Reconnecting with nature
LET'S IMPROVE THE LEARNING ENVIRONMENT
LET'S IMPROVE THE LEARNING ENVIRONMENT WITH THE MULTICULTURAL CENTER
LET'S IMPROVE THE LEARNING ENVIRONMENT is an innovative housing project for children with learning problems at the Brusinka Multicultural Center in Brno, Czech Republic. The project aims to develop adapted, multifunctional and socially integrated learning space systems that increase the integration and adaptation of students of the Multicultural Center Brusinka with ASD, ADHD, psychological and other health, personal and learning problems.
EU Member State, Western Balkans or Ukraine
Czechia
Local
Brno
No
No
Mainly urban
It refers to a physical transformation of the built environment (hard investment)
Yes
2023-09-01
No
No
No
As a representative of an organisation
The project promotes the integration and adaptation of children with ASD, ADHD, psychological and other health problems in Brno, Czech Republic, by exploring strategies to support them to promote student well-being and community engagement. The Multicultural Center Brusinka plans to organise individualised learning spaces equipped with resources and tools adapted to the specific needs and preferences of students with specific needs, allowing them to participate in targeted and personalised learning, as well as creating a comfortable environment that is not distracting for students with ASD, ADHD, psychological and other health problems. The inclusion approach to reorganising educational space adopted in the project uses space in a creative and flexible way to provide an effective model for the integration and inclusion of children with learning problems.
The project aims to facilitate the integration and adaptation of children with specific learning needs in Brno, Czech Republic. It focuses on creating an inclusive educational environment that supports student well-being and fosters community engagement.
The main target groups in our projects are children with learning problems who are living in Brno, Czech Republic and local teachers, a psychologist and parents at Multicultural Center Brusinka.
The project aims to facilitate the integration and adaptation of children with specific learning needs in Brno, Czech Republic. It focuses on creating an inclusive educational environment that supports student well-being and fosters community engagement.
The main target groups in our projects are children with learning problems who are living in Brno, Czech Republic and local teachers, a psychologist and parents at Multicultural Center Brusinka.
Multiculturalism
Inclusivity
Education
Diversity
Community
Our project is guided by a set of key sustainability goals that go beyond the immediate goals of supporting children with learning problems.
Our main goal was to ensure the long-term integration and adaptation of children with learning problems in the community of Brno. We aimed to create an environment in which these children could continue to develop after the project ended. To achieve this goal, we have developed a comprehensive long-term plan that includes ongoing evaluation and adaptation processes to monitor progress and meet emerging needs.
We have recognized that sustainability is not achieved in isolation. To promote stability in the community, we actively engaged with local stakeholders. We empowered them through training and awareness programs, encouraging them to take ownership of the project's sustainability efforts. This community-based approach is a model for similar initiatives.
The adaptability of the learning environment was a key aspect of our sustainability strategy. We have designed these spaces to evolve with the changing needs of students with autism. This flexibility ensures that learning environments remain effective and relevant, contributing to long-term sustainability.
Our project's commitment to these sustainable development goals has been realised through careful planning, responsible resource management, community involvement and adaptability. By emphasising the principles of sustainability, we have not only supported children with learning problems, but also set an exemplary standard for sustaining and replicating similar initiatives with a focus on long-term sustainability and inclusiveness.
Our main goal was to ensure the long-term integration and adaptation of children with learning problems in the community of Brno. We aimed to create an environment in which these children could continue to develop after the project ended. To achieve this goal, we have developed a comprehensive long-term plan that includes ongoing evaluation and adaptation processes to monitor progress and meet emerging needs.
We have recognized that sustainability is not achieved in isolation. To promote stability in the community, we actively engaged with local stakeholders. We empowered them through training and awareness programs, encouraging them to take ownership of the project's sustainability efforts. This community-based approach is a model for similar initiatives.
The adaptability of the learning environment was a key aspect of our sustainability strategy. We have designed these spaces to evolve with the changing needs of students with autism. This flexibility ensures that learning environments remain effective and relevant, contributing to long-term sustainability.
Our project's commitment to these sustainable development goals has been realised through careful planning, responsible resource management, community involvement and adaptability. By emphasising the principles of sustainability, we have not only supported children with learning problems, but also set an exemplary standard for sustaining and replicating similar initiatives with a focus on long-term sustainability and inclusiveness.
The goal of the project was to create aesthetically pleasing, well-designed learning spaces (LS), that enhance the overall visual appeal of the educational environment. We strive to ensure that LS provide positive and enriching experiences for children with learning problems, educators and the wider community. Our project also considered cultural aspects to ensure that the design and cultural elements in the learning spaces were respectful, inclusive and reflected the diverse backgrounds in the community. Within the goal of aesthetics and quality of experience, our design team carefully planned the aesthetics of the LS, incorporating elements that are visually appealing and harmonious. The use of muted colors, adjustable lighting and sensory-friendly materials contributed to the aesthetic appeal. The project prioritized the well-being and comfort of students with learning problems, aiming to create an environment that supports their positive experiences. Features such as adaptive seating, sensory materials, and personalized resources were carefully selected to enhance the learning process. In addition, cultural sensitivity was a guiding principle in the project. The design and cultural elements within the LS were chosen and incorporated with great care to respect and reflect the diverse cultural traditions of the students and community. This ensured an inclusive and culturally enriched environment. The design's exemplary aspects in aesthetics and the quality of experience of this project ensure that the learning spaces are not only functional, but also visually appealing, contributing to the creation of a more attractive and stimulating educational environment. Emphasis on positive experiences for students with learning problems demonstrates a commitment to their emotional and psychological well-being, setting a high standard for inclusive design. The cultural sensitivity of the project reflects a deep understanding of the importance of respec
The main goals of the project from the point of view of inclusion are accessibility for all and inclusiveness. This means that the aim of the project was to ensure that the learning environment (LE) and resources are accessible to all, regardless of physical or cognitive ability, ensuring equal access to education for children with learning problems (LP). As part of inclusivity, the project aims to maintain accessibility, ensuring that the support and resources provided are accessible to all families, regardless of their financial circumstances. The project aimed to implement inclusive management systems that involve all stakeholders, including parents, educators and the community, in decision-making processes. In our project, we have applied the principle of "Design for All" to create an inclusive LE and resources that take into account the diverse needs and preferences of students with LP. The project seeks to contribute to new societal models where inclusiveness and support for people with LP are seamlessly integrated into educational and community structures. The goals described above were achieved by the fact that learning environments were designed with universal accessibility in mind, so that children with LP, regardless of their physical or cognitive abilities, could navigate and use the space effectively. The project team worked to maintain accessibility by finding cost-effective solutions and resources. Scholarship and financial assistance programs have been implemented to ensure that all families have access to the support they need. Design for All principles have been applied to create a learning environment and resources that meet a wide range of needs and preferences. Flexible seating, sensory materials and adaptive resources were some of the strategies used.
Citizens and civil society have played a significant role in the project, contributing to its success and impact in various ways. First of all, citizens, including parents of children with LP and members of civil society organizations, were actively involved in providing input and feedback throughout the project. They participated in focus groups, surveys and consultations, sharing their thoughts, concerns and suggestions. Secondly, the project involved a shared decision-making process in which citizens and civil society representatives had a seat at the table. Their input was instrumental in shaping key design decisions, such as the design of LE, resource selection, and support program development. Thirdly, civil society organizations played a crucial role in raising awareness of the project and advocating for the needs of children with LP in the community. Their advocacy efforts helped garner support and resources for the project. Also, citizens and representatives of civil society were involved in monitoring and evaluating the progress and results of the project. Their role included providing valuable feedback on the effectiveness of the LE, support programs and community engagement initiatives. Moreover, civil society organizations facilitated community engagement activities, including workshops, information campaigns and support groups for parents and carers. These activities fostered a sense of belonging and support in the community. The active participation of civil society organizations received greater support from the community, local businesses and authorities. This support was vital for resource mobilization and sustainability. The participation of citizens and civil society contributed to a sense of ownership and inclusiveness. Parents and teachers felt actively involved in their children's education, and civil society organizations helped foster a sense of belonging and advocacy in the community.
The engagement of various stakeholders at different levels, including local, regional, national, and European, has been integral to the design and implementation of the project. Here's how different stakeholders were involved, their roles, and the added value of their engagement:
Local Stakeholders (Parents,Teachers, Psychologist, Educators).
1. Local stakeholders (parents, teachers and a psychologist at the Multicultural Center Brusinka). Their main role is that local stakeholders, in particular parents of children with learning problems, as well as teachers and a psychologist of the Multicultural Center Brusinka were actively involved in the development and implementation of the project.
2. Regional authorities (bodies of local self-government and education). Their primary role was to participate in discussions regarding project support, regulatory compliance, and resource allocation. They provided guidance on navigating local regulations and educational standards.
3. National Educational Organizations and NGOs: national educational organizations and non-governmental organizations (NGOs) specializing in autistic support were involved as advisors and collaborators.
4. European Partners, аdded value: European partners added a global perspective and potential access to additional resources, grants or collaboration opportunities. The added value of engaging stakeholders at different levels was multifaceted.
In summary, the engagement of stakeholders at different levels enriched the project by ensuring its relevance, compliance, expertise, global perspective, and community support. Their collective contributions enhanced the project's effectiveness and long-term impact.
The added value of engaging stakeholders at different levels was multifaceted. Their collective contributions enhanced the project's effectiveness and long-term impact.
Local Stakeholders (Parents,Teachers, Psychologist, Educators).
1. Local stakeholders (parents, teachers and a psychologist at the Multicultural Center Brusinka). Their main role is that local stakeholders, in particular parents of children with learning problems, as well as teachers and a psychologist of the Multicultural Center Brusinka were actively involved in the development and implementation of the project.
2. Regional authorities (bodies of local self-government and education). Their primary role was to participate in discussions regarding project support, regulatory compliance, and resource allocation. They provided guidance on navigating local regulations and educational standards.
3. National Educational Organizations and NGOs: national educational organizations and non-governmental organizations (NGOs) specializing in autistic support were involved as advisors and collaborators.
4. European Partners, аdded value: European partners added a global perspective and potential access to additional resources, grants or collaboration opportunities. The added value of engaging stakeholders at different levels was multifaceted.
In summary, the engagement of stakeholders at different levels enriched the project by ensuring its relevance, compliance, expertise, global perspective, and community support. Their collective contributions enhanced the project's effectiveness and long-term impact.
The added value of engaging stakeholders at different levels was multifaceted. Their collective contributions enhanced the project's effectiveness and long-term impact.
The design and implementation of the project involved a multidisciplinary approach, incorporating representatives from various disciplines and knowledge fields. Here are some of the key disciplines and knowledge fields that played a role in the project and how they interacted with each other, along with the added value of this interdisciplinary collaboration:
1. Specialists in special education support provided expertise in understanding the unique needs and learning styles of children with LP. They contributed to the design of individualized learning strategies and resources. The added value is that their involvement ensured that the project's support mechanisms were evidence-based and tailored to the specific requirements of students with LP.
2. Architects and interior designers were responsible for planning and designing the physical LE.
3. A psychologist contributed to understanding the cognitive and emotional aspects of children with learning problems. They played a crucial role in developing strategies for behavior management and emotional support. The added value is that insights helped create an emotionally supportive and inclusive LE, promoting the well-being of students with LP.
4. Technology specialists integrated technology into the learning environment, enhancing engagement and personalization. They ensured that assistive technologies were accessible and beneficial for students with LP. The added value was that incorporating technology improved the effectiveness of individualized learning and provided new avenues for engagement and skill development.
5. The added value of NGOs that their involvement fostered a sense of community and support, creating a network of resources for families and promoting advocacy for children with learning problems. The added value of this interdisciplinary collaboration was significant. Representatives from different disciplines presented different perspectives and experiences, resulting in a holistic approach.
1. Specialists in special education support provided expertise in understanding the unique needs and learning styles of children with LP. They contributed to the design of individualized learning strategies and resources. The added value is that their involvement ensured that the project's support mechanisms were evidence-based and tailored to the specific requirements of students with LP.
2. Architects and interior designers were responsible for planning and designing the physical LE.
3. A psychologist contributed to understanding the cognitive and emotional aspects of children with learning problems. They played a crucial role in developing strategies for behavior management and emotional support. The added value is that insights helped create an emotionally supportive and inclusive LE, promoting the well-being of students with LP.
4. Technology specialists integrated technology into the learning environment, enhancing engagement and personalization. They ensured that assistive technologies were accessible and beneficial for students with LP. The added value was that incorporating technology improved the effectiveness of individualized learning and provided new avenues for engagement and skill development.
5. The added value of NGOs that their involvement fostered a sense of community and support, creating a network of resources for families and promoting advocacy for children with learning problems. The added value of this interdisciplinary collaboration was significant. Representatives from different disciplines presented different perspectives and experiences, resulting in a holistic approach.
The project stands out as innovative compared to mainstream interventions in the field of supporting children with learning problems in several key aspects. First of all, the project's focus on creating an individual learning environment adapted to the specific needs and preferences of students with learning problems is innovative. In the Multicultural Center Brusinka in Brno, there is no such personalized environment for children with learning problems, a universal approach is often used. Moreover, the project's dedication to sensory design principles is groundbreaking. Mainstream educational environments typically do not prioritize such sensory considerations, often resulting in sensory overload and challenges for students with learning problems. The project's emphasis on actively involving the local community, parents, and civil society organizations in the development and implementation process is innovative. In mainstream interventions, community involvement is often limited, resulting in a lack of grassroots support and understanding. The project's commitment to resource efficiency, circularity and responsible use of materials sets it apart. In mainstream actions, sustainable development practices are often less integrated, leading to greater wastage of resources. The project's commitment to shared decision-making involving various stakeholders, including parents and teachers, is innovative. Mainstream actions may not always priorities such inclusive and democratic processes. The project's approach to cultural sensitivity and inclusion of diverse cultural elements in the learning space is innovative. In summary, the project's innovative character lies in its holistic, inclusive, and sustainable approach, addressing the unique needs of children with learning problems while actively involving the community and promoting resource efficiency. These innovations set it apart from mainstream actions in the field, potentially serving as a model for future endeavors.
The methodology and approach used in the project to create an autistic-friendly educational space and support children with learning problems can be summarized as follows. The project began with a comprehensive needs assessment to understand the specific requirements, challenges and preferences of children with learning problems, their parents, carers and educators. This included surveys, interviews and consultations.
A multidisciplinary team was assembled, including specialists in special education, psychology, interior design, technology, community engagement, and education policy. This diverse team provided a comprehensive approach to meeting the needs of children with learning problems. The project used a co-design process where stakeholders from different disciplines actively participated in the design of an individual learning environment. Interior designers and technology specialists worked together to create an enabling environment equipped with adaptive resources.
The design of the educational environment is based on sensory-friendly principles. This included consideration of lighting, color schemes, acoustics and the use of sensory materials to minimize distraction and promote a calm and supportive environment. Technology has been integrated into the learning environment with an emphasis on increased interaction and personalization. This involved selecting and adapting technology tools and resources to meet the diverse needs of students with learning problems. The project's methodology and approach were characterized by inclusivity, interdisciplinary collaboration, sensory-friendly design, technology integration, community engagement, sustainability, and a long-term perspective. These elements worked together to create an innovative and holistic approach to supporting children with learning problems in an inclusive educational environment.
A multidisciplinary team was assembled, including specialists in special education, psychology, interior design, technology, community engagement, and education policy. This diverse team provided a comprehensive approach to meeting the needs of children with learning problems. The project used a co-design process where stakeholders from different disciplines actively participated in the design of an individual learning environment. Interior designers and technology specialists worked together to create an enabling environment equipped with adaptive resources.
The design of the educational environment is based on sensory-friendly principles. This included consideration of lighting, color schemes, acoustics and the use of sensory materials to minimize distraction and promote a calm and supportive environment. Technology has been integrated into the learning environment with an emphasis on increased interaction and personalization. This involved selecting and adapting technology tools and resources to meet the diverse needs of students with learning problems. The project's methodology and approach were characterized by inclusivity, interdisciplinary collaboration, sensory-friendly design, technology integration, community engagement, sustainability, and a long-term perspective. These elements worked together to create an innovative and holistic approach to supporting children with learning problems in an inclusive educational environment.
Several elements of the project can be replicated or transferred to other places, groups of beneficiaries, and contexts to support children with LP and promote inclusivity in educational environments: 1) Sensory-Friendly Design Principles applied in the LE can be replicated in various educational settings include lighting, color schemes, acoustics, and the use of sensory materials to create comfortable and supportive environments for students with learning problems. 2) Individualized LE. Designing spaces that cater to the unique needs and preferences of students can enhance their learning experiences. 3) The approach to integrating technology into the LE to increase engagement and support individualized learning is transferred to other educational contexts. Customized technology solutions and resources can be developed to suit the needs of students with learning problems. 4) Community Engagement and Ownership can serve as a model for other initiatives. Involving parents, caregivers, civil society organizations, and community members ensures a sense of ownership and support for similar projects. 5) Resource Efficiency and Circular Practices can be replicated in construction and design projects, promoting sustainability and responsible resource management 6) Collaborative Decision-Making. The approach of involving stakeholders from various disciplines and backgrounds in collaborative decision-making can be applied in different projects and contexts to ensure inclusivity and a diversity of perspectives. 7) Inclusive Governance Systems involving parents, caregivers, educators, and community members can be replicated in other projects to promote democratic decision-making and community involvement. 8) The project's focus on long-term planning and sustainability can be a valuable model for ensuring the continued success and impact of initiatives beyond their initial implementation. 9) Documentation and Knowledge Sharing. 10) Cultural Sensitivity and Inclusivity.
The project addresses several global challenges by providing local solutions that have the potential to create a positive impact beyond the immediate community. Globally, there is a challenge that caters to the diverse needs of students, including those with learning problems. The project's local solution of creating an individualized LE and employing sensory-friendly design principles can serve as a model for addressing this challenge in other regions. Many communities worldwide face challenges related to engagement, advocacy, and support for individuals with LP. The project's emphasis on community engagement, including the active involvement of civil society organizations and local stakeholders, demonstrates a local solution to address these challenges. Moreover, sustainable practices are essential in the face of global environmental challenges.The project's commitment to resource efficiency, circularity, and responsible material use showcases how local initiatives can contribute to global efforts to reduce waste and environmental impact. In a globalized world, respecting and celebrating cultural diversity is crucial. The project's incorporation of diverse cultural elements in learning environment illustrates how local solutions can promote cultural sensitivity and inclusivity on a broader scale. The project's approach empowers marginalized communities, including children with LP and their families. Empowering marginalized groups is a global challenge, and the project's local solutions can inspire similar efforts in different contexts. Also,there is a need for innovative approaches to education that cater to diverse learning styles. The project's innovative design and technology integration can inspire educational innovations in other regions. In summary, the project provides local solutions that address global challenges related to education, neurodiversity, community engagement, resource efficiency, cultural sensitivity, empowerment, and education innovation.
The project has achieved significant results, outcomes, and impacts in the category of creating a LP-friendly educational space and supporting children with LP at the Multicultural Center. These benefits extend to both direct and indirect beneficiaries children with LP, parents who have children with LP, parents, teachers and a psychologists at Multicultural Center, local community, NGOs.
I. Direct Beneficiaries - children with LP. They experienced the following benefits:
1. Improved LE. Children now have access to sensory-friendly LE that meet their unique needs. This reduce sensory distractions and promote more focused and comfortable learning
2. Personalized learning. Individualized learning environment equipped with special resources and technological tools allow children to participate in focused and personalized learning based on their specific needs and preferences
3. Improved well-being. The project's focus on well-being helped improve emotional and psychological support for children with LP, contributing to their overall well-being
4. Increased inclusiveness. The project contributed to the inclusion of children with LP in regular educational institutions, reducing social isolation and promoting interaction with neurotypical peers
II. The project has brought positive changes to parents and caregivers of children with LP:
1) Support Networks
2) Increased Engagement
3) Improved LE
III. Indirect Beneficiaries
1) Teachers and psychologists at the Center gained valuable experience in creating and maintaining learning problem.
2) The local community has experienced indirect benefits: Awareness and Understanding
3) There were involved NGOs for collaboration
The project has achieved notable outcomes and impacts, including improved learning environments, personalised learning opportunities, enhanced well-being, increased inclusivity, and support networks for direct beneficiaries such as children with learning problems and their parents.
I. Direct Beneficiaries - children with LP. They experienced the following benefits:
1. Improved LE. Children now have access to sensory-friendly LE that meet their unique needs. This reduce sensory distractions and promote more focused and comfortable learning
2. Personalized learning. Individualized learning environment equipped with special resources and technological tools allow children to participate in focused and personalized learning based on their specific needs and preferences
3. Improved well-being. The project's focus on well-being helped improve emotional and psychological support for children with LP, contributing to their overall well-being
4. Increased inclusiveness. The project contributed to the inclusion of children with LP in regular educational institutions, reducing social isolation and promoting interaction with neurotypical peers
II. The project has brought positive changes to parents and caregivers of children with LP:
1) Support Networks
2) Increased Engagement
3) Improved LE
III. Indirect Beneficiaries
1) Teachers and psychologists at the Center gained valuable experience in creating and maintaining learning problem.
2) The local community has experienced indirect benefits: Awareness and Understanding
3) There were involved NGOs for collaboration
The project has achieved notable outcomes and impacts, including improved learning environments, personalised learning opportunities, enhanced well-being, increased inclusivity, and support networks for direct beneficiaries such as children with learning problems and their parents.
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