In recent years, as sensitivity for human rights and diversity in society increased, inclusion has become an important subject matter for discussions both in wider social context as a parameter reflecting more conscious and democratic understandings of human world, and in particular context of different disciplines. Inclusion has become a widely discussed theme of inclusive education practices both internationally and in Turkey, as well as a central theme for Universal Design approach. In education, inclusion is a challenge which calls for a comprehensive institutional restructuring and demands adaptations in physical education environments. This condition implicitly challenges architects to take action for developing effective design approaches in order to create inclusive education environments. This thesis is a search for a common framework for education and architecture for promoting inclusive education in primary schools. Despite the potential of Universal Design principles for bringing education and architecture together for this common goal, Universal Design approach remains limited for promoting a comprehensive understanding of inclusion. Through a comprehensive review of legislations, literature and a case study carried out for conceiving practical concern of inclusive education, this study broadens the notion of inclusion and claims that inclusion is an ongoing process during which students develop their capacities with the provision of equal opportunities of access to educational resources, supportive services, teachers, professionals and effective education environments. Depending on this thesis&rsquo / process-based and student-centered understanding of inclusion, Universal Design principles are differentiated by focusing on design aspects which maximize students&rsquo / individual strengths during inclusive education process.

Urban renewal and rampant suburbanization, like in many North American cities, has led to the decline of downtown Halifax, Nova Scotia. This thesis proposes a small-scale, child-oriented in?ll project as an alternate mode of development that retains historic fabric and repairs the urban ethos. A narrow, T-shaped, vacant lot in the heart of downtown provides the testing grounds for this intervention. Dynamic program combinations, and playful architectural propositions are presented as strategies to reintegrate children as active participants within the downtown area.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Includes tables. Sponsor: Frank W. Cyr. Dissertation Committee: John W. Polley, . Includes bibliographical references.

Orientador: Doris Catharine Cornelie Knatz Kowaltowski / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-10T16:25:20Z (GMT). No. of bitstreams: 1 Graca_ValeriaAzziColletda_D.pdf: 22155430 bytes, checksum: f7703886150c7a1cd73b545de5c25f02 (MD5) Previous issue date: 2008 / Resumo: Avaliações pós-ocupação de prédios escolares constatam problemas no ambiente construído fruto de definições realizadas durante a fase de estudo preliminar, quando são tomadas decisões referentes à implantação do projeto como um todo. Estes problemas refletem o desconforto do ambiente educacional, tanto nas áreas administrativas, como nas áreas pedagógicas. Alguns dos problemas que dificultam ou influenciam as atividades pedagógicas se referem a aspectos de conforto ambiental. Neste tema podem-se destacar três subáreas: conforto acústico, conforto térmico e conforto visual. Cada subárea possui um campo de conhecimento específico (distinto) e se utiliza de métodos (de avaliação, de desempenho, de decisão, entre outros) e de dialetos próprios, pode-se dizer que existem especialistas que as desenvolvem. Recomenda-se que, durante o processo de projeto de prédio escolar, a avaliação de aspectos de conforto ambiental seja feita por estes especialistas. Os projetos de prédios escolares da rede estadual de São Paulo são regulamentados e supervisionados pela Fundação de Desenvolvimento Educacional (FDE), que fornece o programa arquitetônico e documentação padronizada aos arquitetos que desenvolvem os projetos. Esta pesquisa verificou como é realizado este processo sistematizado de projeto, através da pesquisa junto aos escritórios de arquitetura, e observou que os aspectos de conforto ambiental não são tratados como princípios de projeto, que o produto arquitetônico (a edificação) é fruto da união de várias áreas e subáreas, sendo que a integração de conforto térmico, acústico e visual carece de uma maior sistematização.Propôs-se para amenizar os problemas de implantação de salas de aula, a elaboração e aplicação de exemplos simplificados, que descrevem possíveis configurações de salas de aula para o projeto de prédio escolar, avaliados por especialistas de cada área (conforto térmico, acústico e visual). Optou-se por trabalhar com a avaliação de especialistas para uma conceituação específica. Para a integração dos aspectos de conforto ambiental, se propôs a aplicação da metodologia de projeto axiomático no desenvolvimento de estudo preliminar de projeto para escola de Ensino Fundamental e Médio do Estado de São Paulo, Brasil. Estas duas aplicações foram desenvolvidas na disciplina de projeto do curso de tecnologia em construção civil ministrado no CEFET-SP (Centro Federal de Educação Tecnológica de São Paulo). Os resultados se mostraram interessantes uma vez que despertou nos alunos, entre outros, a importância de aspectos de conforto ambiental, do gerenciamento de informação e do trabalho em equipe. A metodologia de projeto axiomático permitiu o reconhecimento, por parte dos alunos, das interferências de diferentes campos de estudo. Os exemplos de soluções foram utilizados na tomada de decisão, ora como restrição de projeto, ora como diretriz de projeto. O estudo de caso no ensino de projeto indica a possibilidade do uso de exemplos simplificados e da metodologia de projeto e axiomático ao ambiente profissional junto ao FDE / Abstract: The post-occupation-evaluations of school buildings in the State of São Paulo show that most schools have problems caused by decisions made at the preliminary design stage. These problems particularly cause discomfort to users in educational and administrative areas of the schools. Many environmental comfort (thermal, acoustic and lighting) problems affect pedagogical activities. Each comfort sub-area possesses its specific and distinct knowledge and uses its own methods for evaluation, performance measurement and design decision making. Due to the specificity of each environmental comfort experts are recommended to judge aspects of comfort in school building design. This theses presents the results of a research project which applied the use of simplified design examples, evaluated by experts of environmental comfort, and the axiomatic design method, to a preliminary design exercise of a primary school building for the State of São Paulo, Brazil. The exercise was developed in a design discipline of a civil construction technology course of CEFET-SP (Centro Federal de Educação de Tecnológica de São Paulo). Public school buildings in the State of São Paulo are regulated by a foundation FDE (Fundação de Desenvolvimento Educacional), which provides standardized documentation to professional designers. School designs are based on fixed architectural program information and the design process is supervised by FDE. Easy access to school buildings, the design team and documentation facilitated post-occupancy evaluations. These factors were important in the choice of the design exercise. Simplified examples of design solutions, evaluated by specialists of each area (thermal, acoustic and visual comfort) were developed to describe classroom configuration possibilities in school building design. Expert evaluation was introduced to enrich the typical professional design methods, devoid of comfort simulations or calculations, of school buildings projects supervised by FDE. Analysis of the FDE design method also showed that environmental comfort is only regarded superficially by indicated professionals and the axiomatic design method was considered an important introduction for systemization of design information into the creative design process. To test both the importance of the expert evaluated simplified design examples and the use of the axiomatic methods in the design process of school buildings a teaching experience was conducted in the civil construction course of CEFET-SP) in one of its design disciplines. The results showed that students as teams, quickly learned to assimilate the importance of environmental comfort in school building design, coming from the simplified examples. They were able through the use of the axiomatic design method to manage, at times conflicting, information in their design process / Doutorado / Arquitetura e Construção / Doutor em Engenharia Civil

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All people experience stress in their environments. The specific causes of stress vary from person to person as does one's ability to cope with each stressor. This thesis introduces the concept of Empathetic Design, a design strategy possible only when empathy for the inhabitant is achieved by the designer. An Empathetic Designer is able to identify environmental stressors and can employ appropriate design strategies that reduce stress. Though this strategy is meant to be applicable for all people in all environments, the scope of this thesis focuses on the design of elementary school environments. Specifically, the scope is limited to how Empathetic Design can reduce stress and foster the inclusion of high functioning autistic children in a mainstream educational environment. This thesis combines current learning theory and autism research with a visual exploration of building types from six periods of American school design. The hope is to create Empathetic Designers who will inform design of future elementary school facilities. / Master of Architecture

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Mary Catherine (Katie) Kingery-Page / Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.