NORTH EASTERN HILL UNIVERSITY

MAWKYNROH-UMSHING, MAWLAI, SHILLONG– 793022

DEPARTMENT OF ARCHITECTURE
SCHOOL OF TECHNOLOGY, NEHU, SHILLONG

PROJET INTRODUCTION AND DISSERTATION

INCLUSIVE ARCHITECTURE
(School for the differently-abled)

REUBEN BASHEMPHANG WAHLANG

18BArch10

CHAPTER 2

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LITERATURE STUDY

INCLUSIVE ARCHITECTURE (School for the differently-abled)

1. Disability, Space, Architecture: A Reader (2017)

It is a ground-breaking approach to exploring the interconnections between
disability, architecture and cities. The contributions come from architecture,
geography, anthropology, health studies, English language and literature, rhetoric
and composition, art history, disability studies and disability arts and cover
personal, theoretical and innovative ideas and work.
Most crucially, Disability, Space, Architecture: Taylor and Francis
(Publisher) opens up not just disability but also ability – dis/ability – as a means
of refusing the normalisation of only particular kinds of bodies in the design of
built space. It reveals how our everyday social attitudes and practices about
people, objects and spaces can be better understood through the lens of disability,
and it suggests how thinking differently about dis/ability can enable innovative
and new kinds of critical and creative architectural and urban design education
and practice.

2. The Architecture of Disability: Buildings, Cities, and Landscapes beyond

Access (2022)
Disability critiques of architecture usually emphasize the need for
modification and increased access, but The Architecture of Disability calls for a
radical reorientation of this perspective by situating experiences of impairment as
a new foundation for the built environment. With its provocative proposal for “the
construction of disability,” this book by David Gissen (Author) fundamentally
reconsiders how we conceive of and experience disability in our world.
By decontextualizing the history of architecture through the discourse of
disability, The Architecture of Disability presents a unique challenge to current
modes of architectural practice, theory, and education. Envisioning an
architectural design that fully integrates disabled persons into its production, it
advocates for looking beyond traditional notions of accessibility and shows how
certain incapacities can offer us the means to positively reimagine the roots of
architecture.

3. Designing for the Disabled: The New Paradigm (2012)

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 Selwyn Goldsmith (Author) new paradigm is based on the concept of
architectural disability. As a version of the social model of disability, it is not
exclusively the property of physically disabled people.
This is a book which will oblige architects to rethink the methodology of
designing for the disabled. It is a book that no practising architect, building
control officer, local planning officer or access officer can afford to be without.

4. Inclusive Design: Designing and Developing Accessible Environments

(2001)
The reality of the built environment for disabled people is one of social,
physical and attitudinal barriers which prevent their ease of mobility, movement
and access. In the United Kingdom, most homes cannot be accessed by
wheelchair, while accessible transport is the exception rather than the rule.
Pavements are littered with street furniture, while most public and commercial
buildings provide few design features to permit disabled people ease of access.
Robert Imrie, Peter A. Hall (Authors) on their books talks about Inclusive
Design is a documentation of the attitudes, values and practices of property
professionals, including developers, surveyors and architects, in responding to the
building needs of disabled people. It looks at the way in which pressure for
accessible building design is influencing the policies and practices of property
companies and professionals, with a primary focus on commercial developments

5. Inclusion of Disabled Children in Primary School Playgrounds (2006)

Marc Armitage, Helen Woolley (Authors) in this book identifies
organisational, social and physical barriers to disabled children's inclusion in
primary school playgrounds, and suggests ways to overcome these barriers in the
future, as well as examining examples of good practice. This is essential reading
for teachers, special educational needs coordinators, personal support assistants,
lunchtime supervisors, play workers, and architects and landscape professionals
involved in play. It will also be of interest to those involved in children's oral
history and folklore.
This book identifies organisational, social and physical barriers to disabled
children's inclusion in primary school playgrounds, and suggests ways to
overcome these barriers in the future, as well as examining examples of good
practice. This is essential reading for teachers, special educational needs
coordinators, personal support assistants, lunchtime supervisors, play workers,

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and architects and landscape professionals involved in play. It will also be of
interest to those involved in children's oral history and folklore.

TAKEAWAY

 Inclusive design proposes changes to the usual design process in which the
designer makes decisions on behalf of his users. Co-design and inclusive
research seek to identify the needs of people and consider many different
aspects of human diversity.
 Interdisciplinary work enables collaboration from different
perspectives. Some of the disciplines that make up inclusive design groups
are design, special education, linguistics, sociology, and engineering.
 People with disabilities are experts by experience. Inclusive design starts
from the needs felt and detected by end-users, who are experts with whom it
is ideal to work throughout the design process.
 Inclusive systems provide a better quality education for all children and are
instrumental in changing discriminatory attitudes. Schools provide the
context for a child's first relationship with the world
 Inclusive design proposes changes to the usual design process in which the
designer makes decisions on behalf of his users. Co-design and inclusive
research seek to identify the needs of people and consider many different
aspects of human diversity.
 Inclusive education Increases appreciation and acceptance of individual
differences, in this sense the students with and without disability appreciate
and accept their differences and do have the feelings of one another. They
have care, love and feelings of accommodation to each other.
CONCLUSION

Designing for disability in classrooms is perhaps one of the most profound

ways architects can help society. Students with disabilities have just as much
right to a quality educational experience as other students. When all students
have a comfortable and supportive space to learn in, they go on to live happier,
healthier lives outside of school.
Architects can lay the groundwork for this support system by listening
carefully to students’ (and teachers’) needs and designing educational spaces that
comprehensively address them. Creating spaces that foster learning for those with
disabilities requires an in-depth understanding not only of the specific needs of
the district’s population, but also of the most efficient and impactful ways to
address those needs through architectural design.