MULTISENSORY DESIGN FOR VISUALLY IMPAIRED CHILDREN IN PRIMARY SCHOOL

Abstract

This thesis explores how incorporating varied design aspects into architecture might enhance inclusivity and effectiveness for visually impaired (VI) students. Inclusive education law has been strengthened; however, the design aspect is not given much priority. This is because it remains mostly visual stimulus-oriented, with no regard to the spatial, auditory, tactile, olfactory, and thermal requirements of those who are not visual learners. The research employs a multimodal design framework that comprises six main concepts, including environmental creation, auditory, olfactory and thermal guidance, modulation of lighting and visual contrast, tactile interaction, and the formation of sensory zones. The principles were developed through literature review, interdisciplinary theory, and a close reading of environmental psychology, spatial cognition, and universal design. Hazelwood School in Scotland, School for the Blind and Visually Impaired Children in India, and the Centre for the Blind and Visually Impaired in Mexico are analysed based on the findings. These are examples of how thoughtful sensory integration, such as textured floor signs, acoustic aware circulation, scent markers, and shifting lighting, can transform classrooms from visually reliant spaces to spaces that encourage movement, interaction, and autonomous decision-making. This thesis contributes to universal design and enhanced sensory-informed learning architecture literature by calling for a transition from compliance to accessibility standards to general, multimodal inclusion.