Inclusive Primary Schools

Master thesis (2025)

Authors

F. du Pau Architecture and the Built Environment

Contributors

Birgit Jürgenhake Public Building and Housing Design (mentor)
L.M. Oorschot Teachers of Practice / A - Architecture and the Built Environment (graduation committee member)
A.B.J. van Deudekom Teachers of Practice / AE+T - Architecture and the Built Environment (graduation committee member)
Faculty
Architecture and the Built Environment
More Info
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Published Date

13-01-2025

Language

English

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Faculty

Architecture and the Built Environment

Abstract

Imagine a world where all children have equal access to education, regardless of their cognitive, motor and social levels or diverse needs. Unfortunately, reality is different and children with additional needs often attend separate schools, sometimes even far away from home. Things need to change so that all children can attend school together and close to home. But this presents some obstacles, for example in terms of staff, money or the building.
This study examines the school building as a supporting factor for inclusive education and focuses on the following research question: What characteristics of the physical educational environment promote inclusive primary schools in the Netherlands?
To answer this question, children and staff from two inclusive schools in the Netherlands are interviewed. Together with literature, design guidelines will be created.
Together one school, respecting diversity, surrounded by calmness. That is how a school building supports inclusive education. The design guidelines can be divided into these three main themes.