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Occupational therapist urges inclusive, accessible features in school reconstruction plans
Summary
An occupational therapist and district staff urged the board to ensure reconstruction plans include accessibility, nursing spaces, sensory accommodations and mechanical lifting supports for special-education students.
An occupational therapist from USD 500 urged the Kansas City, Kansas Board of Education on Feb. 27 to incorporate accessibility and specialized design features into the district—s school reconstruction plans so classrooms better meet the needs of students with disabilities.
Brianna (Bree) Connor, who identified herself as an occupational therapist in the district, told the board her building houses multiple specialized-education programs and that the current built environment presents barriers for students who rely on mobility devices, need assistance with hygiene or require sensory accommodations.
Connor asked that reconstruction plans explicitly include: 1) Accessibility of all areas for wheelchairs and mobility devices. 2) Classroom spaces that accommodate nursing care and equipment. 3) Immediate access to hygiene facilities and adaptive equipment. 4) Adjustable sensory features such as lighting. 5) Fully enclosed classrooms with minimized exit points to reduce sensory triggers and increase safety. 6) Designated self-regulation spaces for sensory overload situations. 7) Accessible playground surfacing and equipment. 8) Ceiling structural supports in classrooms where mechanical lifting devices may be needed.
She said inclusive physical environments "maximize safety and promote socialization between disabled and nondisabled students," and asked that building staff and professionals who work directly with special-education students be included in planning.
Why it matters Reconstruction offers an opportunity to remove long-standing barriers in school buildings. Connor argued that including direct staff input and designing for diverse needs improves learning, increases family trust and reduces future retrofits.
Board response and next steps Board members and district leadership acknowledged the testimony and the need for stakeholder input. The board clerk and leadership said staff would follow up with commenters; the superintendent—s office indicated project teams will work with building staff to consider these requirements during design.
Ending Connor closed by saying staff were eager to work with the district—s planning team. The board did not take an immediate formal vote tied to Connor—s requests at the Feb. 27 meeting, but staff committed to further engagement with building-level special-education professionals during planning.
