Designing with Diversity in Mind: Co-Creating Inclusively Built Learning Environments
Date
2019-05-10
Authors
Bridal, Grania
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Abstract
School layout and design, the so-called third teacher, can wield considerable power for students with physical and learning impairments. Students who experience their world differently from the norm may be enabled by thoughtful, inclusive design; whereas non-inclusive architectural plans can exacerbate disabilities. This paper has its foundations in the ontology of disability, then builds atop this a structure for participatory school design. Groundbreaking architectural research points to the benefits of participatory planning, in co-creating inclusive learning environments with (not for) students with sensory impairments. This inspiration points the way to practical curriculum applications: a multi-level applied design unit plan that accesses and honours the unique perspectives of neuro-divergent and neurotypical students alike. Ultimately, engaging diverse voices empowers all students, which effectively informs school design and demolishes barriers to learning.
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Keywords
ontology of disability, disability process, biomedical model, social model, third teacher, empathetic design, universal design, participatory design