Inclusive Schools Design: A Phenomenological Investigation into Visually Impaired Lived Experiences

Abstract

Inclusive design is an approach that aims to include special children with the general student population by developing the whole system, including the built environment, to accommodate their needs. Although efforts have been made to include children with visual impairments in the educational mainstream, available design guidelines often miss their "real lived experience". Available inclusive school design criteria are considered limited and the necessary design qualities of space to cope with their impairments are often missing the phenomenological, holistic approach. This study is conducted using a mixed method. The necessary spatial qualities are extracted from visually impaired children's real experiences through a phenomenological approach. An in-depth interview is done with visually impaired participants; transcriptions are extracted and analysed through thematic analysis. Thematic analysis is done by the NVIVO qualitative research analysis program. The themes are later validated through a personal experience at the blind museum "Dialogue in the Dark" in Cairo, Egypt. Research findings show and explain the main four themes that affect the visually impaired experience, which are: senses stimulation, accessibility, sense of place and perception of safety and they can be translated into design considerations.

Inclusive School Design for Children with Visual Impairment: The Relation between Design Guidelines and Spatial Perception

“…Safety precaution and accidents avoidance [10]: The most important consideration when designing for the visually impaired is to minimize collisions, accidents, and obstacles. b. Spatial awareness and understanding [11], [10], [9]: The ability to navigate, maintain orientation, and move around independently requires a strong understanding of the surrounding space. It is essentially what creates the mental map of the environment (vague awareness, identifying spatial characteristics and recognizing the relevant parts of perceptual objects).…”

“…Designers should provide as much "passive information" as possible. c. Spatial recognition and remembering [11], [10], [12]: The memory is typically associated to spatial recognition, recalling This is what takes place when a person enters a space, comprehends it, and then returns to it later. The blind individual recognizes the identity if this space d. Feeling ambiance and atmosphere [11], [10]: A multisensory experience is typically required to feel the ambiance of the surrounding space.…”

“…c. Spatial recognition and remembering [11], [10], [12]: The memory is typically associated to spatial recognition, recalling This is what takes place when a person enters a space, comprehends it, and then returns to it later. The blind individual recognizes the identity if this space d. Feeling ambiance and atmosphere [11], [10]: A multisensory experience is typically required to feel the ambiance of the surrounding space. The ability of a location to evoke specific feelings and emotions, knowing the surroundings, identity, atmosphere, and setting rather than merely the physical layout.…”

“…e. Understanding objects properties and attributes [11], [9]: According to the kinesthetic pressure applied or the direction of moving hands or feet of a person, understanding of objects attributes and characteristics happens. Exploration,…”