School for children with severe and profound learning disabilities

Authors’ Comment

Education is a foundational pillar of societal development, and its quality shapes a community's socio-economic future. Statistical data indicates that Romania's educational system struggles with concerning figures compared to the European average, notably high dropout rates and low participation in higher education. These deficiencies are drastically amplified for individuals with intellectual disabilities and associated disorders, given their restricted access to education and support systems.
This diploma project proposes a special education school for children with severe and profound intellectual disabilities in Bucharest's Rahova neighborhood. It is built on the premise that the built environment must actively mediate socio-territorial inequalities. This approach stems from an urban analysis revealing a highly skewed distribution of social infrastructure across the capital. In Sector 5, the convergence of dense housing, an increasing vulnerable population, and only one special education facility currently operating at maximum capacity highlights a severe gap in the educational network—a gap that fosters and entrenches marginalization.
Unlike mainstream students, children with severe or profound intellectual disabilities (often coupled with conditions like autism spectrum disorder) process their surroundings through an atypical sensory filter. Given the users' diversity and complex needs, the school itself must adapt to the individual child, not the other way around. Therefore, the built environment must be highly adaptable, non-stimulating, and easily comprehensible.
Conceptually, the design breaks away from the traditional institutional typology. Its morphology and spatial layout are driven by neuro-inclusive design principles, starting with strict sensory zoning. Circulation paths are designed as active transitional spaces for sensory calibration between different functions. A clear floor plan ensures spatial predictability and intuitive wayfinding, thereby reducing the risk of confusion. Integrating nature into the learning process was a key priority; the entire complex is anchored by two courtyards, one for active play and a main one acting as a sensory garden. The courtyard-centric configuration was chosen to create a safe, intimate haven within a dense urban setting by turning the building inward. For the interior finishes, a warm, pastel, low-arousal color palette was selected to prevent distraction. Concurrently, designated escape spaces provide both students and staff with secure zones for emotional self-regulation, gradually supporting the development of personal autonomy.