Graduated classroom-design framework matching environmental control to three levels of emotional disturbance¶

Theory · All theories
Evidence · no claims cited

Description¶

The booklet organizes all its design schemes around a single axis: the degree of emotional disturbance of the children served. It states, "In this publication, there are designs for three levels of emotional disordersevere, moderate, and mild", and holds that "The flexibility of such spaces depends on how disturbed the children are." As disturbance decreases, enclosed quiet space, separate consultation rooms, and rigid zoning are progressively reduced. Planners are told to choose the design matching their school's population.

Design Implications¶

Context¶

Requirements¶

• Planners must decide in the initial stages of a building program what degree of emotional disorder is involved in their particular school

Constraints¶

• The plans are suggestions only and are not intended to be followed exactly; architects face unique building problems

Target Learners¶

• emotionally disturbed children at severe, moderate, and mild levels

Target Learning Objectives¶

• suitable environment for teaching children with emotional and behavioural difficulties

Claims¶

Related Theories¶

Examples¶

• Study carrel as an individual work area shielding a child from disturbance
• Mild-disturbance classrooms approach conventional classrooms with minimal enclosed space
• Moderate-disturbance classrooms merge consultation into the quiet room and add group-project space
• Locate special classrooms within regular schools near support spaces to enable integration
• Rigid zoning with clearly separated noisy and quiet areas for severely disturbed children

Key Sources¶

• Special Education Facilities for Emotionally Disturbed Children. (1968). Ontario Department of Education. https://eric.ed.gov/?id=ED085907