This document discusses inclusion strategies and design considerations for special educational needs facilities. It identifies five models of inclusion ranging from separate specialist facilities to totally inclusive mainstream schools. It also outlines ten key design drivers to consider for special needs schools, such as pupil engagement, robust masterplanning, and embracing technology. Diagrams provide examples of schools using separate, campus, joined, and totally inclusive models. The full document contains further information on the website listed.

1. HLM Architects S pecial E ducational N eeds Caroline Buckingham Director & Head of Education MENA October 2011

2. Inclusion strategy Inclusion Strategy M ainstream v Specialist provision S upporting needs of children & young people in the mainstream where possible B uilding up expertise with special schools based on their particular designation F ocus on need to improve ‘quality, purpose and means of provision’

3. design drivers 10 design drivers of special educational needs 01 pupil engagement 02 robust masterplanning & landscape 03 joined up thinking – thought leadership 04 challenge space standards 05 old buildings / new spaces 06 pre-engineered and standardisation 07 fit for purpose – not one size fits all 08 space planning & furniture integration 09 working towards zero carbon 10 embrace technology

4. Inclusion strategy Inclusion background 01 separate 02 campus 03 joined 04 joined with shared facilities 05 totally inclusive

5. Inclusion sketches Inclusion strategy

6. 01 separate 01 Ian Mikardo High School 60 boys - social emotional & behavioural difficulties

7. 01 separate 01 Ian Mikardo High School 60 boys - social emotional & behavioural difficulties

8. 01 separate 01 Ian Mikardo High School 60 boys - social emotional & behavioural difficulties

9. 02 campus 02 Wood View Learning Community 2000 students - early years, primary, secondary, pupil referral unit, physical disabilities

10. 02 campus 02 Wood View Learning Community 2000 students - early years, primary, secondary, pupil referral unit, physical disabilities

11. 02 campus 02 Wood View Learning Community 2000 students - early years, primary, secondary, pupil referral unit, physical disabilities

12. 03 joined 03 Newfield & Talbot Schools 1200 pupil secondary with profound & multiple learning difficulties PMLD school secondary school entrance special school entrance line dividing schools

13. 03 joined 03 Newfield & Talbot Schools 1200 pupil secondary with profound & multiple learning difficulties PMLD school

14. 03 joined 03 Newfield & Talbot Schools 1200 pupil secondary with profound & multiple learning difficulties PMLD school

15. 04 joined 04 Penarth Learning Community 1400 pupil secondary with moderate learning disabilities MLD, autistic spectrum disorders ASD

16. 04 joined 04 Penarth Learning Community 1400 pupil secondary with moderate learning disabilities MLD, autistic spectrum disorders ASD Car Park Main Entrance Respite Centre PEDESTRIANS PEDESTRIANS MAIN SCHOOL SEN

17. 04 joined 04 Penarth Learning Community 1400 pupil secondary with moderate learning disabilities MLD, autistic spectrum disorders ASD

18. 05 totally inclusive 05 Brannel School - Area Resource Base 750 secondary pupils with 15 place unit for moderate learning difficulties MLD and physical disabilities PD one entrance area resource base

19. 05 totally inclusive 05 Brannel School - Area Resource Base 750 secondary pupils with 15 place unit for moderate learning difficulties MLD and physical disabilities PD

20. 05 totally inclusive 05 Brannel School - Area Resource Base 750 secondary pupils with 15 place unit for moderate learning difficulties MLD and physical disabilities PD

21. further information – www.hlmarchitects.com