Spatial Accessibility and Learning: Interior Design Considerations for Special Education Facilities

Creating inclusive learning environments is essential in special education facilities to support individuals with diverse physical, sensory, and cognitive needs. This study investigates the relationship between spatial accessibility and learning, emphasising how interior design can shape educational experiences for students with disabilities. The research aims to (i) identify spatial barriers within existing special education environments, (ii) evaluate the effectiveness of current interior design standards, and (iii) propose practical spatial layout solutions tailored to the learning needs of individuals with disabilities. Adopting a mixed-method approach, this study involves structured non-participant observations, in-depth interviews, and a structured questionnaire conducted across selected disability-focused training centres in Malaysia. Preliminary findings highlight the importance of flexible spatial arrangements, tactile guidance elements, sensory-sensitive materials, and intuitive wayfinding systems in promoting engagement, comfort, and independence. The study contributes by offering design recommendations and a conceptual spatial layout model to guide future development of inclusive training hubs and educational centres. The conclusion underscores the necessity of integrating Universal Design principles to create equitable, safe, and effective learning environments for all learners.

Inclusive Interior Design, Learning Environments, Spatial Accessibility

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