Inclusive learning spaces in Australian schools: an exploration of stakeholder participation, perspectives and priorities

Abstract

Most Australian children with disability who attend school are enrolled in mainstream schools, yet insights into their spatial experiences of school environments are limited. This research explored the experiences of students with disability in various school settings, focusing on the physical enablers and barriers to their participation (C. Imms et al., 2017). Data were collected via 18 focus groups with stakeholder groups that included students and young adults with disability (18+ years), parents, disability representative organisations, special school principals and educators. Focus groups were analysed by a team with backgrounds in education, architecture, and health/disability, using r..