Abstract
This paper analyses the implementation and impact of a universal biophilic design guideline in school architecture for children with Special Educational Needs (SEN). Using a mixed-methods approach, it evaluates the impact of such a design on the well-being of SEN students. The study begins with a comprehensive evaluation of the literature on universal biophilic design and its effects on SEN pupils. This contributes to the development of a theoretical foundation for the research. The study is a comparison of three different schools, with data obtained through teacher questionnaires and interviews with special educators, speech-language pathologists, and administrators. Personal observations are also undertaken in these schools, noting the presence or absence of universal biophilic design. The goal of the paper is to provide comprehensive architectural universal biophilic guidelines that will enhance SEN kids’ performance and well-being. It emphasizes the critical necessity for these rules in today’s educational systems and how they might improve inclusive, productive, and supportive learning environments.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2025 Special Focus—Thinking, Learning, Doing: Plural Ways of Design
KEYWORDS
Biophilic Design, Universal Design, Special Educational Needs, Special Educational Needs
