2020 Victorian Schools Bundle, Rethinking Inclusivity within Learning Spaces

Evidence indicates that inclusive design for children of all abilities enhances social acceptance and learning outcomes for all.  

The new Supported Schools in Victoria, provide additional learning spaces and well-being amenities that have been designed by BLP to help and serve all students, by facilitating greater inclusion for children of all abilities within local public schools, which evidence indicates enhances social acceptance and learning outcomes for all. 

BLP has designed four new schools, built to support children with varying degrees of cognitive and/or motor disabilities to attend a mainstream learning environment, and to best prepare them for after school life through a fully inclusive building model. 

Every Victorian student has the right to quality education regardless of their background, personal circumstances or where they live. – Victorian School Building Authority

The Supported Inclusive Schools are mainstream primary or secondary schools that intend to serve a large number of students with disabilities by creating access to mainstream schooling and encouraging students to attend a school closer to home than typical public schools. 

These schools encourage collaborative spaces and play areas with the benefit of additional support for students with a disability. These can be seen in design solutions such as sensory zones, open playrooms, wider halls, therapeutic gym equipment and inclusive learning environments with considered acoustics and lighting. 

These schools provide an opportunity for young people of different skills and backgrounds to learn together in an inclusive educational atmosphere, whereby all students benefit.  

We are incredibly proud of the design of the 2020 Victorian Schools Authority Inclusion Hubs, designed to support all students irrespective of their skills, promote equality and respect individual differences. –  Ariel Lopez Principal, Education Sector Leader 


2020 Victorian Schools Bundle, Rethinking Inclusivity within Learning SpacesAdelaide Bell