Space as a pedagogical tool for children with additional educational needs participation and empowerment

Irida  Tsevreni; Konstantina  Bentenidi; Education in the North

doi:10.26203/mnqs-0621

Space as a pedagogical tool for children with additional educational needs participation and empowerment

Irida Tsevreni^* (Corresponding Author), Konstantina Bentenidi^* (Corresponding Author), Education in the North

^*Corresponding author for this work

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Abstract

The paper explores the dialectical relationship between children and space and the empowering role of space in the development of disabled children. The research presented in this paper was conducted at a special primary school in Athens through participatory design workshops with teachers and children with special educational needs such as autism and Down’s syndrome. The children at the school were regarded as designers of space and were consulted for the design of a creative play and learning environment in their school ground. The findings of the research include an analysis and synthesis of children’s and teachers’ ideas in an architectural plan of a play and learning environment for children with special educational needs. They also include the creation of six spatial categories that a creative play space should incorporate in order to reinforce children’s development and contribute to their empowerment.

Original language	English
Pages (from-to)	39-54
Number of pages	17
Journal	Education in the North
Volume	20
Issue number	Special Issue
DOIs	https://doi.org/10.26203/mnqs-0621
Publication status	Published - 1 May 2013

Keywords

special educational needs
additional educational needs
space
creative play and learning environment
critical pedagogy of space
participation
empowerment

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10.26203/mnqs-0621Licence: CC BY-NC

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Final published version, 828 KBLicence: CC BY-NC

Cite this

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title = "Space as a pedagogical tool for children with additional educational needs participation and empowerment",

abstract = "The paper explores the dialectical relationship between children and space and the empowering role of space in the development of disabled children. The research presented in this paper was conducted at a special primary school in Athens through participatory design workshops with teachers and children with special educational needs such as autism and Down{\textquoteright}s syndrome. The children at the school were regarded as designers of space and were consulted for the design of a creative play and learning environment in their school ground. The findings of the research include an analysis and synthesis of children{\textquoteright}s and teachers{\textquoteright} ideas in an architectural plan of a play and learning environment for children with special educational needs. They also include the creation of six spatial categories that a creative play space should incorporate in order to reinforce children{\textquoteright}s development and contribute to their empowerment.",

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author = "Irida Tsevreni and Konstantina Bentenidi and {Education in the North} and Helen Martin",

note = "Acknowledgements Many thanks to the headmaster of the school, Panayotis Kassianos, for his support and the teachers Eleni Mavrogonatou, Niki Valsami and Marina Prantsidou and the children of the school for their participation in the research and their valuable help.",

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AB - The paper explores the dialectical relationship between children and space and the empowering role of space in the development of disabled children. The research presented in this paper was conducted at a special primary school in Athens through participatory design workshops with teachers and children with special educational needs such as autism and Down’s syndrome. The children at the school were regarded as designers of space and were consulted for the design of a creative play and learning environment in their school ground. The findings of the research include an analysis and synthesis of children’s and teachers’ ideas in an architectural plan of a play and learning environment for children with special educational needs. They also include the creation of six spatial categories that a creative play space should incorporate in order to reinforce children’s development and contribute to their empowerment.

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Space as a pedagogical tool for children with additional educational needs participation and empowerment

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Keywords

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