Facilities for individual integration...
Transcript of Facilities for individual integration...
Facilities for individual integration
Contents
1) Introduction2) Geneva’s public primary schools: school year 2003/20043) Current School Building Regulations and historical background4) Use of facilities built according to these Regulations5) Primary education reform6) Projects featuring flexible open-plan spaces7) Inclusion of disabled pupils: a special case8) Conclusion
Maurice Dandelot28 May 2004
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Geneva’s public primary schools in 2003/2004
• Some 35 400 pupils aged 4 -12• Around 85 % of the intake
• Cost - around SF13 500 per pupil per annum
• Some 3 100 teachers working on average 85% of full time• Average teacher-pupil ratio: 6.8 FTE teaching posts to 100 pupils
• Some 1 350 computers, around half with Internet connections
• Some 150 school buildings, ranging in age from over a century to just a few months, in urban and rural settings, with 1 to 24 classes
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Regulations on the construction, renovation and transformation of primary school facilities (28 June 1989) – Main features
Typical school: 16 classes with 18 - 22 pupils
Classrooms 80 sq.m. in size for mainstream and special education
Activity rooms, music and movement rooms, arts and crafts rooms
Reading room, sick-bay, some office space
Gym hall 30 x 16 x 7 m in size
20 sq.m. rooms for teachers assisting low-achievers
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Background to the School Building Regulations
School environment
Ideologicalenvironment
Architectural input
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Theoreticalenvironment
User activities
Social environment
Ideological environment and its influence
Role of teachers
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Predominantconception ofeducation andteaching
Emphasis on social life in the school
Pupil activities andintegration
Architectural project
Theoretical environment and its influence
Teaching
Organisation ofschool life andactivities
Architectural project
Theories on teaching/learning
Learning
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Social environment and its influence
Interest shown by parents
Interest shownby teachers
Interestshown by pupils
User activities
Interaction
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Interest shownby managers
«Private» user space Architectural project
Shared user space
Use of facilities built according to these Regulations
Ideologicalenvironment
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Theoreticalenvironment
Social environment
User activities
Architectural input
Conclusions?
Building use based on regulations
Ideologicalenvironment
Theoretcialenvironment
Social environment
User activities
Architectural input
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Towards a new environment
New architectural project
Conclusions
Flexible open-plan spaces
The aim is to group pupils from different classes, or the same class, for a given activity and a specified time.
Building-design therefore factors in the following parameters:
- a degree of flexibility in how the premises are used (multipurpose space),- potential use of corridors for certain activities.
The spaces do not necessarily have to be closed off from circulation areas, but should be clearly identifiable (by their volume, natural lighting, materials,fixed furniture and other features).
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Exemple de décloisonnement – école de Veyrier
Example of flexible open-plan space – Ecole de Veyrier
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Ecole de Veyrier
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Ecole de Veyrier
Example of flexible open-plan space – Ecole du Vélodrome
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Ecole du Vélodrome
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Ecole du Vélodrome
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Example of flexible open-plan space – Ecole de La Tambourine
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Ecole de la Tambourine
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Example of flexible open-plan space –Ecole du Pommier
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Example of flexible open-plan space – Ecole du Petit-Lancy
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Ecole du Petit-Lancy
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Example of flexible open-plan space – Ecole de Monthoux
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Ecole de Monthoux
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Ecole de Monthoux
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Example of flexible open-plan space – Ecole des Genêts
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Ecole des Genêts
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Ecole des Genêts
Example of flexible open-plan space – Ecole de La Californie
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Ecole de La Californie
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Ecole de La Californie
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Disabled pupils and inclusion
Early 20th century to 1960s:
Concept: disabled children Special buildings, special teachers
1960s
Extensively adapted facilities, and special multidisciplinaryassistants
Concept: specialisedadaptation
Present day
Facilities used to fosterinteraction
Concept: inclusion, in an environ-ment tailored to individual pupils
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Conclusion
Facilities should be flexible and adaptable
How will they be used in 5, 10, 20 or 30 years’ time?
Avoid supporting walls
Facilities designed to foster social cohesion
Need for flexible open-plan spaces for multiple uses and multiple users
Avoid creating self-contained «private» spaces
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