Spatial inclusion and exclusion: examining the placement of classrooms for students with diverse needs

The ways in which educational environments for students with diverse needs are conceptualised in schools often lead to exclusionary practices. At times there is some reluctance to make the necessary adjustments and accommodations for this student population, and this lack of attention is mirrored in the physical spaces allocated for their learning. This study examines the physical placement of special needs classrooms within schools. A significant number of dedicated classrooms for students with diverse needs are positioned in isolated or unsuitable areas. A case study approach is used to explore classroom placement in depth. Four case studies illustrate the location of special needs classrooms within the broader school context and the implications are discussed. Using spatial theory and an inclusive interpretative lens, site maps and the placement of special needs classrooms are examined in relation to factors such as safety, access, publicness and support. Consideration is also given to legislative requirements in Australia and what adjustments would be reasonable. The findings highlight a failure to consider students in a broader ecological context, limited understanding of their interactions within the educational environment and the need to provide purposeful opportunities for engagement and contact with others.