Play for Change: Primary School for Children with Impairments

Within the architecture of education, there is a lack of attention to the needs of children with disability. Globally, one in every ten children have a disability and there are approximately 90,000 aged 0-14 children living in households who have at least one disability in New Zealand. The cohort is one of the most marginalised and excluded group from the society, resulting in an inability to participate in classes leading to fewer opportunities to develop skills, experience and confidence. School designs are designed for children without disability, and many children with disabilities find that classrooms and outdoor environments are ill-suited for their health needs, resulting in low attendance rates, poor peer engagement and limited educational success.  This thesis explores the role of architecture in facilitating the education of children with disabilities. Working from research-led design through to design-led research, it examines architecture as an educational tool. Examining classroom spaces, outdoor play and outdoor learning environment for children with disabilities, it questions the purpose of education. In addition, the research aims to desensitise the perceived architectural barriers within primary school that restricts participation for children with disabilities. The architectural design knowledge aims to improve design approaches for inclusivity in school, pedagogy and outdoor play environments. By addressing this issue, it could potentially create more positive and optimistic views and from the wider community, greater disability awareness.