Inclusive Design

Time: 11:00 - 12:00


Stress reduction by good design in SEN schools: Zane Putne, Noviun Architects

Stress can have a great impact on special needs pupils, affecting up to three times more people than neurotypicals. It has been proven that design can play a part in pupils’ performance, wellbeing and learning. This is especially amplified in special needs learning environments where positive sensory experiences are more important towards assisting staff and pupils’ daily needs and managing their emotions. The whole school sensory environment is related to how well pupils can deal with stress and therefore these are crucial for pupils as they develop through learning environments. The learning and sensory environment should be seen as one in an SEN context where enhanced experiences can help pupils adapt to life situations and “re-set” emotions, when required.
When considering a whole day in the life of pupils and staff and activities along the way, the presentation explores the design measures that are likely to reduce stress levels, maintain wellbeing and, in turn, increase the learning performance. This is considered through linking emotions and levels of stress throughout the day to specific spaces and activities undertaken at any given time.

SENse Sensitive Design: Issues, Insights & Design Solutions: Richard Mazuch, IBI Group

For architects and designers, understanding the needs of people with special learning disabilities can present significant challenges. Creating optimal learning environments for this most complex, diverse and heterogenous client group is a major undertaking. However, “deep dive” SENse sensitive design research informs, calibrates and choreographs our teaching spaces. Design research should enable professional architects and designers to respond to dynamic changing SEND needs and is critical in successfully creating optimal teaching and learning environments.


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