Page 10 - spaces4learning, Fall 2022

spaces4learning DESIGN THAT SUPPORTS SEL
conventional ceiling lights. Using full-height windows and large wall graphics reflecting the natural beauty and colors seen in the local environment adds to the beneficial impact. Inside, the finish palette should create an upbeat, joyful environment, using the vibrant hues found in the outdoors.
Inclusive Activity Spaces: Among the findings of a 2021 CDC research project studying Gen Z mental health was the importance of students feeling connected to their school community. The study found that fostering this connection with accessible, inclusive activities contributes to the students’ sense of belonging and well-being. The campus center addition at Cotting School features a two-story adaptive climbing wall, allowing students opportunities to engage with peers in a safe and stimulating activity. Decorated with a custom abstract pattern that recalls forest, mountains, and sky, the adaptive climbing wall includes various routes allowing students with different physical challenges, including those in wheelchairs, to participate.
Everyday Equity
One replicable takeaway from working with these specialized learning environments is the value of continual feedback and refinement. With the Cushing Centers faculty and staff highly engaged in the design process, we followed an iterative process of presentation followed by informed feedback.
The Marketplace Building includes a classroom building with a front retail plaza for job training
PHOTO © ROBERT BENSON PHOTOGRAPHY
training and life skills by working in retail positions, includes a café, a boutique gift shop, and a thrift store. These shops are designed to prepare students for living independently after they leave the school.
Noteworthy to the idea of equity is how the marketplace environment facilitates interaction between students and community, creating a two-way learning experience. As students learn how to work with the public, carry on conversations, and problem solve, the public learns about communicating and
Our work with the Cushing Centers began with creating a model classroom in their current academic building. Seeing the actual layout and the placement of equipment and furniture helped our clients to determine what worked and what did not when viewing the space through a lens of everyday equity and inclusion. How did the new finishes, colors, wall treatments, furnishings, and spacing work for the distinct needs of Cushing students? What could we change or emphasize to achieve the most inclusive design?
PERHAPS THE MOST IMPORTANTLESSONFROM WORKINGONBEHALFOF STUDENTSWITHSPECIAL NEEDS IS THE IMPORTANCE OF AN OPTIMISTIC MINDSET. EACH STEP TOWARDS MAKING OUR SCHOOL EN􏰀I􏰁ONMENTS— OF EVERY TYPE AND MISSION—MO􏰁E RESPONSIVE TO ALL STYLES OF LEARNING WILL IMPACT STUDENTS IN A POSITIVE WAY.
working with people with special needs. The setting and its joyful vibe bring both sides together. Everybody learns to understand the nuances and needs of others – studentsandcustomers.Returning customers (the shops are immensely popular) strike up friendships with the students. The experience helps to normalize an inclusive environment we can all be a part of together.
Inclusive Futures
Perhaps the most important lesson from working on behalf of students with special needs is the importance of an optimistic mindset. Each step towards making our school environments—of every type and mission—more responsive to
For many of the Cushing
Centers’ students, there is a need
for a dedicated “sensory space”
students can retreat to if they are
experiencing sensory overload and
need to take a break. The design of
these spaces and their relationship to the teaching areas was informed and advanced by the continuous feedback of the teachers. This model of listening, learning, and representing is vital to generating inclusive, practical design solutions for a range of equity challenges our education partners manage every day.
all styles of learning will impact students in a positive way. When school communities help students feel seen, valued, and included, everyone’s well-being and optimism rises.
Jan Taylor, AIA is an architect and principal with Boston-based design firm ARC. A consensus builder, mentor, and natural leader with more than 20 years in the field, Jan applies her experience and passion to help education clients resolve difficult design challenges. She can be reached at jtaylor@arcusa.com.
A related opportunity arose when designing the retail marketplace component of the Cushing Centers project. This public-facing space, where special needs students gain job
10 FALL 2022 | spaces4learning.com