Abstract
The present report presents the results of a questionnaire survey on plans for and use of space in special classrooms for children with speech disorders. The actual space available in classrooms for handicapped children and the educational treatments used with those children were studied. The results were as follows: 1. Most of the classroom teaching was done with either an individualized or a group teaching system. The small rooms used for individual education and the space used for group training had to be arranged according to the conditions of the children's disabilities. 2. In terms of the use of space and spatial requirements, responses from most of the schools expressed the wish for a classroom that faced south, located on the ground floor. In only a few schools the common rooms or spaces in the school were not used. Most of the classrooms had a playroom, a learning room, and an observation room. 3. The points that should be considered when planning a specical classroom were, in order of importance, area, safety, disposition, silence, lighting, convenience, sense of security, intimacy, activity, ventilation, and illumination. 4. Most of the classrooms observed were of a "non-standard" type of construction. 5. Most of the classes had a corridor in the classroom.
