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dc.contributor.authorAllred, Tanner
dc.date.accessioned2017-04-10T14:09:29Z
dc.date.available2017-04-10T14:09:29Z
dc.identifier.urihttp://hdl.handle.net/10222/72834
dc.description.abstractIncluding children with disabilities in the public classroom is morally right; yet in the absence of appropriate support, it often results in a learning environment that is morally wrong. This thesis studies how to appropriately implement inclusive policies within a public school A new school typology is then proposed, which engages the medical and academic communities to collaborate together within an existing school on behalf of students with disabilities - in assessing them and preparing them individually for successful learning and meaningful inclusion among their peers. This new programme also provides training for teachers as they strive to effectively meet the needs of an increasingly diverse student body.en_US
dc.language.isoenen_US
dc.subjectInclusionen_US
dc.subjectEducationen_US
dc.subjectDisabilityen_US
dc.subjectAdapted Environmenten_US
dc.subjectContinuum of Needen_US
dc.subjectSchool facilities
dc.subjectChildren with disabilities--Education
dc.subjectArchitecture
dc.titleDesign Principles of Inclusion for Public Schoolsen_US
dc.typeThesisen_US
dc.date.defence2017-03-21
dc.contributor.departmentSchool of Architectureen_US
dc.contributor.degreeMaster of Architectureen_US
dc.contributor.external-examinerGeoff Thunen_US
dc.contributor.graduate-coordinatorSarah Bonnemaisonen_US
dc.contributor.thesis-readerJan Keddyen_US
dc.contributor.thesis-readerDiogo Burnayen_US
dc.contributor.thesis-supervisorNiall Savageen_US
dc.contributor.ethics-approvalNot Applicableen_US
dc.contributor.manuscriptsNot Applicableen_US
dc.contributor.copyright-releaseNoen_US
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