Existing research on SNschooling
Extrait : Architecture et scolarité - Architecture et scolarite Le collège Emmanuel de Martonne est le seul endroit en France à disposer d'une Section d'Education Motrice. L'architecte a conçu un bâtiment adapté aux besoins des enfants handicapés : ils peuvent s'y instruire mais aussi y recevoir des soins ou s’y distraire par le biais d'activités qu'ils pratiquent parfois avec les autres élèves du collège qu'ils rencontrent quotidiennement dans le grand préau commun. La Section d'Education Motrice du collège Emmanuel de Martonne - curiosphere.tv
1413.pdf (Objet application/pdf)
DEAFSPACE DESIGN GUIDELINES : hbhm architecture DEAFSPACE Deaf people inhabit a rich sensory world where vision and touch are a primary means of spatial awareness and orientation. Many use sign language, a visual-kinetic mode of communication and maintain a strong cultural identity built around these sensibilities and shared life experiences. Our built environment, largely constructed by and for hearing individuals, presents a variety of surprising challenges for deaf people. Recently, deaf people have responded to these designs with their own particular way of altering their surroundings to fit their unique ways-of-being. This approach is often referred to as DeafSpace. . When deaf people congregate the group customarily works together to rearrange furnishings into a “conversation circle” to allow clear sightlines so everyone can participate in the visual conversation.
Universal Design in Education The Access Center was a national technical assistance center funded by the Office of Special Education Programs (OSEP) within the Department of Education. The purpose of the Access Center was to improve access to the general education curriculum for students with disabilities at the elementary and middle school levels. Drawing from national legislation such as the No Child Left Behind Act and IDEA ’97, the Center was designed to connect states and districts with research-based practices, tools, and materials that could help students with disabilities access the general education curriculum. The Center also helped decision-makers use data to improve instruction and services for students with disabilities.
Architectural Record | Schools of the 21st Century | Features | Extra Sensory Perception Building Great K-12 Schools in Economically Challenging Times In these tough times making good school design decisions has never been more difficult or more important. To find out how some of the nation’s top architects and administrators are coping with these challenges attend Architectural Record’s Schools of the 21st Century Symposium. It will be held Friday, April 9th, at the Hyatt McCormick Place in Chicago, the day before the NSBA Conference. The event is free of charge and is being presented with the support of McGraw-Hill Education and the American Architectural Foundation. Click here for more information.
SEN School Design; Inclusion, Integration and Inspiration
by Maria Popova What the free speech movement of the 1960s has to do with digital learning and The Beatles. Education is something we’re deeply passionate about, but the fact remains that today’s dominant formal education model is a broken system based on antiquated paradigms.
Habits and Habitats: Introducing the IDEA
Building Schools for the Future: 5 Lessons for Future Researchers
Orion Academy - Asperger's NLD High School
About Shepherds College
Hellerup Skole - Hellerup School - Jens Guldbaek - Picasa Albums Web
Permaculture « The Wild Green Yonder By Adam Brock The phrase “sustainable design” is often associated with things like bioplastic, solar-powered flashlights, or cradle-to-cradle office furniture. While these and other innovations continue to push the green design envelope, even the most forward-thinking ecoproducts can’t honestly be called sustainable quite yet: they’re still nowhere close to eliminating their negative impact on the planet. The good news, though, is that actual sustainable design is entirely possible.
:: Aadharshila Vatika School ::
On croirait que le bâtiment se trouve à l’angle de deux rues. Et pourtant, il se situe bien dans la rue Braille (12e arrt de Paris). Mais son architecture particulière, très anguleuse, crée cet effet d’optique lorsqu’on est au bas de la rue. A la croisée d’éléments urbains disparates, implanté sur les deux-tiers d’une petite parcelle de 209 m2, le site intègre en fait la perpendicularité de deux géométries qui se rencontrent et respectent ainsi le décalage des deux trames existantes. « Le bâtiment s’appuie sur le pignon existant et vient finir la séquence urbaine qui démarre en haut de la rue Louis Braille et qui se terminait jusqu’alors par un pignon aveugle », expliquent les architectes. L’occupation partielle de la parcelle engendre un recul de plus de 6 mètres qui a permis d’aménager un jardin au rez-de-chaussée et de créer une cour intérieure et d’ouvrir des vues vers l’est. Un foyer coloré pour accompagner les autistes vers l’autonomie (diaporama)
Resource List: Special Education Accommodation Information on special education classroom and facility design, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media Universal Design: Creating Inclusive EnvironmentsSteinfeld, Edward; Maisel, Jordana (Wiley, Apr 2012) The new standard text on the topic, this introduces architects, designers of interiors, products, landscapes, and communities the principles and practice of designing for all people. Includes best practices and many examples. 408p TO ORDER: http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470399139.html
The least restrictive environment ... - Jean B. Crockett, James M. Kauffman
Special Education Needs / High Needs Classroom for Fergusson Intermediate School. Trentham, Upper Hutt, Greater Wellington, New Zealand. Fergusson Intermediate is an Intermediate school (middle school) located in Trentham, Upper Hutt Valley – in the northern greater Wellington region of New Zealand. As an Intermediate school, it serves 11-13 year old pupils for the two years between Primary and Secondary education. SPECIAL EDUCATION NEEDS CLASSROOM, FERGUSSON INTERMEDIATE SCHOOL
Une école spéciale remporte le prix d’architecture le plus prestigieux de la Nouvelle Zélande Par Michael Deaker, Consultant en éducation et en communications, Nouvelle-Zélande La Wilson School à Takapuna, Auckland, a remporté en mars 2009 la Médaille de l’Architecture décernée chaque année en Nouvelle Zélande, la récompense la plus prestigieuse du pays pour un bâtiment. Conçue par Eqo Leung et Carl Thomas d’Opus Architecture, l’école accueille les enfants présentant un éventail de besoins spéciaux. Elle a été construite par Teak Construction Ltd pour près de 5.5 millions de dollars néo-zélandais, a ouvert en juillet 2008 et accueille jusqu’à 36 élèves. « Les architectes ont fait du bien-être des élèves et du personnel leur priorité.
Il existe trop de manuels sur l’architecture des écoles pour les citer ici. L’architecture des écoles au xxe siècle
An edited version of this article was published in the March/April 1998 issue ofEarly Childhood News magazine Children's Outdoor Play & Learning Environments: Returning to Nature By Randy White & Vicki Stoecklin It is unfortunate that children can't design their outdoor play environments. Children's Outdoor Play & Learning Environments: Returning to Nature
A major theme of this blog is that we come into the world with instincts that are well designed to promote our education . We have instincts to observe, explore, play, and converse with others in ways that endow us with the skills, knowledge, and values needed to live and thrive in the physical and social world into which we are born. We do this with great intensity and joy. These educational instincts were shaped by natural selection during the hundreds of thousands of years in which our ancestors survived as hunter-gatherers (see August 2 posting ). We might expect, therefore, that these instincts would operate best in the social environment of a hunter-gatherer band, or in a modern environment that replicates certain aspects of a hunter-gatherer band. The Natural Environment for Children’s Self-Education: How The Sudbury Valley School is Like a Hunter-Gatherer Band
School facilities are evolving from traditional indoor learning spaces to multiple-dimensional spaces that use the entire campus as a learning environment. During our school planning work sessions and design charrettes with students, the message they consistently convey to our designers is the desire to freely move outdoors during the day. It is clear that access to outdoor spaces enhances the overall educational and social experience. Studies by the American Institutes for Research and the Council for Educational Facility Planners International indicate students’ overall health and test scores can benefit from outdoor activity. The overarching question isn’t how can we provide innovative and flexible outdoor spaces to invigorate students and instructors within a budget; but how can we afford not? Article : Natural Environment Elevates the Learning Experience
Creating Play Environments For Children With Special Needs
Travels Around the Playground, by JC Boushh, CPSI
Journal of Environmental Psychology : Educational issues, school settings, and environmental psychology*
SpringerLink - Abstract
Developing an Adaptive Learning Environment for the Disabled
SNOW - Teaching Strategies
Pond Meadow Special Needs School, Building, Pond Meadow School, DSDHA
Least Restrictive Educational Environment
Adapting the Classroom Learning Environment
Designing learning environments for all children
What to Look for in a Classroom
Welcome to the Centre for Accessible Environments - specialist access auditors and access consultants
LINKING ARCHITECTURE AND EDUCATION, architecture books
MODERN SCHOOLS, architecture books
TV - Search Page
DesignShare: Classroom Design for Living and Learning with Autism