Blurred Line
NZ primary schools are largely designed for able-bodied and able-minded children, yet in both our major cities and rural towns, disabled people represent between 10-16% of the population. This thesis seeks to explore the transformative potential of architectural design in empowering children with disabilities while seamlessly integrating disability facilities into the fabric of New Zealand schools.
Adopting a research through design strategy, the study’s scope encompasses a thorough contextual analysis, user-centered design, and innovative architectural interventions, all with the goal of enhancing the sense of identity and comfort of children. By engaging with people with disabilities, families, and experts, this thesis employs design as a research methodology to create inclusive, sensory-sensitive, and culturally respectful environments. It evaluates the impact of these interventions, emphasising sustainability and long-term usability, and provides practical implementation guidelines. The research also contemplates the broader societal implications of these design interventions, paving the way for a more inclusive and supportive society. This thesis proposal represents a significant step toward all schools enabling the full participation and empowerment of the young access community in New Zealand.