Architectural design and spatial requirements for meeting learning needs in special children’s schools: a case study of Lagos, Nigeria

Abstract

The architectural design of special needs schools plays a crucial role in enhancing the learning experiences and well-being of children with disabilities. This study assesses the characteristics, learning needs, and spatial requirements of special children’s schools in Lagos, Nigeria. A survey was conducted among 47 teaching and non-teaching staff across three selected schools: Atunda-Olu School, Modupe Cole Memorial Childcare and Treatment Home, and Pacific Hall Special School. Data were collected through structured questionnaires and analyzed using descriptive statistics. Findings reveal that the physical environment is inadequate, with significant gaps in spatial flexibility (Mean = 2.6), accessibility (Mean = 2.8), and sensory design. Sensory and physical impairments were the most severe challenge (Mean = 4.2) among students, necessitating specific architectural interventions. Despite existing policy frameworks, the current infrastructure fails to fully support the cognitive, emotional, and physical development of special needs children, thereby limiting their learning outcomes. The study recommends adopting universal design principles, incorporating sensory-responsive environments, and enhancing the flexibility of learning spaces. These architectural modifications, in conjunction with regular post-occupancy evaluations and cross-disciplinary collaboration, are essential for creating more inclusive and effective learning environments. The findings contribute to the growing body of literature on special education, offering actionable insights for architects, educators, and policymakers.