Abstract
Abstract Inclusive school design is urgent not only to provide students with disabilities with environment that allows equal access to education but also to facilitate them with a supportive environment to help their healing process and to avoid psychological trauma. This article discusses the application of therapeutic design in a school for students with intellectual disabilities. The design follows therapeutic criteria consisting of: care in community, design for domesticity, social valorization, and integration with nature. Schools are designed as cluster systems using centralized circulation to improve spatial connectivity and to allow more social interaction. Additionally, the integration with nature is implemented through the use of more openings and inner courtyard. This article is in response to Sustainable Development Goals number 4: Quality Education.
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