should feel just as welcome as those who need to treat a scraped knee or
bumped lip. Standard first aid materials such as bandages and anti-bacterial ointments
should be available to guests, as well as other materials that are more specific to
children with minor medical conditions. The facility should not provide medical
equipment or medications that should be provided by the parents for their child’s
specific medical needs.
Unlike typical restrooms, the restrooms at a special needs play facility should
provide more over-sized stalls than standard stalls. While many child care facilities offer
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a parent restroom with standard sized toilets and a child restroom with smaller fixtures,
this facility will need to provide a range of fixture sizes within the same restrooms in
order to accommodate a wider range of children. Many children with special needs
remain in diapers well beyond the typical potty training age. According to the 2014 poll
(Appendix A), parents of special needs teenagers are often left to change their older
children and teenagers on floors since restrooms do not have changing tables large
enough for adult children. It is very important to provide private changing rooms where
adult sized children can lay down on safe, elevated surfaces to either have their diaper
changed, or change it themselves. Nursing rooms should also be included in the
restroom area of the facility. These rooms should include a private sitting area with a
rocking or gliding chair, side table, infant changing table and trash can.
Play centers for special needs children should also provide a small café or
snack bar with food and beverages. This small food service area could include features
like a small bakery style counter with cash register and case displaying pre packaged
foods for sale. Beverage display cases could provide cold drinks while hot water carafes
could allow parents to order coffees and teas. Considering the special dietary concerns
of the various children, facilities should also allow parents to bring in outside food. Café
seating areas should provide multiple table arrangements to seat groups of all sizes and
should be connected with the parent seating area in one large space with minimal visual
interference to the play areas. Smaller, semi-private eating areas may also be provided
for children who are overwhelmed in large areas. Small cove like booths can create a
safer atmosphere that will put overwhelmed children at ease while allowing their parents
an easy connection with the rest of the space.
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Finding a suitable location to develop play
centers for children with disabilities in California will
require developers to consider multiple factors. A
facility such as this would be most successful in a
community with a strong special needs network.
Berkeley, California is known for having a tight
network of special education programs. Other cities
such as Pleasanton, San Ramon and Walnut Creek
would be good options as their residents have a strong commitment to family activities.
More central cities such as Fremont and Alameda might also work for their ease of
accessibility from all around the Bay Area. Figure 8 shows that Alameda County is very
central in the San Francisco Bay Area. In Alameda County, commercial properties in the
5,000 square foot range are selling for between $1 million and $1.5 million. Crowd
funding sites such as Kickstarter and GoFundMe are very popular sources of funding for
start up businesses, but local Special Needs advocacy groups, city ordnance offices
and state run organizations will also be contacted for financial support and guidance.
Case Study
Morgan’s Wonderland, San Antonio, Texas
Morgan’s Wonderland was founded in 2010 by land developer Gordon Hartman. “The
world’s first ultra-accessible theme park designed with special-needs individuals in
mind and built to be enjoyed by everyone” the park features a large Welcome Center
with security measure built in, two shaded outdoor play structures specifically designed
Figure 8: Bay Area Map, Wine&Vine. Web.
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for wheelchair access, a Sensory Village, a wheelchair accessible train ride, Starlight
amphitheatre for private and public performances, wheelchair accessible Off-Road
Adventure Ride, Carousel, Wharf overlooking the fully stock lake, gardens, walking
paths, water play, sand play and picnic areas and an event center.
At the Welcome Center, guests are provided with a Radio Frequency Identification
band which can be used not only to locate restrooms, concessions, souvenirs and exits,
but also to locate your group! This is such an important feature when dealing with
guests who may wander off, or even bolt to other areas of the park. By offering parents
the ability to track their missing child, the park maintains a safe a secure environment
while also keeping the experience fun and exciting.
The Sensory Village is especially helpful to the development of an indoor special needs
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play facility. It boasts a group of themed interior spaces that offer unique opportunities
for children to interact with their surroundings. “The Paramount Theater offers
interactive videos. The Saddle-Up Stable holds two Equicizer Horses. The Fix-It Shop
lets guests create a tool sounding symphony, design a custom car and go for a
simulated test drive through San Antonio and the surrounding Hill Country. The Village
Market grocery store is full of fun colorful groceries, perfect for imaginative play and
KMWL7 TV station allows guests to do the weather forecast and see themselves on
TV!TV! (Attractions).
This 25-acre park began as the vision of Gordon Hartman, the father of a young
woman with special needs. Like many parents, Gordon suffered when watching his
daughter struggle to make social connections. He decided that the world needed a park
where children of all ages and abilities could come together and play. He began funding
the project by creating The Gordon Hartman Family Foundation, which established the
non-profit Sports Outdoor and Recreation (SOAR) to raise money for park construction.
After donating $1 million of his own capital with his wife, Maggie, he secured financial
commitments from the City of San Antonio, the State of Texas, charitable foundations,
corporations and individuals. Construction began in 2009 and it took just over a year for
the $34 million park to be completed. Hartman even involved philanthropic celebrities
such as Eva Longoria and David Robinson in the grand opening. Since then, Hartman
has opened numerous affiliated charities to help keep fund the park’s operational costs
and keep admission fees low. The park prides itself on admitting all special needs guest
free of charge.
Case Study 2, Morgan’s Wonderland. Web.
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Once all necessary design elements are considered, the need for a play facility
that caters to the special needs community becomes even more evident. Beyond the
need for specialized play equipment, safety and security, accessibility and first aid are
of utmost importance and require significantly more consideration than in a typical play
center. Standard elements such as food service and restrooms need to be completely
re-imagined for this special clientele. Unique additions such as sensory rooms, nursing
areas and first aid facilities will make a facility better able to cater to this particular
community.
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Bibliography - MLA
Figures Cited:
Figure 1: Personal pie chart by author. 2014. By Andrya Huntsman.
Figure 2: Personal pie chart by author. 2014. By Andrya Huntsman.
Figure 3: Personal venn diagram by author. 2014. By Andrya Huntsman.
Figure 4: Personal schematic diagram by author. 2014. By Andrya Huntsman.
Figure 6: Penfield Village Nursery School & Kindergarten Playground. 2013. <
http://penfieldvillage.org/blog/facilities/>.
Figure 7: Integrex “SENse”. 2014. < http://www.integrex.co.uk/special-needs/sense/>.
Figure 7: Extreme Kids & Crew Light Tube. 2014.
<http://www.extremekidsandcrew.org/cap-house/>.
Figure 8: Bay Area Map. 2014.
<http://www.wineandvinesearch.com/united_states/california/bay_area.php>.
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Works Cited:
"AAOS - OrthoInfo: Children." AAOS - OrthoInfo: Children. Web. 30 Nov. 2014.
<http://orthoinfo.aaos.org/menus/children.cfm>.
"Children with Special Needs." Child Advocacy Institute. University of San Diego School
of Law, 1 Jan. 2004. Web. 30 Nov. 2014. <http://www.caichildlaw.org/CB_2004-
05/Chapter_5_2004-05.pdf>.
"Department of Justice ADA Title III Regulation 28 CFR Part 36 (1991)." Department of
Justice ADA Title III Regulation 28 CFR Part 36 (1991). Web. 15 Dec. 2014.
<http://www.ada.gov/reg3a.html#anchor81>.
"Helping Our WorldWork Better." ASTM International. 5 Nov. 2014. Web. 6 Dec. 2014.
<http://www.astm.org/>.
"Sensory Goods Offering Affordable Therapy Products, Affordable Weighted Blankets."
Sensory Goods. Web. 14 Dec. 2014.
<https://www.sensorygoods.com/Weighted_Blankets_s/1827.htm?gclid=CjwKEAiAh
7WkBRCQj_zwZvk52ISJADj7z8CjBWpp60KoZrykVjbptogKb2ZKSg7p1JiRDhpGIej6
BoCmmTw_wcB>.
"The Psychology of Color." HGTV. Web. 14 Dec. 2014.
<http://www.hgtv.com/remodel/interior-remodel/the-psychology-of-color>.
"The Thirteen Special Education Classifications." Questar III. Web. 30 Nov. 2014.
<http://www.questar.org/services/rse-tasc-ii/presentations/iep/Thirteen-Special-
Education-Classifications.pdf>.
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"What Are the 7 Main Types of Learning Disabilities? - Learning Ally." Learning Ally.
Web. 30 Nov. 2014. <https://www.learningally.org/parents-students/learning-ally-
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types-of-learning-disabilities/>.
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Appendix A:
Adult Questionnaire
Name:
How are you connected to the special needs community?
What disabilities/impairments do you have the most familiarity with?
What developmental play elements would you most like to see added to an INDOOR
play facility?
What changes would you make to the restroom facilities at your favorite INDOOR play
center to make them more accommodating for children with special needs?
What suggestions do you have for making a play center that caters to children with
special needs safer and more secure?
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Case Studies:
Huntsman, Andrea. “Extreme Kids & Crew Case Study”. Adaptive Reuse of Health &
Fitness Centers into Indoor Play Centers to for Children with Special Needs. Pages
9 & 10. Print. <http://www.extremekidsandcrew.org/>.
Huntsman, Andrea. “Morgan’s Wonderland Case Study”. Adaptive Reuse of Health &
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