PA2085. Safety issues on school’s environment in Greece and its effect on children with visual impairment

Abstract Background The disabled child spends most of its daily time in School’s learning environment, which affects not only its ability on learning [2], but also its health in terms of physical and mental safety [1]. The research investigates the relation between the School’s Built Environment and Furniture, in terms of Safety, and how these factors affect the disabled child with Visual Impairment. Methods A variety of methods were adopted, including literature review, questionnaire surveys, interviews, case studies, and non-participant observation in Special Schools. Results The results of the research confirm a strong relationship between safety and human behavior. Survey in all types of Schools (462 Special Schools, 2961 integration classes in General Schools) found that 89% of children affected, in terms of hazards at the external environment (schoolyards), the interior environment of classrooms (furniture [3], equipment), corridors, staircases, toilets, openings (windows, doors). The comparison between Schools that adopted safety measures with those that didn’t indicated a difference in children’s behavior (levels of stress, fear, lack of concentration, distraction, social interaction). Conclusions Action required towards designing educational environments, in terms of adopting safety issues into consideration. A new perspective must be introduced in Design Practice, establishing a strict legislation framework from the Government and the involvement in the process of a multi-disciplinary team of experts, like Health professionals, Architects & Designers specialized in Safety in work environments. In this way, a School building can act as a source of knowledge for the visually impaired child, without the fear of injuries, contributing to its overall progress [4]. References [1] Grimes P.(2004), Multiple factors affecting health in classroom environment, J. of Human Env.,v7,1-9 [2] Papanastasiou C.(2008), Factors affecting schools in terms of achievement, J. of Ed. Research,v.14,p539 [3] Parcells C., Stommel M., Hubbard R., (1999), Mismatch of classroom furniture and student body dimensions: Empirical findings and health implications, Journal of Adolescents Health, vol.24,p265 73 [4] Uline C. (2008), The walls speak: The interplay of quality facilities, school climate, and student achievement, Journal of Ed. Adm., v. 46(1),p.55-73 Topic Child’s Safety, Ergonomic Design, Disability.