Designing with ADA Standards
Architectural Design
Lesson Plan
Performance Objective
Students will create a preliminary design of a house for a wheelchair-bound person.
Specific Objectives
• Recognize the ADA Standards
• Determine the interior dimensions required for the occupant
• Design the floor plan with appropriate spatial accommodations
• Identify where the turn-around spaces need to be located
• Design the house with appropriate ingress/egress
Terms
• ADA – Americans with Disabilities Act, enacted by the Federal Government
through the Department of Justice in 1990
• Standard – an average or normal requirement
• Minimum – the lowest amount possible
• Maximum – the largest amount possible
• Egress – the means of going out, exit
• Ingress – the means of coming in, entry
• Turning radius – the amount of space needed to turn oneself around
• Dimension – measurement of a space or an object, such as the distance
between two points
• Visualization – a mental image that is similar to a visual perception
• Three dimensionality – having (or seeming to have) the dimension of depth,
width, and height
• Spatial reasoning – the ability to position and orient ourselves in everyday
environments
Time
When taught as written, this lesson should take approximately 50 minutes to teach.
Preparation
TEKS Correlations:
This lesson (as published) correlates to the following TEKS. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Architectural Design
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130.46(c) Knowledge and skills
(5) The student applies the concepts and skills of the profession to simulated or
actual work situations. The student is expected to:
(R) demonstrate knowledge of the Americans with Disabilities Act
Interdisciplinary Correlations:
English-Reading I, II, III
• §110.47(b)(2) The student acquires an extensive vocabulary through reading and
systematic word study. The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(E) use available reference guides such as dictionary, glossary,
thesaurus, and available technology to determine or confirm the
meanings of new words and phrases.
• §110.47(b)(9) The student reads and responds to informational texts. The
student is expected to:
(B) use text features and graphics to form an overview to determine
where to locate information;
(E) communicate information gained from reading.
Math-Geometry
• §111.34(b)(5) Geometric patterns. The student uses a variety of representations
to describe geometric relationships and solve problems. The student is expected
to:
(C) use properties of transformations and their compositions to make
connections between mathematics and the real world.
• §111.34(b)(6) Dimensionality and the geometry of location. The student analyzes
the relationship between three-dimensional geometric figures and related twodimensional representations and uses these representations to solve problems.
The student is expected to:
(C) use orthographic and isometric views of three-dimensional geometric
figures to represent and construct three-dimensional geometric figures
and solve problems.
• §111.34(b)( 8) Congruence and the geometry of size. The student uses tools to
determine measurements of geometric figures and extends measurement
concepts to find perimeter, area, and volume in problem situations. The student
is expected to:
(A) find areas of regular polygons, circles, and composite figures;
(F) use conversions between measurement systems to solve problems in
real-world situations.
Occupational Correlation (O*Net – www.onetonline.org):
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
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Reported Job Titles: Architect, Project Architect, Project Manager, Architectural
Project Manager, Principal, and Design Architect
Tasks:
• Consult with clients to determine functional or spatial requirements of structures.
• Plan layout of project.
Soft Skills:
• Critical Thinking — Using logic and reasoning to identify the strengths and
weaknesses of alternative solutions, conclusions, or approaches to problems.
• Complex Problem Solving — Identifying complex problems and reviewing related
information to develop and evaluate options and implement solutions.
• Active Learning — Understanding the implications of new information for both
current and future problem-solving and decision-making.
Job Title: Architectural Drafters
O*Net Number: 17-3011.01
Reported Job Titles: Intern Architect, Drafter, Draftsman, Architectural Designer,
Architectural Drafter, Architectural Intern, Architectural Draftsman, and CAD Technician.
Tasks:
• Draw rough and detailed scale plans for foundations, buildings, and structures,
based on preliminary concepts, sketches, engineering calculations, specification
sheets, and other data.
• Layout and plan interior room arrangements for commercial buildings using
computer-assisted drafting (CAD) equipment and software.
Soft Skills:
• Critical Thinking — Using logic and reasoning to identify the strengths and
weaknesses of alternative solutions, conclusions, or approaches to problems.
• Reading Comprehension — Understanding written sentences and paragraphs in
work related documents.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. This lesson may
be modified to accommodate your students with learning differences by referring to the
files found on the CTE website: http://cte.unt.edu/architecture/curriculum.
Teacher Preparation
• Become familiar with the ADA Standards for Accessible Design issued by the
Department of Justice. This Federal code regulations manual is available to view
online through numerous sites, and is also available in a downloadable PDF
form.
• Review this lesson document and all peripheral documents.
• Have all lesson materials prepared and ready to begin class.
References
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3
United States Department of Justice. U.S. Department of Justice 1991 ADA standards
for accessible design. 15 Nov. 2010. Retrieved from
http://www.ada.gov/stdspdf.htm
Kennedy, D., Baur, S., & Kulterman, E. (2012). Chapter 9 Residential Space Planning,
Civil Engineering and Architecture, (pp. 328-367). Clifton Park, NY: Delmar
Cengage Learning., 2012. 328-67. Print.
Materials/Equipment Needed
• Computer connected to a projector and a screen
• This lesson plan document
• Paper for sketching (students)
• Paper for printing (teacher)
• Pencils (students)
• Access to the ADA standards, either electronically or in print form. Refer to the
References section of this lesson for more information about accessing this
document.
Learner Preparation
Prior to this lesson, students should be familiar with the process of sketching out a
residential home design in plan view, and should be able to visualize it three
dimensionally. Students should also be versed in reading dimensions, understanding
scale and proportion, and can accurately measure spaces and objects while noting the
unit of measurement.
Make sure students can access the Standards and have copies of the student handout
before you begin with the hands-on application.
Introduction
The main purposes of this lesson are to help the student understand:
• what the ADA Standards are
• why some members of our community need special considerations when we are
designing for them
• that there are federal regulations in place to help us better serve those members
of our community that need our design expertise
• how to design a space that can accommodate someone who is wheelchairbound
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Introduction (LSI Quadrant I)
This is one way to begin a guided classroom discussion that could prove useful as a
class opener and warm up activity.
Show students slide #2 of the presentation.
Ask students if they know what the ADA acronym stands for. (Give students enough
time to think and respond before continuing).
Tell them what ADA stands for, who developed it, why it was created, and when it was
enacted. (All this information is in the “notes” for that slide in the presentation).
Show slide #3 of the presentation.
Ask students what they see. (Give students enough time to think and respond before
continuing).
Tell students that what they are seeing are two examples of bathroom spaces in a
home. One is wheelchair accessible, and the other is not. Discuss the differences.
Show slide #4 of the presentation.
Ask students what they see. (Give students enough time to think and respond before
continuing).
Tell students that what they are seeing are two examples of a hallway and bedroom
configuration. One is wheelchair accessible, and the other is not. Discuss the
differences.
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Outline
Multiple
Intelligences
1.
2.
3.
4.
5.
Lesson Outline: (LSI Quadrant II)
1. Recognize the ADA Standards.
Students can access the ADA
standards, and know how to
locate the necessary information
on dimensional requirements for
spatial allowances.
2. Determine the interior
dimensions required for the
occupant. Students can
determine what the minimum
requirements and maximum
allowances are for access by a
wheelchair-bound individual.
3. Design the floor plan with
appropriate spatial
accommodations. Students can
design a preliminary sketch of a
home for a wheelchair-bound
person and use appropriate
spatial accommodations.
4. Identify where the turn-around
spaces need to be located.
Students can determine where the
60” diameter circular turn around
spaces are in every room.
5. Design the house with
appropriate ingress/egress.
Students can apply knowledge of
ADA accessible egress
regulations to the house.
Notes to Instructor:
1. Make sure students
have access to the
ADA Standards, either
electronically or in print
form.
2. Walk them through
how to research the
correct dimensions and
measurements they
will need to find.
3. Permit students some
time to sketch out a
house for a wheelchairbound person, taking
into consideration the
spatial accommodation
requirements as
defined in the ADA
Standards.
4. Make sure students
know they need to
have a 60”
unobstructed turn
around space in every
room. Students can
simply draw a circle
with the diameter
marked as a reference.
5. Steps or ramps?
Ramps! Assist
students with how to
look up the ramping
requirements in the
ADA Standards.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
Application
Guided Practice (LSI Quadrant III)
Discuss with students the spatial accommodations that need to be considered when
designing for a wheelchair-bound individual. The Introduction on page 5 of this lesson is
a good way to start this group discussion.
Demonstrate how to access the ADA Standards, and how to look up the reference
information needed. Talk students through it as you demonstrate.
Demonstrate how to sketch out a small home for a wheelchair-bound individual, making
sure that they will be able to maneuver around all the spaces. Interior width of spaces,
appropriate fixtures, and turn-around spaces must be considered when designing.
Independent Practice (LSI Quadrant III)
Students individually practice referencing the ADA Standards and sketching out a rough
plan for a house on the student handout.
Summary
Review (LSI Quadrants I and III)
Students find a partner and show each other their house design sketches. As a class,
review the terminology and the ADA Standards once again after students have
completed their preliminary sketches.
Evaluation
Informal Assessment
Any of the following can be used as informal assessments:
• Spot check each student’s rough plan sketches
• Have students “pair and share” and critique each other’s plans
Formal Assessment
The following can be considered a formal evaluation for grading the rough plan
sketches each student designed based on the ADA Standards and the client’s needs.
• Students complete the pop quiz (refer to the last slide of the presentation)
• Teacher follows the rubric that correlates with the student handout and evaluates
to what extent each student considered the ADA Standards
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Enrichment
Extension
Students can research the cabinet and fixture spatial accommodations as outlined in the
ADA Standards. They can go beyond simple space planning of the rooms on the plan if
they design all the cabinetry as well.
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HANDOUT
Student Name: _________________________________________ Date: __________
Instructions:
Review the ADA Standards. Read the message below that describes the client’s
needs for this new design. In the space provided, sketch out a house that will
accommodate the spatial requirements of this client.
Dear Designer,
Hello, I am looking for someone to design a new house for me. I spend my
life in a wheelchair but I am fairly able to take care of myself. I live alone but
occasionally have Help come to me for certain things. I have purchased a city lot
near a bus stop that I would like to build a small, single story 2 bedroom/1
bathroom house on. I do not drive, so I do not need a garage. I cannot have any
steps or stairs but a ramp at the front door would be great. I do not plan on having
much landscaping that requires maintenance, so don’t worry about the yard- I will
get to that at a later time. I like to cook, so a kitchen I can move around in and
reach everything would be a necessity. The bathroom should be accessible from
the hall and also directly from my bedroom, so it needs to be kind of large. I’m
planning on purchasing all ADA accessible fixtures. I do have friends that visit, so
the kitchen, living, and dining room areas should be spacious and easy for me to
navigate; sort of tied together as one big space, really. A few storage closets
would be handy - but I need to make sure my wheelchair can get in and get out
without getting stuck!
I look forward to seeing what designs you come up with. I will be in touch soon.
Sincerely,
Joe Homeowner
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9
RUBRIC
Student Name: _______________________________________ Date: _____________
Instructions:
Review the ADA Standards. Read the message below that describes the client’s needs
for this new design. In the space provided, sketch out a house that will accommodate the
spatial requirements of this client.
Dear Designer,
Hello, I am looking for someone to design a new house for me. I spend my life in a
wheelchair, but I am fairly able to take care of myself. I live alone, but occasionally have
Help come to me for certain things. I have purchased a city lot near a bus stop that I
would like to build a small single story 2 bedroom/1 bathroom house on. I do not drive, so I
do not need a garage. I cannot have any steps or stairs, but a ramp at the front door would
be great. I do not plan on having much landscaping that requires maintenance, so don’t
worry about the yard- I will get to that at a later time. I like to cook, so a kitchen I can
move around in and reach everything would be a necessity. The bathroom should be
accessible from the hall and also directly from my bedroom, so it needs to be kind of large.
I’m planning on purchasing all ADA accessible fixtures. I do have friends that visit, so the
kitchen, living, and dining room areas should be spacious and easy for me to navigate; sort
of tied together as one big space, really. A few storage closets would be handy- but I need
to make sure my wheelchair can get in and get out without getting stuck!
The student successfully drew:
2 large bedrooms
Both bedrooms have large walk in closets
1 large bathroom
The bathroom has 2 doors – 1 to a bedroom and 1 to the
hall
5
There is a ramp at the front door
6
The kitchen, living area, and dining room are connected as
1 large open space
7
There is at least 1 other closet (in addition to the
mandatory bedroom closets)
8
Basic configuration of kitchen cabinets
9
Basic configuration of bathroom fixtures
10 60” unobstructed turn around circles are drawn in all
rooms
Add up the total number of checkmarks in each column. Give 10
st
points for every checkmark in the 1 column. Give 5 points for
nd
every checkmark in the 2 column. Give zero points for every
rd
checkmark in the 3 column. A total of 100 points is possible.
TOTAL SCORE
Check the box for most
applicable column for each
criteria item on the checklist
Perfect! Partially,
Did not
Great
Needs
even
job.
some
attempt
work.
it.
1
2
3
4
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