Responding to Neurodiversity: Revolutionizing the Elementary Classroom
Interior Design Capstone
Professor Mary Golden
August - April
Clara Barton School 190 Reynolds St.
Rochester, New York
2024-25
Following intense research, interviews, and observational analysis', this capstone project proposed a prototypical learning environment which optimizes the academic success of students who have neurodiverse needs, such as autism. Spaces include classrooms, corridors, a sensory room, resource centers, library, an outdoor courtyard, and other ancillary spaces for transitional considerations.
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Variables from the research agenda proven to be significant are: space planning, furniture selections, color, lighting, acoustics, technology, and biophilic strategies.
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This conceptualized project emphasizes that sensory inclusive needs are no longer an alternate option and instead integrated into the typical design standards of learning environments. These needs require elements such as: designated sensory or respite zones, meaningful spatial and furniture organization, adjustable illumination options, acoustical barriers, and distinct wayfinding strategies.
LEVEL ONE FLOOR PLAN
LEVEL TWO FLOOR PLAN
The schooling microsystem plays a critical role in a child’s life at every stage of development. Children require a physical environment that presents rich opportunities to discover, explore, connect, and stimulate their senses. Research has demonstrated that attributes of such facilities are linked to critical developmental outcomes for students. This is especially true for those who have neurodiverse needs and will find the greatest opportunities for growth within inclusive environments.
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It is recognized that children with disabilities are typically served in alternate classrooms from the general population. However, research has proven these students have greater chances to thrive when they remain in the same environment as their peers for most of their learning. This project aims to help individuals understand why this is true through a human-centered design approach.
ACTIVE SENSORY ROOM
CALM SENSORY ROOM
The active, or hyposensitive, relief space supports those who are under stimulated. A variety of sensory furniture allows for movements that offer a mix of proprioceptive and vestibular input to regulate the nervous system and organize the body.
The calm, or hypersensitive, respite space supports children who are easily overstimulated and need a break from sensory stimulation. Elements such as soothing white noise, essential oils, fiber optic lighting, weighted blankets and pillows, or sand/water tables are some resources integrate within the space.
TYPICAL PRE-K - 3 CLASSROOM
TYPICAL 4-6 CLASSROOM
The Pre-K through third grade classrooms emphasize predictability and flexibility by incorporating clear visual cues, defined zones for different types of activities, and calming color palettes. Sensory-friendly features include dimmable RGB lighting, acoustical treatments, and cozy retreat areas.
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The upper-grade classrooms are purposefully located on the second level of the building to promote a sense of independence and maturity among students. This strategic placement also allows for the integration of expanded breakout zones along the corridors. A cool and refreshing material palette paired with modular desks,
high-top tables, and soft seating offers a calm, adaptable environment. These design choices empower students to take ownership of their learning by giving them the freedom to choose how and where they work best.
CORRIDOR LEARNING COMMONS
MAKERSPACE BREAKOUT
The learning commons, located along the second-level corridor, serves as a dynamic extension of the classroom for older students. Designed with flexibility in mind, this open, collaborative space features a variety of moveable seating options to support different learning preferences and activities.
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The breakout areas located just outside the flexible makerspace classrooms are designed to extend learning beyond traditional boundaries. A retractable nano wall allows the space to open up, enhancing flexibilty and promoting movement.
This project would not have been possible without the unwavering support of my capstone committee, Nicole Kirchgraber and Brenna Thering. I am forever grateful for their invaluable guidance throughout this process.
This capstone brings together the profound impact that thoughtful environments can have on neurodiverse students. Through the integration of sensory design, flexible furniture, spacial adjacency considerations, and daylighting strategies. We move closer to creating inclusive spaces that support every child’s ability to learn, grow, and thrive.
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The project not only highlights the potential of design to address diverse neurological needs but also calls for a broader shift in how we approach educational environments—where empathy meets functionality, and every student feels seen, supported, and empowered.
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As someone who has navigated the challenges of ADHD throughout my own educational journey, I understand how critical the environment can be in shaping a student’s confidence, communication, and sense of belonging.​
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For more information about this capstone project, please reference the detailed manuscript here!