18
INSIGHTS SITE LINES
SENDing a message on design for better inclusivity
Catherine Ward from HLM Architects explores the key principles of Special Educational Needs and Disabilities (SEND) design and their importance for ensuring that every school pupil has a chance to thrive and reach their full potential
T
he past few years have seen a much needed increase in the provision of more specialised facilities for children with SEND (Special Educational Needs and Disabilities), accompanied by a growing understanding that this requires a highly tailored approach rather than following traditional school design methodology.
Many students with special educational needs can find the school environment overwhelming and face many daily challenges, whether these be social, practical, sensory, physical, communication or other challenges. While there is standard guidance and legislation for education building design to accommodate physical disabilities, other SEND needs – for example pupils with conditions such as ADHD and Autism – can be overlooked due to their more specific and complex nature. As architects, we must consider how to deliver engaging learning spaces that better address the requirements of a much more diverse set of needs. According to a Department for Education (DfE)
report, the number of students with special education needs rose to almost 1.5 million last year (that’s 16.5% of all pupils in the UK). It is therefore good to see that thinking is shifting accordingly around SEND design principles to create more engaging, inclusive places in all areas of the built environment. For instance, designers are considering the major factors that affect how young people with ASC experience their surroundings and therefore what to bear in mind when designing the most fitting education facilities for them. These include proxemics (ie space required between pupils), compartmentalisation, legibility, movement and sensory overload. Designing for SEND goes beyond the practicalities and needs a holistic approach, thinking how school buildings can have a positive impact on health and wellbeing, boost confidence and motivation, adapt to individual learning and physical needs and provide the right support and safeguarding. Further to this, embedding sustainability is another increasingly urgent priority in every new development.
DIVERSE NEEDS Ward believes that architects “must consider how to deliver engaging learning spaces that better address the requirements of a much more diverse set of needs”
WWW.ARCHITECTSDATAFILE.CO.UK
ADF FEBRUARY 2023
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108
