Spatial implications of inclusion in elementary schools

The project investigates and visualizes the spatial implications of changes in legislation and practices concerning inclusion in elementary schools in all scales from the particular room, to the level of the region.

Focus is on the narratives and negotiations emerging in relation to the concrete spatial dispositions of classrooms and schools, and in the settings where competencies in special needs pedagogics are distributed and redistributed in a wider area.

Empirically, the investigation is directed towards two scenes:
1. The relation between the concrete space, students, parents, teachers and pedagogues and
2. Relations between concrete diagrams, plans and models in the early stages of the building-process and the municipality, the school, architects and other advisors, legislation and other frameworks.