Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


24675.pdf (12.77 MB)

ETD Abstract Container

Abstract Header

The Third Teacher: Architectural Adaptation for the Education of All

Werbeach, Jessica
http://orcid.org/0000-0003-4137-6445
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491308211546581

Abstract Details

2017, MARCH, University of Cincinnati, Design, Architecture, Art and Planning: Architecture.
It is a question that has been asked by educators for decades—How do we educate those at the margins? The answer has never been simple, but it has been worth pursuing. The needs of diverse individuals are not easily generalized, but they do prove to be, in many ways, architectural. This is thrown into sharp relief as children with special needs are integrated into public schools through inclusion programs. Students find themselves in unfamiliar environments that were not designed to accommodate people who learn the way that they do. The new spaces that they find themselves in, rather than responding to a behaviorist educational approach, are designed to accommodate a more constructivist one, and some of the many benefits of inclusion are mitigated by this shift. Because this problem is one created by architecture, it is best solved by it. Through extensive affordance-based observation, classroom behavior reveals patterns of needs that can be addressed through architectural interventions. By grouping these patterns, four key objectives can be identified: -Reinforcement of Inward Focus -Construction of Centralized Transitions -Opportunities for Sequence -Opportunities for Sensory and Motor Stimulation Optimal architectural strategies for each of these objectives is examined at the scale of the individual, the scale of the classroom, and the scale of the school, and a specific, adaptable language is developed through the layering of these strategies. The diverse nature of existing general education schools mandates this adaptability, and to demonstrate it, College Hill Fundamental Academy, an elementary school in the Cincinnati Public School District, serves as a case study. The school requires and accommodates interventions through the employ of the developed language, accessibility improvements, and programmatic additions that inhabit an added structure.
Elizabeth Riorden, M.Arch. (Committee Chair)
Thomas Bible, M.C.E. (Committee Member)
46 p.
Architecture
special education; early childhood education; educational architecture; special needs; inclusion; affordance

Recommended Citations

Citations

  • Werbeach, J. (2017). The Third Teacher: Architectural Adaptation for the Education of All [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491308211546581

    APA Style (7th edition)

  • Werbeach, Jessica. The Third Teacher: Architectural Adaptation for the Education of All. 2017. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491308211546581.

    MLA Style (8th edition)

  • Werbeach, Jessica. "The Third Teacher: Architectural Adaptation for the Education of All." Master's thesis, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491308211546581

    Chicago Manual of Style (17th edition)

ucin1491308211546581
914
© 2017, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.