With handicapped children, concern can not be placed soley on how that child feels within that space, but also how they fel in relation to the placement of that space within the building as well as within the community. Most of these children, regardless of their handicap react negatively to being segregated from the rest of society. It has been shown in many schools that interaction and close proximity can be beneficial for everyone. Schools or facilities designed especially for specal education children should be geared toward long term care and education to encourage self worth within a child. There are many misconceptions as to the definition of a special educational child.
Special education means that a child is handicapped in some way.
The key to any specialized institution is that the ultimate goal is to ideally reintegrate them back into the general school and social population as soon as realistically possible. Van Nostrand Reinhold Company, 1970. Report from Educational Facilities Laboratories, 1974. Mind, Child, Architecture.