Julia Pogoda and Aleksandra Szczębara from the Faculty of Architecture at the Wrocław University of Technology won first prize in the university's competition to design the interior of one of the integration classrooms at Elementary School No. 6 in Wrocław. The students also proposed elements of equipment for the room taking into account the needs of its users, including children with special needs.
The competition was led by Agnieszka Marek-Kwocz, coordinator for architectural accessibility at the Wrocław University of Technology.
During the design process, our main goal was to create an environment equally accessible to all users, taking into account their needs and preferences, putting safety in the use of the designed space first," say the awarded authors.
interior design of a barrier-free classroom
© Julia Pogoda, Aleksandra Szczębara
a classroom for everyone
The classroom has been divided by the authors into functional zones, and in its rear part, through the appropriate shaping of multifunctional wooden buildings, a zone of quiet, social and individual study has been separated. A distinguishing element of the project are individual benches in the shape of rectangular trapezoids, which, through appropriate positioning, form regular rectangles or any ensembles for working in smaller and larger groups.
The authors tried to make the construction of the benches as simple as possible
© Julia Pogoda, Aleksandra Szczębara
Their advantage over commonly available double trapezoidal benches is that they can be arranged in a traditional classroom layout without losing space with diagonal sides. We wanted to make the construction of the benches as simple as possible - a properly cut plywood top and commercially available adjustable single legs allow for quick and low-cost construction. By simply color-coding the connecting edges of the benches, we make them easier to manage when setting up a given layout, the students add.
The benches can be arranged in any way
© Julia Pogoda, Aleksandra Szczębara
functional zoning
In such a small space as the adapted classroom, it was very important to manage the space wisely. The priority of the authors was to ensure accessibility to each of the desks for all students without exception. The zone separated at the back of the room is distinguished not only by the colors of the walls, but also by the hardness of the flooring, so that the change of function can be felt with several senses. Wooden built-ins designed over the entire surface of the back wall are to provide a mute function in a designated soft niche, a personal study function, and a social function in the form of a large pull-out countertop behind which the necessary equipment will be placed. The remaining spaces will be used for storage. The authors also proposed a similar development behind the teacher's desk. On the opposite side of the windows they placed a strip of cork, which, in addition to a presentation area, provides soundproofing for the classroom.
The zone separated at the back of the room is differentiated by the colors of the walls and the hardness of the floor
© Julia Pogoda, Aleksandra Szczębara
coherent space
Additional elements that increase the comfort of working in the room include thermo blinds that control the heating of the room, an adjustable, free-standing whiteboard that will make it easier for students with disabilities to work, and a magnetic board with miniature desks for self-designed classroom layout.
The arrangement of the space is consistent
© Julia Pogoda, Aleksandra Szczębara
The colors and materials I have chosen create a coherent space that will not overwhelm, but at the same time allow to provide sensory stimuli, the authors conclude.
Julia Pogoda and Aleksandra Szczębara will collaborate with Elementary School No. 6 to realize the adaptation of the classroom, and one of the designed elements will be made during the ProtoLAB summer workshop.
JuliaPogoda, Aleksandra Szczębara - first-year master's students at the Faculty of Architecture, Wroclaw University of Technology. As part of their thesis, the former conducted research on designing for people on the spectrum, and the latter on providing comfortable workplaces in contact with nature. Working together, they prepared the design of an inclusive classroom for School Complex No. 6.
