Education Design Strategies for Accessibility and Inclusion

Education Design Strategies for Accessibility and Inclusion

With an increasingly diverse range of students, staff and community members accessing educational spaces today, early childhood centres, schools and universities must prioritise inclusive design that works for everyone. Inclusive design by nature makes these spaces easier to safely and efficiently navigate, fostering greater confidence and autonomy for all users. By incorporating strategies like acoustics, enhanced visual perception through colour contrast and providing spaces dedicated to mental wellness, educational facilities can better meet the needs of their diverse communities.

“Inclusive education is where all children and young people are engaged and achieve through being present, participating, learning and belonging. Inclusive education is also about how we develop and design our learning spaces and activities so that all learners are affirmed in their identity and can learn and participate together. It means deliberately identifying and removing barriers to learning and well-being.”

- Te Kete Ipurangi- Ministry of Education

 

In 2007, New Zealand became a signatory to the United Nations’ Convention on the Rights of Persons with Disabilities, a safeguard for the human rights and the fundamental freedoms of all disabled people. As a member state to the convention, New Zealand has committed to providing quality and inclusive education for all disabled children and young people. The New Zealand Disability Strategy 2016-2026 aims to make New Zealand ‘a non-disabling society — a place where disabled people have an equal opportunity to achieve their goals and aspirations and all of New Zealand works together to make this happen’.

One of the key elements of an inclusive education is access— designing educational environments that account for the needs of the diverse populations they serve and that provide easy and safe accessibility for all students to navigate and use. 

 

Understanding The Needs

Globally, there are over 240 million children who live with disabilities. Over half of all of these children are robbed of the opportunity to attend school due to a lack of access to adapted structures.1 Of these statistics the World Health Organisation reports that since 2000 there has been a rise of 24% in the prevalence of autism diagnoses, equating to one in every 100 children worldwide, in addition to this, worldwide there are 19 million children, under the age of 15, who have visual impairments that impact their learning.2

According to Education Counts, approximately 11% of young people in New Zealand have a disability, with the prevalence increasing from 8% amongst primary-aged students to 15% of those in intermediate and secondary schools.

The Salamanca Statement (1994)3 declares that children with special educational needs and disabilities (SEND) should have the opportunity to learn in general schools that are equipped to support a wide range of educational needs. The United Nations (UN) Convention on the Rights of Persons with Disabilities, Article 24 (2008)4, also emphasises that people with disabilities deserve the necessary support for a meaningful education, including personalised help to enhance their academic and social growth. Additionally, the UN's Agenda 2030 Goal 4.5 calls for “equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations” (UN General Assembly, 2015).5 Because of these initiatives, more autistic students are now attending regular classrooms than ever before (Maenner et al., 2020).6 This means the education system needs to be better prepared to teach autistic students in mainstream schools, as well as children with other disabilities.7 

Inclusive Design

Designing and building inclusive educational spaces goes beyond physical accessibility—it also involves designing sensory-friendly environments that cater to diverse learning needs. For neurodivergent students, such as those with autism or ADHD, the sensory experience of a classroom can significantly impact their ability to learn and engage. Sensory-friendly design gives consideration to elements like acoustics, natural light and quiet zones which help minimise distractions and reduce sensory overload. Implementing soundproofing materials, using soft furnishings and designating sensory spaces where students can take breaks are effective strategies for creating a supportive environment.

Thoughtful colour scheme and lighting choices also play a crucial role in making learning spaces more inclusive. Colours should be selected based on the age of the students and the intended use of each space, as this can help them better perceive their environment and adapt more easily (For more on selecting colour for education, see here). Using natural light not only creates a calming atmosphere but also reduces glare and eye strain, contributing to a dynamic and comfortable learning environment for all.

Balancing flexibility and predictability is essential when designing inclusive educational spaces. Flexible learning areas encourage collaboration and creativity, while maintaining predictable layouts and designated sensory corners helps neurodivergent students feel secure and focused. Incorporating break-out rooms, quiet zones and sensory tools like fidget toys can provide students with the flexibility to manage their sensory needs while maintaining a sense of structure and routine. By integrating these universal design principles, schools can create an inclusive atmosphere that supports the diverse needs of every student.

 

Key Principles for Inclusive Design in Education

Inclusive design is about making buildings just that— inclusive and accessible to all people of all abilities at any stage of life. In education, this means creating spaces that are easily accessible for individuals who use wheelchairs or other mobility aids, as well as for those with visual impairments or diverse neurological needs.

Benefits of Universal Design

Universal Design principles make educational spaces safer by creating environments that are accessible and accommodating for everyone, regardless of their abilities or needs. Here's how:

  • Equitable use: Spaces and resources are designed to be useful for people with diverse abilities, ensuring no one is excluded. For example, accessible entrances and adjustable desks accommodate students with mobility challenges.
  • Flexibility: Classrooms are adaptable to different learning styles and physical needs, allowing students to engage safely and comfortably. For instance, flexible seating options help students maintain good posture and reduce physical strain.
  • Simple and intuitive: Clear signs and straightforward layouts reduce confusion, helping all students, including those with cognitive disabilities, navigate safely.
  • Clear communication: Information is communicated clearly, whether through audio, visual or tactile means, making safety instructions easily understandable by everyone, including those with sensory impairments.
  • Tolerance for error: Environments are designed to minimise hazards and reduce the consequences of accidents. For example, rounded corners on furniture and non-slip flooring help prevent injuries.
  • Low physical effort: Features like automatic doors and accessible restroom facilities reduce physical strain and risk of injury, benefiting students with limited strength or mobility.
  • Size and space: Classrooms and common areas are spacious enough to accommodate assistive devices like wheelchairs, allowing safe movement by all users.
Education Design Strategies for Accessibility and Inclusion
Education Design Strategies for Accessibility and Inclusion

Wayfinding

A key strategy for inclusive design is enhanced wayfinding, helping students and staff to navigate education facilities more easily, reducing confusion and stress. By implementing the following strategies, schools can enhance wayfinding and create a more welcoming, accessible and inclusive environment for all.

 

Use signage

Use clear and consistent signage on floors and walls. Signage should be easily interpretable by all members of a diverse education community, regardless of language or age. Floor and wall coverings can present an opportunity for custom signage that helps create directional signs. (Speak to your Jacobsen Design Advisor for more information.)

 

Colours and patterns

Using colours and patterns can help students, staff and whānau navigate the school more easily. To achieve this, ensure the colours are easy to distinguish by applying the correct Light Reflectance Value (LRV) contrast. A difference of 30 or more LRV points between surfaces helps visually impaired individuals differentiate between floors, walls and furniture, allowing them to move through spaces more safely and comfortably. Additionally, incorporating distinct patterns in various areas of a facility can assist students in forming pattern associations, enhancing their memory and orientation.

 

Tactile warning floor tiles

Warning tiles and tactile strips should be used in accordance with building code requirements. These are not only helpful for visually impaired students to navigate entrances and corridors but all students.

 

Establish predictable traffic routes

In the case of large and busy buildings, smooth traffic flow can be difficult with many users trying to circulate simultaneously, for example between classes. Designating separate lanes and establishing a one-way system using floor markings or signs can help students to navigate the corridors more easily and prevent bottlenecks. This kind of attention can be particularly appreciated by students with Autism Spectrum Disorder.

 

Perception of the environment is a key element to help students feel good at school, especially neurodivergent pupils. This is why acoustics, natural light, colours and contrasts are all important criteria to consider when designing buildings that promote inclusivity.

Beyond Disability


Inclusion should extend beyond disability, prioritising the needs of every student. Providing gender-neutral bathrooms and private spaces promotes safety and respect for individuals in the LGBTQIA+ community, as well as for all gender identities. Cultural inclusion can be achieved by incorporating elements that reflect and honour the unique indigenous culture of Aotearoa, along with the diverse cultural identities of students. This may include culturally significant symbols, artwork and spaces that celebrate diversity. This approach fosters safety, respect and inclusivity for all students.

 

Community engagement is crucial for successful inclusive design. Involving students and their whānau in the design process ensures that the spaces reflect the needs and values of the community. Using tools like surveys and informal discussions helps gather valuable input and build a sense of ownership and belonging.

 

Inclusive design has a powerful impact on fostering equality and participation. School administrators, architects and educators should prioritise inclusivity in future projects. By collaborating with experts, utilising available resources and actively listening to their communities, educational institutions can create spaces where all students feel safe, valued and empowered to learn.

References:
1. UNICEF Facts sheet
2. WHO Austim Spectrum Disorders
3. Salamanca Statement (1994)
4. United Nations (UN) Convention on the Rights of Persons with Disabilities, Article 24 (2008)
5. UN's Agenda 2030 Goal 4.5
6. Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016
7. Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results
8. Autism Inclusive Education