Why school accessibility matters (and who it affects)
When we talk about “access” in schools, we often think about learning supports—like speech therapy, occupational therapy, or reading interventions. But there is another kind of access that matters just as much: physical access.
In June 2020, the U.S. Government Accountability Office (GAO) released a report (GAO-20-448) that looked closely at physical barriers in K-12 public school buildings. The report reminds us that schools are more than places where students learn. They are also community hubs—used for voting, emergency shelters, sports events, concerts, parent meetings, and more.
That means physical barriers can affect many people, including:
- Students with disabilities
- Teachers and staff with disabilities
- Parents, caregivers, and family members with disabilities
- Community members who use school buildings for civic activities
As a company that supports schools through online therapy services, TinyEYE sees how important it is for students to be able to fully participate in school life. Physical accessibility is one of the foundations of inclusion—because if someone cannot safely enter a building, use a restroom, or navigate a hallway, they are excluded before learning even begins.
What the GAO found: barriers are common
The GAO’s findings are clear and concerning: about two-thirds of U.S. public school districts reported that they have schools with physical barriers that may limit access for people with disabilities.
In addition, GAO staff visited 55 schools across six states and found that every single school had multiple barriers. The most common problem areas they observed were:
- Restrooms
- Interior doorways
- Classrooms
- Main offices and security check-in areas
These are not “extra” spaces. These are the everyday spaces students and adults need to use to participate in school routines.
Examples of barriers that can block participation
The report describes many real-world examples of barriers that can make school participation difficult—or sometimes impossible—depending on a person’s disability.
Entrance and parking barriers
GAO observed issues such as missing or obstructed accessible parking signs, a lack of van-accessible spaces, and steep or uneven ramps. Even small issues like uneven pavement can become major obstacles for someone using a wheelchair, walker, cane, or crutches.
GAO also noted that some schools lacked clear signs pointing to an accessible entrance. Without good signage, people may have to backtrack, travel longer distances, or approach entrances that do not work for them.
Main office and security check-in barriers
Many schools have added security features to protect students and staff. The GAO found that some of these changes can unintentionally create accessibility problems. For example:
- Vestibules with limited maneuvering space that can trap a wheelchair user
- Automatic door buttons that were not operable (sometimes intentionally deactivated)
- Heavy interior doors requiring more force than some people can manage
- Visitor check-in counters that were too high for wheelchair users
This is a key point: safety upgrades and accessibility upgrades should not be in competition. Schools need support and clear guidance to do both well.
Restroom barriers
Nearly all schools GAO visited had restroom barriers. Some examples included:
- Missing braille or raised-character signage
- Fixtures placed too high to reach from a wheelchair
- Exposed sink pipes that could pose a burn risk
Restrooms are a dignity issue. When a student or adult cannot use the restroom safely and privately, it affects health, attendance, and the ability to stay in school for a full day.
Doorway and hallway barriers
GAO frequently observed heavy doors, difficult-to-use door hardware, and doorways that were too narrow for wheelchair access. They also noted missing braille/raised signage in many schools.
From a special education lens, this matters because school participation is not just about being present in a building. It is about moving through the building independently, predictably, and safely—especially for students who benefit from consistent routines.
Temporary barriers: the “small stuff” that adds up
One of the most practical insights in the report is that some barriers are temporary and preventable. GAO observed narrowed pathways caused by items like trash cans, water containers, and furniture placement.
This is important because it points to a low-cost improvement area: staff awareness. When custodial teams, office teams, and classroom teams understand accessibility basics, they can avoid creating barriers during normal daily work.
Schools want to improve access, but face real challenges
The good news: GAO estimated that about 70% of districts had plans to improve physical accessibility within the next three years. These plans included:
- Large-scale renovations (more common in the largest districts)
- Small-scale upgrades like door hardware and signage
- Accessibility evaluations
The hard part: districts frequently cited funding constraints as the biggest challenge. They also described competing priorities like roof repairs, heating and cooling (HVAC), and other building systems that keep schools operational.
In other words, many districts are making decisions between urgent needs. If a building is not warm, dry, and safe, learning suffers. But if a building is not accessible, inclusion suffers. Schools need better support so accessibility is not always pushed “down the list.”
Why better information and training are needed
One of GAO’s most significant conclusions is that districts need clearer, school-specific technical assistance about accessibility. The report notes that the U.S. Department of Justice has authority to provide information on interpreting the Americans with Disabilities Act (ADA), but had not provided technical assistance specific to K-12 school facilities.
GAO’s surveys also showed a training gap:
- About half of district facilities departments had not received training on accessibility standards or did not know if they had
- Almost 40% of districts identified lack of guidance and knowledge as a challenge
- Many large districts said they would benefit from training on ADA and physical accessibility requirements
For schools, “read the standards” is not enough. The 2010 ADA Standards for Accessible Design are detailed and technical. Districts asked for guidance that is easier to understand, affordable, and specific to real school spaces like entrances, classrooms, playgrounds, and auditoriums.
What this means for inclusion: access is part of participation
In special education, we often talk about access through accommodations, modifications, and services. Physical accessibility is part of that same promise: students with disabilities deserve access to the full school experience, including assemblies, graduation, playground time, and after-school events.
When buildings have barriers, schools may try workarounds—moving events, adding temporary ramps, relocating services. Sometimes those steps help in the short term. But long-term inclusion requires long-term planning.
Practical takeaways for school leaders (simple, doable starting points)
Not every improvement requires a major renovation. Based on the themes in the GAO report, districts can start with steps like these:
- Schedule an accessibility walk-through that includes facilities staff, special education staff, and a disability perspective (family or community partner when possible)
- Prioritize “high-use” areas first: entrances, main office, restrooms, and common pathways
- Train front-line staff (custodial, maintenance, office staff) on avoiding temporary barriers and maintaining accessible routes
- Review safety and security upgrades through an accessibility lens before installation (vestibules, door systems, check-in counters)
- Plan small, high-impact fixes: signage, door hardware, counter height adjustments, and pathway clearance
These steps won’t solve everything, but they can reduce daily friction and improve independence for students, staff, and visitors.
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