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Yayın Design guideline for life center unit for inclusive schools in Turkey(Istanbul Teknik Universitesi, Faculty of Architecture, 2023-07) Cordan, Özge; Gülbahar, SimgeSupportive educational services in inclusive education (IE) are important for providing equal education rights to students with special needs and ensuring their participation in society. In Turkey, life center units, which were not included in IE legislation, were first established as a supportive educational service of inclusive schools at the primary schools and furthered throughout the secondary settings. Universal design (UD), which supports the accessibility and usability of the built environment for all, is recommended to guide the design of the IE schools. Thus, the aim of the study is to develop UD-compliant interior design guidelines for life center units by using a two-stage methodology. First, the dimensions of IE and the related physical environments in Turkey were examined. Second, periodic visits to life center units of Ankara Gökkuşağı Primary School and SERÇEV Accessible Vocational Anatolian High School were conducted by on-site observations and architectural plan reviews. The obtained data were analysed to acquire the interior space requirements, revealing the necessity of the life center unit for IE in Turkey and the need for design guidelines. The study is expected to fill an important gap in the field of interior architecture in terms of proposing a design guideline for supportive educational services in IE school environment. Moreover, the study is expected to provide a design guideline, specifically for designers, practitioners, academicians, and relevant stakeholders.Yayın Effects of educational policies on design of inclusive schools: SERÇEV case(Springer Nature, 2021-07-20) Gülbahar, Simge; Cordan, ÖzgeUniversal design and inclusive education aroused as paradigms based on egalitarianism in the twentieth century. The countries are responsible to update the approaches on their own education policy including inclusive education. Updates on education policy become a problem to articulate spatial requirements of inclusive schools according to them. In this sense, universal design gives an opportunity to find effective and practical spatial solutions for problems of inclusive education environment through creating an interdisciplinary ground in design process. The aim of the study is to find out the effects of the inclusive educational policy of Turkey on the design of inclusive school environments under the umbrella of both universal design and inclusive education. In this scope, the laws, regulations, legislations, regarding the inclusive education in Turkey within the international discourse are reviewed. SERÇEV (Children with Cerebral Palsy Association) inclusive schools, which are Gökkuşağı Primary School and SERÇEV Accessible Vocational and Technical Anatolian High School, are examined in the scope of universal design. These inclusive schools are chosen as the case studies to examine the spatial reflection of the current policies in inclusive school environment. The methodology of the study includes commentary of on-site observations on spatial requirements regarding universal design approach and interviews from site visits. The study contributes to determine the design approaches of inclusive school environment in the case of SERÇEV inclusive schools in Turkey.
