Lesson Plan
Course Title: Fundamentals of Architecture and Construction
Session Title: ADA Introduction (Americans with Disabilities Act)
Performance Objective:
After completing this lesson the student will be able to demonstrate understanding and use of
the Americans with Disabilities Act.
Specific Objectives:
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·
·
·
·
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The student will identify areas of need for ADA requirements
The student will demonstrate proper basic application of ADA requirements
The student will evaluate areas of need for ADA requirements
The student will identify areas utilizing ADA standards
The student will demonstrate proper basic vocabulary for ADA standards
The student will demonstrate knowledge of types of locations that require ADA
standards
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.
130.42 (c)(4)(A)
…read, interpret, and use technical and workplace documents to accomplish workplace and job
site assignments…
130.42 (c)(4)(B)
…read and understand industry-specific terminology…
130.42 (c)(4)(C)
…interpret workplace documents…
130.42 (c)(15)(A)
…search for information and resources…
130.42 (c)(15)(H)
…access commercial, government, and education resources…
130.42 (c)(22)(A)
…identify occupation-specific governmental regulations and national, state, and local building
codes to establish appropriate regulations and codes…
130.42 (c)(22)(B)
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…follow governmental regulations and building codes…
130.42 (c)(22)(C)
…use information given in regulations and codes correctly…
Interdisciplinary Correlations:
English:
110.31 (c)(21)(B)
… organize information gathered from multiple sources to create a variety of graphics and
forms…
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
This lesson is designed to introduce some basic standards of ADA in a real world setting. The
school building can be used as the location for this lesson and accommodations should be
made beforehand to properly prepare for the lesson.
Teacher should locate and review ADA website and standards. Teacher should become familiar
with whatever aspects of the guidelines they plan to integrate into the lesson.
Teacher can enlarge or distribute selected pages/diagrams from ADA standards for student to
review.
Teacher should explore school grounds for a restroom that has evidence of ADA standards.
Secure the use of the restroom for student observation.
There are various websites that have inspection checklists that can be downloaded and
modified for use in the activity or lesson.
References:
The following reference website is the most concise location to find, read and print information
covering the Americans with Disabilities Act.
http://www.ada.gov
There are various websites and locations that have ADA inspection checklists that can be
downloaded, adapted or modified for use in this lesson.
Instructional Aids:
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1. Display for PowerPoint, websites, pictures
2. Reference websites (if needed)
3. Sets of drawings or individual drawings if applicable
Materials Needed:
1. Paper
2. Pens, pencils
3. Set of drawings or individual drawings if applicable
Equipment Needed:
1. Surface to layout drawings as needed
2. Surface to hang drawings if needed
3. Highlighters or marking tools for drawings is required
Learner Preparation:
Discuss rules and guidelines for handling drawings and handouts
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of different drawings, plans and blueprints
with ADA standards. Allow students to ask questions and discuss about the pictures if they are
unclear or curious.
ASK: Has anyone ever heard of ADA? Do you know what it stands for?
SAY: ADA is the Americans with Disabilities Act that was enacted in July of 1990. These rules,
standards and regulations were put into place to accommodate people who have a disability or
handicap. It could range from a person in a wheelchair to someone who is deaf or blind.
ASK: Do you know anyone who has a handicap or disability? Have you ever witnessed them
having trouble accessing public spaces or areas?
SAY: Sometimes we may not realize that someone who has a handicap may find something
difficult or impossible to navigate or accomplish. These standards were developed to help us
recognize these needs and address them properly.
ASK: Have you ever noticed how a stall in the restroom is usually bigger than the other stalls?
Why is that?
SAY: This is because of ADA regulations. The stall is larger to accommodate a wheelchair. It
has to be a certain size for a wheelchair to enter and turn around.
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Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Cover the idea of Americans with Disabilities Act
and the standards associated and how they relate to
the field of design.
Use PowerPoint,
websites and drawings
as aid.
II. Define the terms and vocabulary used in the field.
Use PowerPoint and
drawings as aid.
III. Demonstrate how to identify basic standards of the
ADA standards.
Use PowerPoint and
drawings as aid.
IV. Cover some of the more common uses and
prepare students for their learning walk.
Use PowerPoint and
drawings as aid.
V. Explain that class will have a learning walk in the
school building to designated areas to identify and
discover uses of the Americans with Disabilities Act.
(Students can be given pre-determined
characteristics or items to look for throughout the
walk)
This is where the most
time will be used. Give
enough time to return
and refocus in the
classroom or specified
location. Evaluation
can even be
homework assignment
A. Hand out materials/drawings
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B.
C.
D.
E.
Cover criteria
Assign roles is needed
Establish guidelines for learning walk
Refocus class for discussion and findings
VI. Discuss with students how the standards help
people and how they help to influence design.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
if time does not allow.
Allow students to lead
discussions. Point out
main points and
characteristics of the
standards.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will demonstrate the location of items on an architectural drawing.
Students will be given various architectural drawings.
Teacher will assign various things to look for on the drawings, like a checklist.
Optional: Students can be broken into small teams or groups for this exercise.
Independent Practice (LSI Quadrant III):
Students will have time to explore and evaluate the drawings given to them.
Students will check off or highlight items found on the drawing from their checklist.
This is an excellent time for teacher to observe students and document with a camera or other
device. This type of documentation is important for displays or reference.
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(Depending on given criteria, teacher may need to physically observe and participate with each
student or group)
Summary
Review (LSI Quadrants I and IV):
Question: What are some things you already knew about ADA?
Question: Now that you know a little more, do you realize some of things that you did not notice
before?
Question: Can you identify areas with ADA standards?
Question: Did the standards make sense to you? Why?
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor should observe the students independent practice time and note the issues or
questions that arise. These should be addressed or brought up during summary time.
Formal Assessment (LSI Quadrant III, IV):
Student can receive a grade for completing a list of pre-determined items.
Student can receive a grade from direct observation from the teacher. (Teacher could select
several items per student/group and determine a grade form their identification of selected
items)
Student/group can be asked to present to class and answer questions about information
gathered.
Additional credit may be given for additional understanding or interpretation.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Students could be given a
complete set of commercial architectural drawings and have more involved questions or
identification of ADA items.
Students can be given a designated section of ADA standards and have a test afterwards for
comprehension.
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Students can take an existing non-compliant location and bring it up to date with the correct
codes. Student can then produce the drawings for this upgrade.
Students could be asked to evaluate a building, home or predetermined location and list the
identified ADA standards.
Student could spend time in a “mock” wheelchair and asked to record and reflect on their
actions throughout the day.
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Fundamentals of Architecture and Construction
ADA Introduction (Americans with Disabilities Act)
Handout
Vocabulary:
Blueprints:
something intended as a guide for making something else,
photographic print of plans or technical drawings
Accessible:
describes a site, building, facility, or portion thereof that complies
with these ADAAG Guidelines
Accessible Route: continuous unobstructed path connecting all accessible elements
and spaces of a building or facility. Interior accessible routes may
include corridors, floors, ramps, elevators, lifts, and clear floor
space at fixtures. Exterior accessible routes may include parking
access aisles, curb ramps, crosswalks at vehicular ways, walks,
ramps, and lifts
ADAAG:
Americans with Disabilities Act Accessibility Guidelines
Building:
any structure used and intended for supporting or sheltering any
use or occupancy
Circulation Path:
an exterior or interior way of passage from one place to another for
pedestrians, including, but not limited to, walks, hallways,
courtyards, stairways, and stair landings
Clear:
unobstructed
Clear Floor Space: minimum unobstructed floor or ground space required to
accommodate a single, stationary wheelchair and occupant
Common Use:
refers to those interior and exterior rooms, spaces, or elements that
are made available for the use of a restricted group of people (for
example, occupants of a homeless shelter, the occupants of an
office building, or the guests of such occupants)
Curb Ramp:
a short ramp cutting through a curb or built up to it
Egress, Means of: continuous and unobstructed way of exit travel from any point in a
building or facility to a public way. A means of egress comprises
vertical and horizontal travel and may include intervening room
spaces, doorways, hallways, corridors, passageways, balconies,
ramps, stairs, enclosures, lobbies, horizontal exits, courts and
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yards. An accessible means of egress is one that complies with
these guidelines and does not include stairs, steps, or escalators.
Areas of rescue assistance or evacuation elevators may be
included as part of accessible means of egress
Entrance:
any access point to a building or portion of a building or facility used
for the purpose of entering. An entrance includes the approach
walk, the vertical access leading to the entrance platform, the
entrance platform itself, vestibules if provided, the entry door(s) or
gate(s), and the hardware of the entry door(s) or gate(s)
Public Use:
Describes interior or exterior rooms or spaces that are made
available to the general public. Public use may be provided at a
building or facility that is privately or publicly owned
Ramp:
a walking surface which has a running slope greater than 1:20
Signage:
displayed verbal, symbolic, tactile, and pictorial information
TDLR:
Texas Department of Licensing and Regulation reviews for
compliance with Texas Accessibility Standards
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Rubric Template
Task Statement: __ADA Introduction____
Task Assignment: _______________________________________
Criteria Concepts/Skills to be
Assessed
Novice
1
Followed directions
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
No understanding and
did not follow directions
for lesson
Understood and
followed some
directions for lessons
Understood and
followed most
directions for lesson
Understood and
followed all directions
for lesson
Did not locate any
Standards
Located some
Standards
Located many
Standards
Accurately located
Standards
Did not participate in
learning walk
Minimally participated
in learning walk
Partially participated in
learning walk
Actively participated in
learning walk
Did not participate in
class discussion
Minimally participated
in class discussion
Partially participated in
class discussion
Actively participated in
class discussion
No understanding of
ADA standards
Some understanding
of ADA Standards
Understanding of ADA
Standards
Accurately
demonstrated
understanding of ADA
Standards
(Possible 4 points)
Located ADA standards
(Possible 4 points)
Participated in learning
walk
(Possible 4 points)
Participated in class on
(Possible 4 points)
Understanding of ADA
Standards(Possible 4
points)
A = 20 – 17 points
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 0 points
Total Points: 20
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Points
Earned