Design responsive physical environments
Prepare physical and virtual environments for flexibility and personalisation.
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Design for all from the outset
Design for all from the outset
Considerations might include:
- Flexible spaces which provide a variety of seating, desk and space options to support different types of teaching and learning.
- Honouring Te Tiriti and visibly valuing te ao Māori, for example, using te reo Māori, dual language texts, and Māori contexts and images.
- Making values and high expectations visible to students, for example, displaying the school values and ways to show those values.
- Sensory needs, such as lighting, noise, visual clutter, and sensory supports such as blankets, familiar objects, music, or soothing sounds.
- Valuing diversity, for example, visuals and resources that celebrate different ways of being.
- Gender and sexuality, for example signage, toilets and bathrooms.
- Mobility, for example, visual and physical pathways, smooth surfaces and ramps that promote ease of movement.
- Wellbeing and belonging, for example, use the Te Whare Tapa Whā model for supporting the physical, spiritual, emotional, social, environmental, and relational elements of hauora.
Knowledge of students influences design decisions
Knowledge of students influences design decisions
Anita Patel describes how UDL thinking has influenced her practice.
Create calm spaces
Create calm spaces
When students become overwhelmed by the sensory stimuli in the classroom, they need a safe, quiet space to retreat, calm, and organise themselves.
![10530 [Screen-Shot-2016-09-21-at-2.25.57-PM.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Screen-Shot-2016-09-21-at-2__ScaleMaxWidthWzEwODZd.25.57-PM.png)
Design outside spaces
Design outside spaces
Create visual and tactile landmarks to support student orientation when working and moving in and around outdoor spaces.
In your design, consider:
- coloured or tactile pathways for moving between buildings
- sculptures or cultural artifacts to act as keys to locations and spatial mapping of areas
- safe spaces where students can seek support from a peer or an adult
- using clear, high contrasting signage to identify buildings
- naming and attaching visuals to buildings, so that students can easily identify spaces.
Develop inclusive classroom environments
Develop inclusive classroom environments
Visibly value students’ cultural backgrounds
Visibly value students’ cultural backgrounds
![10908 [Kelston-School-sign-language.jpeg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Kelston-School-sign-language__ScaleMaxWidthWzEwODZd.jpeg)
Next steps
More suggestions for implementing the strategy “Design learning for all”:
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Current page Design responsive physical environments
Return to the guide “Behaviour and learning”
How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
Strategies for action:
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Commit to whole-school approachesShow suggestions for Commit to whole-school approaches
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Foster relationships and partnershipsShow suggestions for Foster relationships and partnerships
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Design learning for allShow suggestions for Design learning for all
- Develop an engaging local curriculum
- Design responsive physical environments
- Use flexible teaching approaches
- Create structure and routine
- Reduce overload and sensory challenges
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Foster wellbeing and mental healthShow suggestions for Foster wellbeing and mental health
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Embed social and emotional learningShow suggestions for Embed social and emotional learning
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Be proactiveShow suggestions for Be proactive
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Respond in challenging situationsShow suggestions for Respond in challenging situations
