Developing best practice guidelines in designing physical learning environments for students with complex needs

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Authors
Keegan, Pamela
Author ORCID Profiles (clickable)
Degree
Master of Professional Practice
Grantor
Otago Polytechnic
Date
2022
Supervisors
Forsyth, Glenys
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Oromahoe School (Northland, N.Z.)
Blomfield Special School (N.Z.)
Northland (N.Z.)
New Zealand
special schools
students with special needs
learning spaces
school architecture
special education
Citation
Keegan, P. (2022). Developing best practice guidelines in designing physical learning environments for students with complex needs. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Professional Practice). Otago Polytechnic, New Zealand. https://doi.org/10.34074/thes.5736
Abstract
ADDED TITLE Our place, our potential: Navigating the design process of learning environments for students with additional needs ABSTRACT This thesis explored the planning and design processes of learning areas for students with additional needs in Aotearoa New Zealand. The central case study was Blomfield Special School’s new two-classroom satellite unit at Oromahoe School in Northland. The aim of my research was to explore pedagogical practices, school property design, and how students with additional needs interact with physical learning environments so we could better support our children (tamariki) to discover and reach their potential. Flexibility and safety were two key aspects underpinning nearly all design features. Flexibility comes from having enough space and a well-designed layout with multipurpose-zones, flow between indoors and outdoors, moveable furniture and equipment, and operable-walls or ranch sliders. Safety involves secure facilities and outdoor spaces, robust building material and furniture, careful placement of glass, line-of-sight for passive supervision, and areas for teaching and learning with low sensory and “crash and bash” zones. When ākonga feel safe they can engage in learning that is personalised, inclusive, culturally responsive and fun. The MoE calculates specific entitlements for every new-build or renovations, so making the most of each square metre, and consultation between schools, architects, the MoE and local communities is crucial. Good designs work well for all students, not just those with complex or additional needs so the findings of this report are applicable to all schools.
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Link to ePress publication
DOI
https://doi.org/10.34074/thes.5736
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Attribution-NonCommercial-NoDerivatives 4.0 International
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