Planning and Designing for Inclusivity

“Our group was drawn together by the similarity of our individual introductory reflections on what keeps us up at night. Each of us said something about not being quite sure we have a clear understanding of who our learners are, about the students for whom we are planning learning spaces. Speaking as an architect, this is particularly true for me.”

“We moved quickly to talking about conversations that needed to happen early-on between academics and architects if we are to understand whether we will be able to trust each other enough when we start planning. We think some hard questions need to be on the table. We need to be comfortable in bringing forward our questions and concerns relating to students.”

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