Organically created project space: an evaluation of project space as a learning environment for young adult learners with learning disabilities

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Taryn, Chambers
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This thesis provides an examination of the effectiveness of a Project Space as a learning environment for students with learning disabilities. Research was conducted through precedent studies and a case study of two Ontario secondary schools. Photo elicitation interviews with staff and students with learning disabilities were conducted to provide insight from users of the learning environment. Within each of the case study schools’ there was an example of an organically created Project Space. These rooms were ambiguous in their design as they serve multiple purposes with each of the schools. This provided evidence that Project Space which allows control and ambiguity within a larger footprint is a more effective learning environment for students with learning disabilities. According to the Hamilton-Wentworth District School Board’s guidelines for secondary school design a learning environment must be comfortable, flexible/adaptable, and provide extended learning environments to be inclusive. The primary goal of this study was to develop recommendations to the design problems evidenced in the precedent and case studies through the insights provided by students with learning disabilities and staff that use the space every day for learning.
interior design, education design, learning environments, project space, third space, secondary school, learning disabilities