Mapping Marginalisation: The Spatial Politics of Special Needs Education

• In Event: AERA Roundtable Session Friday 3:45 pm
  In Roundtable Session: Mapping Spatial Injustice: Educational and Food Access

Abstract

This study explores how the physical placement of special needs classrooms within schools can reinforce exclusionary practices. Despite growing awareness of inclusive education, classrooms for students with diverse needs are often located in isolated or unsuitable areas. Using a case study approach guided by spatial theory, the researcher critiques site maps with attention to safety, access, publicness, and support. Two examples are used to illustrate how special needs classrooms are positioned within a school site and the implications are discussed. The findings highlight a failure to consider students within a holistic educational context and underscores the importance of intentional design to support meaningful engagement and the authentic inclusion of all students.

Author

• Lucie Zundans-Fraser, Charles Sturt University