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AIMS

OBJECTIVES

METHODS

LIMITATIONS

Objectives
Methods
Limitations

It would be assumed that people who occupy a certain space every day would be in the best position to comment on the positives and negatives of that space. Similarly, it can be assumed that those people who spend every day looking after, caring for and teaching children would be in the best position to comment on their specific and individual needs.

 

Therefore, below is a list of my main aims that will be explored in more detail throughout this research project:

 

  1. To investigate if the existing guidelines prevent input from experts (teachers, parents and carers) and establish how these boundaries can be pushed and what information is currently lacking

  2. To establish the benefits of specific learning environments and the influences these have on the children

  3. To design a well-informed brief which has allowed input from teachers, parents and users of the provisions to be involved in the briefing process for my scheme

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I will be focusing mainly on the existing guidelines for designing special needs schools and permanent provisions, however I intend to find out how these guidelines have changed over the last thirty years. Once I have establish the history and investigated the current guidelines, I expect to find out what information is currently lacking and how these boundaries could be pushed to allow input from expert knowledge, if the guidelines do not already do so.

 

Therefore, below is a list of my main objectives that will be explored in more detail throughout this research project:

 

  1. Design guidance for special needs schools and permanent provision will be investigated

  2. The history and changes in the design guidance over the last thirty years will be established and analysed

  3. Analysis of specific learning environments and their benefits will be completed

  4. Comparison of existing guidelines with existing provisions will establish whether design has been dictated or limited and any current restrictions

  5. Investigate and analyse existing layouts and designs of special needs schools to establish if these influence a child's development and learning

  6. Verbal communication with teachers about the benefits or disadvantages of the current layout of their school

  7. Evaluate staff (teaching/non-teaching) responses on their current working environments to gather a range of perceptions

  8. Observe how children and staff use the current spaces to learn how development of these spaces would improve their experiences and daily lives

To achieve my main aims and objectives I intend to use the following primary and secondary research methods:

 

 

Primary

 

  • Personal observations in schools to investigate the existing layouts, how the spaces are used by children and staff, and establish whether design has been dicatated or limited based on the existing guidelines

  • Questionnaires from teaching and non-teaching staff either through hard copy responses from school visits, or online through emailed questionnaires

  • Structured interview with a Head teacher, including face-to-face conversations with teachers and parents

  • Basic interviews with children in the most able classes

 

Secondary

 

I will research the following through books, e-books, websites, Parliamentary informaton (publications issued by Government Departments), websites, broadcasts, newspaper articles and journals:

 

  • Background information on the existing design guidance for special needs schools/permanent provisions, including any changes and any information on designing for individual disabilities

  • Impact the design of special needs schools/permanent provisions have on the children, teachers and non-teaching staff and how the layout and design of these provisions influence a child's development and learning

  • Consultation processes for parents, carers and teachers and restrictions that exist when designing special needs schools/permanent provisions

  • Advice on briefing process

I intend to observe some of the children within the classroom environment to investigate how they interact with the spaces. However, this observation will not go ahead unless I have been granted permission by the individual schools and teachers of that class. I have been rejected for day visits from some schools due to not meeting the correct training qualifications, therefore I will not be jeopardising the relationships between myself and the schools which have allowed me to attend for a day.

 

Most of the children can only communication on a basic level and therefore cannot give detailed responses on relevant questions needed for my research. I will be able to receive simple responses to what their likes/dislikes are within the school environment if granted permission by the class teachers. I am already aware that speaking to vulnerable children is not realistic for my research project therefore I intend to focus on the teaching and non-teaching staffs who work within the schools to form the basis for my research. My project cannot and does not focus on the children.

 

Further research and recommendations are needed to speak to children with clearance.

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