Bridal, Grania2019-05-112019-05-1120192019-05-10http://hdl.handle.net/1828/10874School 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.enAvailable to the World Wide Webontology of disabilitydisability processbiomedical modelsocial modelthird teacherempathetic designuniversal designparticipatory designproject