FUNCTIONAL AND TECHNOLOGICAL FEATURES OF DESIGN AND PARAMETERS OF INCLUSIVE EDUCATION SPACES IN SCHOOL BUILDINGS
Authors:
1.
Krasnodar Architectural and Construction College
(architectural department)
from 01.01.2020 to 01.01.2021
Kuban State Agrarian University
from 01.01.2003 to 01.01.2009
Nizhny Novgorod State University of Architecture and Civil Engineering
from 01.01.2022 to 01.01.2024
Krasnodar, Krasnodar, Russian Federation
from 01.01.2020 to 01.01.2021
Kuban State Agrarian University
from 01.01.2003 to 01.01.2009
Nizhny Novgorod State University of Architecture and Civil Engineering
from 01.01.2022 to 01.01.2024
Krasnodar, Krasnodar, Russian Federation
Type:
Article
Pages:
from 78
to 110
Status:
In work
Subject area:
VAK Russia 2.1.1
VAK Russia 2.1.5
VAK Russia 2.1.8
VAK Russia 2.1.12
UDC 727.055
VAK Russia 2.1.5
VAK Russia 2.1.8
VAK Russia 2.1.12
UDC 727.055
Language:
Russian
Keywords:
inclusive architecture, inclusive schools, resource zone, autonomous classroom, SBO room, sensory room, deprivation room, autism
Abstract:
The inclusive educational process in Russia requires a profound and qualitative change in the architectural and spatial structure of the school building: functional groups of rooms for highly specialized purposes are required. The current design documents of England, Ireland, China, and the USA regulate their nomenclature and parameters. Russian sources (Guide to MGSN 4.05-95, "Recommendations for the design of educational institutions for children in need of psychological, pedagogical and medical-social assistance", SP 150.13330.2012, RMD 31-15-2012) contain indirect indications that incompletely reflect the necessary indicators. Comparison of data from these sources revealed contradictions in both the psychological and pedagogical field and in design, which became the basis for the formation of a space-planning structure of an inclusive school architectural environment. The premises recommended in the article, their areas, their interconnections with the main school units, the psychological and pedagogical technological components, and the furniture and equipment listed have been tested and are present in international sources, as well as in Russian literature on pedagogical and special education. The author proposes three spatial and technological models of inclusive educational processes. The choice for a specific institution depends on the urban development, demographic, and social situation, the organization's location, the availability of internal space and the adjacent site, and the actual capacity. Based on these factors, it is possible to organize a three-stage architectural modernization system: from the introduction of one or two classrooms to the construction of a block-like extension connected to the school building by a covered, heated walkway. The use of these recommendations in the reconstruction and/or construction of new schools will significantly improve the implementation of inclusive pedagogical methods.
The inclusive educational process in Russia requires a profound and qualitative change in the architectural and spatial structure of the school building: functional groups of rooms for highly specialized purposes are required. The current design documents of England, Ireland, China, and the USA regulate their nomenclature and parameters. Russian sources (Guide to MGSN 4.05-95, "Recommendations for the design of educational institutions for children in need of psychological, pedagogical and medical-social assistance", SP 150.13330.2012, RMD 31-15-2012) contain indirect indications that incompletely reflect the necessary indicators. Comparison of data from these sources revealed contradictions in both the psychological and pedagogical field and in design, which became the basis for the formation of a space-planning structure of an inclusive school architectural environment. The premises recommended in the article, their areas, their interconnections with the main school units, the psychological and pedagogical technological components, and the furniture and equipment listed have been tested and are present in international sources, as well as in Russian literature on pedagogical and special education. The author proposes three spatial and technological models of inclusive educational processes. The choice for a specific institution depends on the urban development, demographic, and social situation, the organization's location, the availability of internal space and the adjacent site, and the actual capacity. Based on these factors, it is possible to organize a three-stage architectural modernization system: from the introduction of one or two classrooms to the construction of a block-like extension connected to the school building by a covered, heated walkway. The use of these recommendations in the reconstruction and/or construction of new schools will significantly improve the implementation of inclusive pedagogical methods.
Keywords:
inclusive architecture, inclusive schools, resource zone, autonomous classroom, SBO room, sensory room, deprivation room, autism
inclusive architecture, inclusive schools, resource zone, autonomous classroom, SBO room, sensory room, deprivation room, autism
