Designing for Difference: Lessons from Wangaratta District Specialist School

Amelia Borg; Timothy Moore

doi:10.26188/30153229

Designing for Difference: Lessons from Wangaratta District Specialist School

Amelia Borg, Timothy Moore

Department of Architecture

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

Using the Wangaratta District Specialist School by Sibling Architecture as a case study, this paper explores the architectural sensory design strategies implemented to accommodate a range of abilities in a specialist educational setting. The building design integrates a variety of sensory spaces, including intimate nooks, a dedicated sensory room, and outdoor breakout areas, that engage visual, auditory, and vestibular systems. Drawing on stakeholder engagement and Melissa Black’s principles for neuro-friendly environments, the paper highlights how accounting for individual sensory variability can enhance accessibility, support self-regulation, and foster joy. Findings from a post-occupancy evaluation further underscore the value of responsive and interactive design elements.

Original language	English
Title of host publication	Designing learning spaces for neurodiversity and disability
Subtitle of host publication	Proceedings of the 2025 Symposium
Editors	Benjamin Cleveland, Sarah Backhouse, Lizzil Gay
Place of Publication	Melbourne Vic Australia
Publisher	University of Melbourne
Pages	60-69
Number of pages	10
ISBN (Electronic)	978 0 7340 5753 2
DOIs	https://doi.org/10.26188/30153229
Publication status	Published - 2025
Event	University of Melbourne 2025 Symposium: 2025 SymposiumDesigning learning spaces for neurodiversity and disability - University of Melbourne, Melbourne, Australia Duration: 11 Nov 2025 → 12 Nov 2025 https://msd.unimelb.edu.au/events/2025-symposium

Conference

Conference	University of Melbourne 2025 Symposium
Country/Territory	Australia
City	Melbourne
Period	11/11/25 → 12/11/25
Internet address	https://msd.unimelb.edu.au/events/2025-symposium

Access to Document

10.26188/30153229Licence: CC BY-NC

Cite this

@inproceedings{34e238c6087342b6a0a2239a29cbc2b1,

title = "Designing for Difference: Lessons from Wangaratta District Specialist School",

abstract = "Using the Wangaratta District Specialist School by Sibling Architecture as a case study, this paper explores the architectural sensory design strategies implemented to accommodate a range of abilities in a specialist educational setting. The building design integrates a variety of sensory spaces, including intimate nooks, a dedicated sensory room, and outdoor breakout areas, that engage visual, auditory, and vestibular systems. Drawing on stakeholder engagement and Melissa Black{\textquoteright}s principles for neuro-friendly environments, the paper highlights how accounting for individual sensory variability can enhance accessibility, support self-regulation, and foster joy. Findings from a post-occupancy evaluation further underscore the value of responsive and interactive design elements.",

author = "Amelia Borg and Timothy Moore",

year = "2025",

doi = "10.26188/30153229",

language = "English",

pages = "60--69",

editor = "Benjamin Cleveland and Sarah Backhouse and Lizzil Gay",

booktitle = "Designing learning spaces for neurodiversity and disability",

publisher = "University of Melbourne",

address = "Australia",

note = "University of Melbourne 2025 Symposium : 2025 SymposiumDesigning learning spaces for neurodiversity and disability ; Conference date: 11-11-2025 Through 12-11-2025",

url = "https://msd.unimelb.edu.au/events/2025-symposium",

}

Borg, A & Moore, T 2025, Designing for Difference: Lessons from Wangaratta District Specialist School. in B Cleveland, S Backhouse & L Gay (eds), Designing learning spaces for neurodiversity and disability: Proceedings of the 2025 Symposium. University of Melbourne, Melbourne Vic Australia, pp. 60-69, University of Melbourne 2025 Symposium, Melbourne, Victoria, Australia, 11/11/25. https://doi.org/10.26188/30153229

Designing for Difference: Lessons from Wangaratta District Specialist School. / Borg, Amelia; Moore, Timothy.
Designing learning spaces for neurodiversity and disability: Proceedings of the 2025 Symposium. ed. / Benjamin Cleveland; Sarah Backhouse; Lizzil Gay. Melbourne Vic Australia: University of Melbourne, 2025. p. 60-69.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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AU - Moore, Timothy

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N2 - Using the Wangaratta District Specialist School by Sibling Architecture as a case study, this paper explores the architectural sensory design strategies implemented to accommodate a range of abilities in a specialist educational setting. The building design integrates a variety of sensory spaces, including intimate nooks, a dedicated sensory room, and outdoor breakout areas, that engage visual, auditory, and vestibular systems. Drawing on stakeholder engagement and Melissa Black’s principles for neuro-friendly environments, the paper highlights how accounting for individual sensory variability can enhance accessibility, support self-regulation, and foster joy. Findings from a post-occupancy evaluation further underscore the value of responsive and interactive design elements.

AB - Using the Wangaratta District Specialist School by Sibling Architecture as a case study, this paper explores the architectural sensory design strategies implemented to accommodate a range of abilities in a specialist educational setting. The building design integrates a variety of sensory spaces, including intimate nooks, a dedicated sensory room, and outdoor breakout areas, that engage visual, auditory, and vestibular systems. Drawing on stakeholder engagement and Melissa Black’s principles for neuro-friendly environments, the paper highlights how accounting for individual sensory variability can enhance accessibility, support self-regulation, and foster joy. Findings from a post-occupancy evaluation further underscore the value of responsive and interactive design elements.

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