Ideally, physical environments are created in response to the unique needs of users. Today, educators are challenged to provide safe recreational facilities accessible to handicapped students which complement special educational programs. A planning process for designing recreational areas for handicapped students is described. Several key planning criteria are delineated. External and internal factors involved in the location, layout, and materials selection are examined, and the process of planning, programming, and design is presented as the method for assuring appropriate and adequate physical settings.
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