Additional support for learning: sensory-inclusive learning environments - guidance

6. Navigation and wayfinding

Making journeys can be challenging for people who experience differences in identifying, processing and remembering sequences, numbers, words or even left and right. This could be, for example, travelling from home to school or a place of learning, transitioning from one building to another, or even to the toilets and back. Larger settings can have complex routes, linked buildings and multiple floors.

Getting lost affects confidence and incites anxiety, so age-appropriate easy way-markers are welcomed, such as painted footstep trails for small children, and colour coding with symbols for later years. For older children and young people in secondary age provision, spaces can feel quite repetitive which can be a daunting experience for anyone who finds sequential processing difficult. The placement of unique or memorable scenes or objects such as a sculpture or artwork feature can be helpful memory joggers and/or give reassurance of moving in the right direction.

Sounds in the environment can inform wayfinding for people with sight loss conditions and audio signs, Braille and embossed text may also be important for some. Supplementing text with symbols can be helpful for everyone, but particularly beneficial for learners who use BSL as their first language, where Makaton is used or English is a second language. Used consistently, symbols can also be easier to interpret for people with low vision. Sightlines and views are helpful in allowing a level of preview, which can reduce anxiety before entering an external or internal space, making the transition more comfortable.

6.1 Signage

Consistency is important in both positioning, style and format of signage. On long routes confirmatory directional signage along the key decision-making points in the building can be helpful in identifying key facilities such as toilets, specialist areas like quiet rooms, and routes to other buildings. Temporary notices, pinboards etc., can cause visual clutter which is distracting and should therefore be located away from key signs.

Signage text must be of an appropriate size for the viewing distance and purpose. For example, a direction sign that needs to be seen from the carpark will be very different to a door sign for a toilet. The sign content must contrast well against the background of the sign, and the background colour must either contrast from the surface it is placed on, or a border introduced. Before committing to a fixing height for the signs, styles, and colours, it may be useful to create a mock-up for assessment by all building users. BS 8300 contains helpful information on accessible signage but a summary of key facts is given overleaf.

For signs, notices and other displays, the following are key principles to adopt (and consistency across the environment should be encouraged):

• Use matt surfaces to reduce any reflection;
• All information, whether on screen, or on printed materials, should avoid block capitals as they are harder to read quickly due to the lack of word shape. This is likely to particularly affect people with low vision or dyslexia;
• Underlining and italics should be minimised as they make the words harder to read;
• Bright red text is known to distort in appearance for some people and cause eye strain, so should be used sparingly;
• Plain, sans serif fonts are easier to read, (with the exception of ComicSans which is known to cause difficulties for some people with dyslexia);
• Using line spacing minimum 1.15 and preferably 1.5 is helpful;
• Tactile features, such as embossed text and symbols and Braille is beneficial with low vision or considering wayfinding technology for those able to use it;
• Signs can also be used to provide logical order to storage. This can help people who might have difficulty remembering where things should be put or can be found;
• Having a template for notices can be helpful to ensure clear fonts and text sizes are always used. Where appropriate, signs that are intended for pupils with learning disabilities could potentially include space for Makaton/PECS symbols to be added at low level.

6.2 Wayfinding technology

Technology is increasingly being used to wayfind by everyone. The use of mobile phone apps and digital signage can allow a degree of flexibility for building users but should never replace fixed signs.

Clarity

Clear signage and waymarkers make navigation clearer.

Choice

Easy read, sensory mapping allows easier identification of places to collaborate or to focus.

Calm

Accessible signs reduce anxiety and stress.

Resources:

PAS6463 section 6 for specific guidance on neurodiversity and wayfinding.

For more information on accessible wayfinding for everyone, including wayfinding technology and conventional signage systems, see Sport England’s AISF Guide Part E.

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