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- W4386363939 abstract "Over the last decades the educational system has changed significantly, and more than ever schools face the necessary task of supporting diversity through a greater focus on student resources, preferences, and support of individual needs. In order to succeed with this task, we need to fully acknowledge that the physical environment plays an important role. It is widely agreed that working with differentiated learning environments is necessary in order to accommodate different ways of learning, but we need to expand this understanding to also include a wider diversity of perception and participation. A varied environment provides all students with the opportunity and agency to participate at their individual level. By making the special the general, we acknowledge that we all have different abilities and needs and can thereby create more inclusive spaces for everyone. Architects play a key role in translating different needs into a supportive physical framework. This text introduces a design tool with a set of design parameters to facilitate the development of spaces for diversity and inclusivity in schools, that support both the individual and common needs. The design tool is a further development of ‘The Spatial Compass’, first developed by NERD architects in 2015, based on many years of experience with educational design, with the ambition of creating spaces for students with different dis/abilities in mainstream education. The text argues that we need to shift our approach to how we design and who we design for, and that through a strategic use of space, users gain ownership and the ability to utilise the physical environment to its full potential in supporting participation, concentration, and navigation—and thereby inclusivity." @default.
- W4386363939 created "2023-09-02" @default.
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- W4386363939 date "2023-01-01" @default.
- W4386363939 modified "2023-09-27" @default.
- W4386363939 title "Making the Special the General: Design Parameters for Supporting Inclusivity in Schools" @default.
- W4386363939 cites W20259357 @default.
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- W4386363939 doi "https://doi.org/10.1007/978-3-031-36302-3_53" @default.
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