Special School Design and the Architecture of Transition Spaces—A Preliminary Study on Inclusive and Universal Educational Environments for Children with Disabilities

This preliminary study examines transition spaces in special schools and their use beyond movement and circulation. A descriptive analytical mixed-method case study approach was applied to three special schools in India, selected through purposive sampling to represent contrasting spatial configurations. Site observations documented the physical attributes and routine uses of transition spaces, while spatial configuration analysis described the connectivity within the corresponding floor plans. Corridors, courtyards, waiting areas, and other intermediate spaces were observed to accommodate circulation as well as assembly, eating, and movement-based activities. The findings indicate that transition spaces should be considered as active components of special school spatial planning rather than residual circulation areas. This preliminary study provides a descriptive basis for future participatory and outcome-based research and is discussed in support of Sustainable Development Goals 4, 10, 11, and 17.