Research suggests that there is a positive relationship between low socioeconomic status and the occurrence of physical disabilities. Therefore, designing educational buildings that are accessible to the handicapped is one way to promote social equity. This handbook identifies design guidelines for creating equal access to schools and school facilities, with a focus on developing countries. The 1981 UNESCO guide, "Designing with Care--A Guide to Adaption of the Built Environment for Disabled Persons," serves as a model for the handbook. The design guidelines for the handbook pertain to moving, seeing, and hearing/speech difficulties. Following the introduction, the first section provides dimensional data for wheelchair users, people of varying physical statures, and people with visual impairments. The second section offers a series of illustrations that highlight basic physical requirements and identify potential problems. General design requirements are based on the principles of accessibility, reachability, usability, orientation, safety, and workability. The third section provides design recommendations for infrastructural facilities, building elements, specific areas, and classrooms. Sample building proposals from Cameroon, Central African Republic, Ethiopia, Guyana, Swaziland, Haiti, and Ecuador are included in the fourth section. A review of literature concludes that there is a lack of information, access, awareness, building codes, and research and development in most countries. It is recommended that countries conduct needs-assessment evaluations and set priorities for making schools more physically accessible. Appendices contain three annotated bibliographies. (LMI)