Using evidence based design to develop an inclusive classroom
Abstract
The design of a space is critical to the function, mood, efficiency, and effectiveness of an environment, making it crucial especially in educational facilities. This study will apply evidence based design to the design of a public school inclusive classroom. An inclusive classroom is a general education classroom that also includes students with disabilities. Research, programming, schematic design, space planning, design development, and documentation will be used to complete the study. Research Methods used include interviews with three public school teachers in Stillwater, Oklahoma, one book, and four journal articles. The final design will be presented with three 3-dimensional model and a PowerPoint presentation, including but not limited to floor plans, elevations, and perspectives. Each 3-dimensional model demonstrated a different furniture plan to explain the flexibility in design to further accommodate all students. The results will provide a design that meets the needs of the general education students, students with disabilities, and the educators that could potentially use the classroom. By applying the research, a classroom typical was produced to show effective floor plans, furniture plans, lighting plans, and material selections to accommodate both general education students and students on the Autism Spectrum. The final design also included technology and other aspects to meet the needs of the teacher.