Architectural Design Criteria for Inclusive Education Schools

Abouelsaad, Ahmed S.; Shafik, Zeinab

doi:10.2139/ssrn.3164208

Cited by 6 publications

(10 citation statements)

References 3 publications

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“…According to the guide for designing for disabled children and children with special educational needs, and according to Abouelsaad, considering the different architectural needs of all expected children in schools is essential in inclusive schools. Abouelsaad discusses the overlaps and conflicts of the requirements and needs of different user groups and mentions the most common requirements and adjustments for including the widest spectrum of different needs [16], [17] Sustainability relies on balancing three factors: environmental, economic, and social. The focus tends to be on environmental and economic features, usually without considering social factors [18].…”

Section: Inclusivity In Education: Design For Allmentioning

confidence: 99%

Inclusive Schools Design: A Phenomenological Investigation into Visually Impaired Lived Experiences

Oteifa¹,

Dewidar²,

Mansour³

2023

cea

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Inclusive design is an approach that aims to include special children with the general student population by developing the whole system, including the built environment, to accommodate their needs. Although efforts have been made to include children with visual impairments in the educational mainstream, available design guidelines often miss their "real lived experience". Available inclusive school design criteria are considered limited and the necessary design qualities of space to cope with their impairments are often missing the phenomenological, holistic approach. This study is conducted using a mixed method. The necessary spatial qualities are extracted from visually impaired children's real experiences through a phenomenological approach. An in-depth interview is done with visually impaired participants; transcriptions are extracted and analysed through thematic analysis. Thematic analysis is done by the NVIVO qualitative research analysis program. The themes are later validated through a personal experience at the blind museum "Dialogue in the Dark" in Cairo, Egypt. Research findings show and explain the main four themes that affect the visually impaired experience, which are: senses stimulation, accessibility, sense of place and perception of safety and they can be translated into design considerations.

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Section: Inclusivity In Education: Design For Allmentioning

confidence: 99%

Inclusive Schools Design: A Phenomenological Investigation into Visually Impaired Lived Experiences

Oteifa¹,

Dewidar²,

Mansour³

2023

cea

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“…Thus, by focusing on classroom to playground designing, a common design criterion was identified to establish inclusive school environments. Thereby, providing adequate spaces and area, introducing sensory or soothing environments, clarity in the material usage, using fewer details, creating spaces within spaces, enabling physical movement, and supporting wayfinding are the most referred built environmental aspects considered in designing inclusive schools (Abouelsaad & Shafik, 2017), (Uherek-Bradecka, 2020), (Owen, 2016). Thus, referring to the criterion above, it is evident that the inception of physical inclusion makes a place barrierfree for its user.…”

Section: Built Environmental Attributes Of An Inclusive Schoolmentioning

confidence: 99%

“…Thus, referring to the criterion above, it is evident that the inception of physical inclusion makes a place barrierfree for its user. Hence, inclusion is identified as a strong weapon against social discrimination (Abouelsaad & Shafik, 2017) where the inclusive built school environments enable the students with disabilities, to be accepted and included in schools (Stubbs, 2008).…”

Section: Built Environmental Attributes Of An Inclusive Schoolmentioning

confidence: 99%

“…Considering the design requirements of students with special needs (Abouelsaad & Shafik, 2017) and the design guidelines for inclusive designs (Owen, 2016), a common framework was introduced to monitor the spatial availability to educate autistic students in mainstream schools. Thereby, as shown in table 03, three essential built environment parameters were identified to access the quality of spaces at schools.…”

Section: An Assessment Criterion For Spatial Qualities Of Inclusive S...mentioning

confidence: 99%

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Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools

Jayaneththi¹,

Rajapaksha²

2022

15th International Research Conference - FARU 2022

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Majority of the school-aged children with Autistic Spectrum Disorder (ASD) are excluded from education, globally. And those who are engaged in education, are being educated separately confronting social segregation. Education is a fundamental human right that highlights the importance of promoting inclusive schools, enabling education for differently abled children in typical schools. This study investigates the appropriateness of the built environment and available facilities of existing local schools imposed on students with ASD. Thus, four schools were evaluated; two with autistic students and two without them. A photographic survey was conducted as the methodology to evaluate the presence of the relevant spaces and their qualities. Five types of spaces were identified of which 12 spatial qualities were examined in each school. The results of the study demonstrate that the built environment of both existing special and mainstream schools consist a significant level of required spatial availability in three of the identified spatial categories while the availability of relaxing and treatment spaces to facilitate students with ASD are considerably low. Thus, the findings insist on the necessity of improvements in local school environments focusing on crucial space categories to educate students with ASD by making the schools inclusive.

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“…However, they do not provide a univocal space organization, but the solutions always remain categorised according to the users' needs. This limitation is also found in two other research concerning the design of schools for autistic and intellectually impaired children [6,7]. Despite their excellent and interesting proposals, these studies consider the architectural solutions typical of special schools without adopting a UD approach.…”

Section: Introductionmentioning

confidence: 98%

Evaluation Methodology for Inclusive Schools Environments. A Comparative Analysis Towards Goals and Strategies for Urban Design

Buffoli

Fior²,

Delogu

et al. 2022

Studies in Health Technology and Informatics

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The paper deals with the issue of social inclusion in the scholastic environment where children begin to learn the set of rules that manage social life. The design of the spaces impact on people and becomes crucial to address a community behavioural change in terms of social inclusion. In line with Universal Design strategy, the paper presents a method developed for evaluating the degree of inclusion of primary schools’ spaces, which consists of the definition of an evaluation matrix. The matrix makes possible to analyse quantitative-qualitative characteristics for each school and compare them objectively. It asses the level of accessibility and inclusion of the schools through four main categories (Outdoor space, Orientation, Movement, Spatial quality) and related criteria and indicators. The reliability of the evaluation matrix has been verified through its application in seven case studies (Italian and EU), and the analysis of one of them is described in the results. The present study proposes a basis to introduce a method able to support designing educational spaces that satisfy the needs of a wide range of users according to Universal Design strategy.

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Architectural Design Criteria for Inclusive Education Schools

Cited by 6 publications

References 3 publications

Inclusive Schools Design: A Phenomenological Investigation into Visually Impaired Lived Experiences

Inclusive Schools Design: A Phenomenological Investigation into Visually Impaired Lived Experiences

Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools

Evaluation Methodology for Inclusive Schools Environments. A Comparative Analysis Towards Goals and Strategies for Urban Design

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