DDA requirements for schools cover several criteria, including providing accessible and compliant learning environments and other facilities to support a wide range of disabilities. Wheelchair accessible modular classrooms are a very cost-effective and efficient way to provide these learning facilities, and specific DDA-compliant modular buildings must have several features that provide access for students with SEND conditions.
That’s why when starting a modular project for your school, it’s critical to consider accessibility from the outset, not just an add-on after installation.
What Does DDA Compliance Mean for School Buildings?
DDA stands for Disability Discrimination Act 1995, which was repealed and replaced by the Equality Act 2010 in England, Scotland and Wales. People still often use “DDA compliant” informally when talking about accessible buildings, but technically the current legal framework is the Equality Act.
For schools today, accessibility responsibilities sit primarily under the Equality Act 2010, which requires schools to plan for improved access for disabled pupils, including access to the physical school environment and the curriculum.
Alongside these duties, schools must ensure their modular classrooms comply with Part M of the Building Regulations, which covers the inclusion of:
- Ramped or level access at entrances
- Minimum door widths and circulation space
- Accessible WC facilities
- Surface contrasts and wayfinding for students and individuals with visual impairments
Core Accessibility Features Every Modular Classroom Should Have
An accessible modular classroom needs to have several core features. These should all be included in the initial plan of your modular classroom to meet the disability access requirements for your school. These cover the approach to the building, entrance, movement around the classroom and access to suitable welfare facilities, combining the requirements outlined in the Equality Act 2010 and Building Regulations Part M.
Level Access and Ramps
First is the inclusion of level access or ramped access to the entrance of the modular classroom. The classroom should be approached using a level, firm and unobstructed access route. Because modular buildings can sometimes sit above the surrounding ground level, a properly designed access ramp may be required to provide wheelchair access. Part M includes guidance covering ramp gradients, level landings, handrails on both sides and slip-resistant surfaces, helping people that use wheelchairs or mobility aids to enter and leave the building safely.
At MPB Temporary Classrooms, we can incorporate ramps and railings into modular SEN classrooms where the site and users require them.
Doorway Widths and Corridor Space
Accessibility needs to continue once a pupil reaches the entrance. Doors should provide enough clear width for those using wheelchairs and mobility aids, while corridors and circulation areas need sufficient space to move around without unnecessary obstructions.
Thresholds, internal doors and classroom furniture should therefore all be considered as part of the layout. Desks, storage and other equipment should not reduce an otherwise accessible route or prevent pupils from reaching teaching areas and facilities comfortably.
Accessible Toilets and Changing Facilities
Schools also need to consider whether pupils using the modular classrooms have suitable access to DDA toilets and changing facilities. This does not necessarily mean every modular classroom requires its own accessible WC, but appropriate welfare facilities should be available based on the building layout and the needs of its users. Approved Document M includes guidance on wheelchair-accessible toilets, while more specialist provision may be needed for pupils with complex needs.
MPB can include accessible WC and welfare facilities as part of your DDA and wheelchair accessible modular classroom, as well as provide separate accessible toilet facilities.
How Accessibility Differs From SEND-Specific Design
While they overlap, accessibility requirements and SEND requirements are not the same thing for classrooms.
Accessibility is primarily about ensuring disabled pupils can access and use the physical environment. In a classroom, that could include accessible routes and entrances, sufficient circulation space, suitable door widths and appropriate welfare facilities.
SEND requirements, on the other hand, are broader. SEND stands for Special Educational Needs and Disabilities, and a pupil can have SEND without having a physical accessibility need. A SEND classroom may have DDA features for individuals with wheelchairs and mobility aids, but will have to include:
- Appropriate lighting, acoustics and reduction of sensory distractions
- Space for specialist equipment or additional adult support
- Enhanced safety features like non-slip flooring and secure windows and doors
- Provision for pupils with sensory, communication, cognition or learning needs
There’s more to a SEND classroom than these features. Read our guide to SEN classrooms for a deeper breakdown.
Legal Requirements Schools Must Be Aware Of
Disability rights in education state that an education provider has a duty to make ‘reasonable adjustments’ to make sure disabled students are not discriminated against. While this means schools aren’t subject to make alterations to existing physical features, they must make the buildings accessible for disabled students as part of their overall planning duties.
This is supported by The Building Regulations 2010 Approved Document M, Volume 2. Section 2 states that the aim for all new buildings is for the principal entrance or entrances to be accessible. And, where it’s not possible, such as on an existing building, an alternative accessible entrance should be provided.
Case in Point: Accessible Features We Build as Standard
A perfect example of a SEND modular classroom that meets DDA requirements is this project we completed for St. Augustine’s Catholic Primary School. We refurbished a modular classroom with accessibility and SEND features, including a 79sqm learning space, sensory room, breakout room, and a DDA toilet and lobby. Other features include dimmable lighting and ramps and steps, supporting those with accessibility disabilities and sensory conditions that fall under SEND.
Plan an Accessible Modular Classroom With MPB
Disability access requirements for schools need to be considered from the very start of the planning phase. Accessible temporary classrooms should have several features included in the design, from ramps and appropriate widths for doorways to appropriate DDA toilets and welfare facilities.
MPB Temporary Classrooms is here to design, build and install accessible modular classrooms and school facilities. We can handle the entire process, ensuring the design adheres to your legal requirements and The Equality Act 2010, Building Regulations, and if needed SEND. Start by getting in touch with our team for a free quotation.
FAQs
What makes a modular classroom wheelchair accessible?
A wheelchair accessible modular classroom should provide an accessible route to the building, suitable level or ramped access, appropriately sized door openings and enough internal circulation space for wheelchair users. The exact layout should also reflect the needs of the pupils who will use the classroom.
Do temporary classrooms need to comply with accessibility requirements?
In many cases, yes. A modular classroom being described as temporary does not automatically remove accessibility or Building Regulations responsibilities, particularly where it will remain in use for more than a very short period. Schools should confirm the requirements for the specific building, site and proposed length of use with the relevant building control body.
What is the difference between DDA compliance and Part M?
DDA compliance is still commonly used as an informal term for disability access, although the Disability Discrimination Act was largely replaced by the Equality Act 2010 in England, Scotland and Wales. Part M is different, providing Building Regulations guidance in England on access to and use of buildings.
Can an existing modular classroom be adapted for wheelchair access?
Yes, an existing modular classroom can be adapted for wheelchair access, depending on its existing design, condition and layout. Changes could include adding suitable ramped access, adjusting entrances or improving internal circulation. The required work should be assessed against the building and pupils’ specific needs.
Do accessible modular classrooms need a disabled toilet?
Not every accessible modular classroom necessarily needs its own wheelchair accessible toilet. Suitable DDA toilet provision should be available for the people using the building, with the exact requirement depending on the project, building layout and users’ needs.
Can a modular classroom be both wheelchair accessible and SEND-friendly?
Absolutely. Wheelchair accessibility focuses on mainly physical access and movement, while SEND-friendly design can consider a wider range of physical, sensory, communication and learning needs. A modular classroom can therefore incorporate accessible circulation alongside features tailored to the specific pupils who will use the space.
