Life beyond school: creating inclusive urban and rural communities

Time: 11:45 - 12:45

Date: Day 2

Synopsis

How higher Education facilities are supporting inclusive enterprise through a presence on the high street

Speaker: Jon Roylance, Director of Higher Education, ADP Architecture

We will present three current higher education project case studies reflecting a theme of ‘inclusive enterprise’ and community engagement, through the conscious re-purposing of buildings on the high street.
Each centre presents new thinking on how equality, diversity, and inclusion is reflected in new facilities for students and local communities.
• A new city centre campus for the University of Gloucestershire in the heart of the city creating opportunities for training and community support as a centre of health and social care, education, and learning.
• A new ‘inclusive enterprise’ centre for the University of Westminster creating new facilities to support students from all backgrounds and the local community into employment – supporting both graduate and community enterprise.
• A new Business and Law Clinic for Liverpool John Moores University supporting graduate and local business enterprise and legal training providing services to the local community.

Learning Points:

  1. Three Higher Education institution approaches to ‘inclusive enterprise’.
  2. How EDI policies are reflected in new learning and training facilities for graduates of all backgrounds, for university entrepreneurs, and local enterprise.
  3. How high street premises and being re-purposed for community benefit – preventative health, social care, and long-life learning.

Supported Living – can one size fits all?

Speaker: Kate McGechan, Associate, Haverstock

Kate McGechan will consider the challenges and design opportunities around supported living. Specialist houses, for adults with special needs, who are ready to make the move to increased independence. There is an accepted route for children identified with special needs to spend much of their early life, up to 19 years old, within a very protective education setting (accepting some children at the extreme end may be hospitilised). These settings and the support around this are advanced and prescriptive in design, aspirations, and delivery. As a design team, the regulations, building standards and guidance are well known for these environments. Schools are relatively large and cater for, in some instances grouped together, many special needs. But what happens when a child, now young adult, leaves this setting? Supported living is an emerging sector for consideration. How do we transition these young adults to a home for life, and can we design a home that suits many needs? Are bespoke homes financially viable for developers or local authorities?

Learning Points
1.  Supported living overview – aims, challenges, guidance, mechanisms
2.  Design – Flexibility, adaptability, intelligent design
3.  Housing guidance – sizes, guidance, regulations

Speakers

Chair

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