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Designing for Inclusion: Enhancing Design Studio Classrooms for Diverse Cognitive and Learning Needs through Universal and Neuro-Inclusive Design

Jasmeen Nona
Independent Project

This project presents a proposed redesign of MacEwan’s studio classroom through the lens of neuro-inclusive and universal design. The outcome is a recommendation publication that visualizes alternative studio spatial configurations that respond to diverse sensory, cognitive, and social needs of students that are often overlooked in traditional studio environments. Through floor plans, spatial scenarios, and visual renderings, the work demonstrates how the design of studio classrooms can reshape the experience of studio learning. Rather than presenting a single solution, the project proposes a set of adaptable design strategies intended to support a wider range of learners. By centering neurodiversity in the design process, the work invites viewers to reconsider how educational spaces influence participation, comfort, and creative engagement.

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This project translates student-informed insights from MacEwan University into spatial design strategies that support a range of sensory experiences. The research methodology included surveys, design sprint activities and interviews with MacEwan Design Students. This project applies principles of universal and neuro-inclusive design to rethink how studio environments are organized and experience.
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Studio classrooms play a central role in shaping learning, creativity, and engagement in design education. However, open and flexible layouts often prioritize collaboration without considering diverse sensory and cognitive needs. As a result, students may experience difficulty focusing, sensory overload or under-stimulation, fatigue and reduced engagement.
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The redesign proposes the studios to be organized into distinct but connected zones that support different activities and sensory needs. This includes quiet areas for focused, independent work, collaborative zones for group interaction, and designated spaces for critiques and presentations.
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Dedicated making area is proposed within the studios for material exploration to further support hands-on learning while helping to separate different modes of activity within the studio.
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The publication proposes lighting and acoustics systems and shows diagrams that are coordinated to create a range of environmental conditions within the studio. Low-stimulation zones can incorporate reduced noise levels and softer lighting to support focus, while more active areas can accommodate higher light levels and collaborative energy. Gradients of sound and light across the space help support different modes of learning and allow users to select environments that suit their needs.
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Flexible furniture systems is also shown to support the changing needs of studio activities. Reconfigurable desks allow for easy transitions between individual and group work, while smaller tables improve movement and adaptability within the space. Adjustable-height furniture enhances comfort and accessibility.