A different approach to learning: developing an educational environment with a focus on the neurodiverse and learning disabled

Abstract

Learning disabilities affect 10% of Canadians. Data indicates that roughly 3.9 million Canadians are living with learning disabilities. There are approximately 770 000 students with neurodevelopmental disorders among the 7.7 million students in school. Many neurodiverse students who struggle in traditional classrooms find that elementary, secondary, and postsecondary academic accommodations don’t meet their needs. In order to fill these gaps, it is important for this thesis to understand different learning and comprehension studies. Phenomenology and science aren’t typically compared; however, understanding both aids in understanding the learning process. Architects have no influence over curriculum or delivery, but they can improve learning environments. Subtly manipulating light, texture, shape, and sound can make learning more engaging. Using the ideas of phenomenology, neurosciences prove that sensory-stimulating spaces improve learning. This study demonstrates that designing neurodiversity-based learning settings will inevitably result in better spaces for both students and teachers.