Teaching Beyond the Curriculum

Abstract

In the dynamic realm of architectural education, fostering an inclusive learning environment is paramount to nurturing the diverse talents of future architects. This paper chronicles a four-year journey as a Design Studio tutor for First year students, highlighting insights gained and challenges encountered while striving to enhance the learning experience of students with learning disabilities. By focusing on systemic issues rather than individuals, this study aims to contribute constructively to the pedagogical discourse. Drawing from real-world experiences, this paper addresses challenges faced by students with learning disabilities. By utilizing anonymized anecdotes, it underscores the importance of approaching these challenges as systemic issues necessitating thoughtful solutions. Collaborative efforts with colleagues who possess expertise in this domain further ground the paper’s recommendations. The heart of this paper lies in its suggestions for enhancing inclusivity. Proposed solutions encompass diverse teaching methodologies, access to supplementary resources, and fostering a culture of empathy. By encouraging an inclusive mindset among students and educators alike, architectural education can bridge gaps and facilitate comprehensive learning experiences. Importantly, this paper acknowledges existing efforts within our institution to support students with disabilities. It is not a critique of past practice, but rather a guidance for refining them, to cover aspects that might have not appeared evident. This paper, foremost, sustains that any improvement to the learning experience of students with learning disabilities would have a positive impact for the full cohort. Therefore, we aim to propose changes that are practical, effective, and sensitive to the needs of all students.