Can We Build Inclusion?

Area of Science:

• Early Childhood Education
• Inclusive Education
• Environmental Psychology

Background:

• Kindergarten physical environments are often overlooked in inclusive education strategies.
• Universal Design principles rarely address less visible disabilities in built environments.
• The impact of space on pedagogical practices and child inclusion requires further investigation.

Purpose of the Study:

• To investigate if kindergarten physical space influences daily life and supports the inclusion of children with special needs.
• To determine if inclusion can be 'built' through architectural considerations.
• To explore the relationship between space per child and pedagogical outcomes.

Main Methods:

• Qualitative research involving twelve interviews with experienced kindergarten teachers.
• Comparison of kindergartens with varying space ratios (2.1 m² to 5.5 m² per child).
• Focus on teachers' experiences regarding space, conflicts, and child engagement.

Main Results:

• Sufficient space per child is crucial for the inclusion of specific groups of children with special needs (both extroverted and withdrawn).
• Increased space led to fewer conflicts and longer periods of sustained activity among children.
• Adequate space facilitated smaller group formations and the use of secluded areas, aiding inclusion.

Conclusions:

• Kindergarten inclusion can be facilitated through thoughtful architectural design and sufficient space.
• Adequate space and layout benefit all children, aligning with Universal Design principles.
• Environmental design is a key factor in supporting diverse needs and promoting positive social interactions in early childhood settings.