Designing schools for all: Indian architects’ perspectives about physical disability and disability-related school design needs

Abstract

This study explored Indian architects’ understanding of physical disability and how such understanding translates into their design of community schools in Mumbai, India (i.e., municipal schools in Mumbai’s informal settlements with limited basic facilities). Three key themes indicate Indian architects’ attitudes, knowledge, and practices related to inclusive design for children with physical disabilities’ school participation: i) Design communication and consultation ii) Designing and disability iii) Disregard for disability. Findings suggest that understanding inclusive school design can inform change in architectural practice to create a conducive school environment for the meaningful participation and social interaction of children with physical disabilities in India.