Inclusive Design Strategies for Neurodiverse University Learning Environments: Developing a Practical Toolkit

Abstract

This research explores the development of an inclusive design toolkit aimed at creating supportive university learning environments for neurodiverse students, particularly those with ADHD. Traditional educational spaces often fail to address the unique sensory, spatial, and emotional needs of these individuals, which can lead to overstimulation, anxiety, and difficulties with focus and navigation.The study was conducted both at desk and in the field. To gain a comprehensive understanding of the topic, a thorough literature review was carried out, focusing on how the environment can affect people with ADHD. This was complemented by direct user involvement, including surveys and observations of a sample of ADHD students in their natural learning spaces.By synthesizing the literature, user research results, and case studies, this study identifies key design principles such as sensory regulation, predictability, flexibility, and comfort. It also analyzes important environmental elements—including lighting, acoustics, color schemes, furniture, spatial zoning, wayfinding, and technology integration—to propose practical strategies that reduce sensory overload and improve accessibility.A practical checklist is provided to help architects, interior designers, and planners implement these principles in a cost-effective way. This toolkit aims to bridge the gap between theory and practice, fostering equitable, calm, and adaptable learning spaces that support both academic success and well-being for neurodiverse students. The effectiveness of the design criteria included in the toolkit has been analyzed with regard to autism, sensory processing differences, and other cognitive variations.Finally, the toolkit was applied in a case study where the interior of a university classroom was redesigned to better meet the specific needs of ADHD students.References:1. Wender, P.H., L.E. Wolf, and J. Wasserstein, Adults with ADHD. An overview. Ann N Y Acad Sci, 2001. 931: p. 1–16.2. Doyle, A., et al., What does an ADHD-friendly university look like? A case study from Ireland. International Journal of Educational Research Open, 2024. 7: p. 100345.3. Coburn, A., et al., Psychological and neural responses to architectural interiors. Cortex, 2020. 126: p. 217–241.4. Finnigan, K.A., Sensory responsive environments: A qualitative study on perceived relationships between outdoor built environments and sensory sensitivities. Land, 2024. 13(5): p. 636.5. Alqahtani, L.A., Furnishing and Indoor Environment for Hyperactivity and Distracted Attention (in the Context of Sustainable Design). NEW ARCH-INTERNATIONAL JOURNAL OF CONTEMPORARY ARCHITECTURE, 2015. 2(1): p. 1–10.6. Saloni Kansal, D.D.P.R., and Pooja Singh, Inclusive Interiors for Neurodiverse Students. International Journal of Sustainable Building Technology, 2024; 07(02): p. 44–59.7. Narenthiran, O.P., J. Torero, and M. Woodrow, Inclusive design of workspaces: Mixed methods approach to understanding users. Sustainability, 2022. 14(6): p. 3337.

Keywords: Neurodiversity, Inclusive Design, University Learning Environments, ADHD

DOI: 10.54941/ahfe1006844