THE EFFECT OF CLASSROOM DESIGN ON ACCESSIBILITY AND LEARNING FOR CHILDREN WITH DISABILITIES REVIEW

Abstract

Classroom design is a critical yet often underestimated component of inclusive education. For children with disabilities, physical and sensory accessibility can determine the extent of their participation, engagement, and academic achievement. This review synthesizes existing research on how classroom design covering layout, lighting, acoustics, furniture, and assistive technology affects learning outcomes and social inclusion for children with disabilities. It explores best practices, barriers to implementation, and areas requiring further investigation. The evidence suggests that intentionally designed classrooms can enhance accessibility, promote equity, and foster a more inclusive learning environment. Istenic Starcic and Bagon (2013) reviewed ICT-supported learning research for people with special needs across seven educational technology journals (1970–2011). Most studies focused on technical interventions in pedagogical contexts, with descriptive designs being the most common. Trends show a shift from disability-specific material design toward universal design principles after 2000. The review highlights the need for applying universal design to promote equal accessibility and inclusive education.