Educational facility designers have few challenges greater than planning facilities that support programs for exceptional children. These programs are intended to ensure that students with disabilities develop mentally, physically, emotionally, and vocationally to the fullest extent possible in the least restrictive educational environment. This publication is a resource that can assist design professionals to plan facilities that meet evolving needs of public schools in North Carolina. Its purpose is to provide descriptions of exceptional children's programs (K through high school) and the facilities that can support them. Facility planning guidelines for instructional services are provided in the following areas: autism; behaviorally-emotionally disabled; deaf-blind, multihandicapped, and severely/profoundly handicapped; hearing impaired; mentally disabled; specific learning disabled; speech-language impaired; and visually impaired. Each area provides a program description followed by guidelines on space requirements, and furnishings and equipment. Support services such as adapted physical education, occupational therapy, physical therapy, and school psychological services are similarly detailed. Appendixes list the classifications of exceptionality, adapted services, accessibility guidelines, sample floor plans for self-contained exceptional children facilities, and guidelines for seclusion or isolation time-out areas. (Contains 10 references.) (GR)