Researchers at NJIT's Center for Architecture & Building Research investigated the impact of the physical environments of schools on the inclusion of students with disabilities. Teachers, principals, school social workers, therapists, students with disabilities and their aides all contributed their insights and experience, describing the impact the school building had on their ability to teach and to learn. Many described ways in which both large and small-scale modifications had a positive impact on students with a wide range of sensory, physical and intellectual disabilities.

Inclusive practices have become the major goal for educating students with disabilities. The Individuals with Disabilities Act (IDEA) is a federally-based civil rights law which states that children with disabilities are legally entitled to a free, appropriate public education in the least restrictive environment possible. This act promotes full participation and inclusion of children with disabilities from birth to age 21. Inclusion is broadly defined as the integration of all students, including those with severe disabilities, into high-quality, age appropriate, general education classrooms. The guiding principle of inclusion is the belief that all students are capable of learning when given appropriate attention and resources.

While much attention has been focused on providing appropriate teaching strategies, the physical environment of the school facility and its impact on inclusion has received scant attention. Despite the growing legal, philosophical and social emphasis on inclusion, and the known impact of the physical environment on persons with physical disabilities, environmental modifications have been an overlooked tool that can positively impact inclusive goals.

Researchers at New Jersey Institute of Technology investigated the impact of school and classroom environments on inclusion by analyzing the physical environments of six inclusive schools in three school districts in the state of New Jersey. Half of these schools were newly constructed facilities, built within the past three years, and half were existing schools within the same districts. In each school, observations were conducted in all key areas of the school building. Face-to-face interviews were conducted with school administrators, teachers, social workers and therapists. Students participated in both one-on-one interviews and in focus groups. Parents of students with disabilities were also interviewed. The information was coded and content analyzed.

The findings showed that newer school buildings, designed to be accessible and barrier-free, were generally more supportive of the inclusion of students with physical disabilities. However, for students with intellectual and autism spectrum disorders, other design features had a major impact. For example, wayfinding aides such as landmarks, color-coded doors or halls, and the repetition of visual, auditory and tactile signs, cues and patterns enabled students to navigate the building and feel more secure in their school environments. Buildings that were predictable, consistent and orderly had a calming effect on students with sensory and behavioral issues and helped them to focus on their work. The ability to reduce environmental stimuli also had a positive impact on students’ ability to focus. Classrooms that were configured to allow several activities to happen simultaneously and supported working groups of various sizes, increased teachers’ flexibility and promoted interdependence among students. It was also found that many of the small scale environmental modifications that enabled students with disabilities to participate in inclusive educational environments also improved the environment for students who were not classified as having special needs.

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