Learning Environment

LEARNING ENVIRONMENT

Well-specified and wellconsidered lighting design within a classroom can improve the lives of all learners, especially those who are visually impaired

By Paolo Creati

A teacher of pupils with special educational needs, as I am, has the opportunity to work directly with a variety of disabilities and disorders.

The areas in classrooms where students engage in their academic and social activities are crucial to enhancing both learning and emotional development. In fact, the interaction between our bodies and the environment governs relationships, thus a well-designed place is essential.

Invoking the idea of ‘embodied cognition’, which holds that there are other resources besides the brain involved in the development of behaviours, is helpful. In other words, our behaviour is formed and controlled by our nervous system’s contact with the outside world as much as through what we learn in the classroom.

It is also necessary of course to mention the concept of ‘Design for All’. The is linked to the concept of an environmental design that guarantees accessibility for all its users, in particular considering disabled people.

This concept was born in the 1970s, based on the theory that, before proceeding with the design of any building or space, you need to think in advance about the diversity of people who will then be able to act in the space.

A correct lighting design could satisfy these criteria because, first of all, it assures flexibility in the organisation

of the space, which is one of the main elements for pursuing the goal of inclusion, in particular when considering visually impaired people.

Last autumn, David Gilbey and Dipali Shirsat make a compelling case within LightingJournalfor truly inclusive, multisensory design, especially the need to be designing for those who are visually less able or visually impaired (‘Theeyeshaveit’, October 2022, vol vol 87 no 9).

My work, and research, very much echoes their argument. In essence, I argue that it is imperative lighting designers are involved in the design and delivery of school environments (something that is often not necessarily the case). This is in order to enhance the functionality of artificial and natural light and, in turn, enhance the learning experience for all but, especially, for pupils and students with visual impairment.

POWER OF GOOD LIGHTING DESIGN

The power of light – and good lighting design – enables visually impaired learners to have the same rights as sighted people to the learning process and environment.

My research proposes that using well-specified and well-considered lighting design within a classroom enables the improvement of the lives of learners through flexible spatial organisation.

The theoretical study is centred around the design of school spaces, in particular, for those with visual sensory disability. It also underlines how light can increase attention spans and regulate our emotional sphere, therefore potentially being advantageous for all pupils, whatever their ability or disability.

My study was conducted using a qualitative approach, involving sending out a questionnaire to a sample of lighting designers from different parts of the world.

This data was then collated, along with an analysis of scientific sources about the potential role of light. I am also grateful to the precious help of lighting designer Martina Frattura, who introduced me to the lighting design community.

WALLS, CEILINGS AND FLOORS

So, what are my conclusions? First, if we truly want to design inclusive spaces for learners we have to pay attention to surfaces, such as the walls, ceilings and floors.

The walls are a major player in this, as they shelter vertical openings. Therefore, window sizes and their positions need to be a prime consideration within any inclusion design. But, at the same time, there is a danger here.

This is that, for students with visual impairments, visual discomfort can be increased by glare, which may occur if natural light is tampered

with inappropriately. One solution is the application of filters that reflect and diffuse light, yet maintain the unaltered quality of natural light.

The ceiling, as a vertical surface, is helpful for guiding our general perception of space. The colour of this surface influences our whole awareness of the room. A lighter ceiling, for example, will give the appearance of greater height; conversely, a darker ceiling will create a ‘grotto’ effect.

In a special needs learning environment, it may therefore be wise for the ceiling to be kept as a neutral colour and/or conform to the walls. This is because, in the presence of high contrast, a visually impaired person can become susceptible to an overload of information and consequently lose attention.

On the other hand, a high contrast applied to the floor helps the utility of the space by clearly delineating the perimeters of the available space, in the process (hopefully) providing clear and distinct wayfinding information for all students.

After surfaces, it is important to consider the internal components of the classroom, mainly the desks and the visual teaching boards. A visually impaired student’s desk may need to provide space for different tools, depending on the type of disability, so, in turn, they may require a wider plane of light.

At the same time, a larger surface area brings with it a higher possibility of reflection, including from the windows and lighting fixtures, which can potentially lead to discomfort and harm learning.

One simple solution is to ensure desks being used in this sort of environment are specified so they can tilt, so enabling the student to control the amount and direction of light to suit their needs.

When it comes to the visibility, glare and reflectance of teaching aids, digital whiteboards will normal include as standard an intensity adjustment facility. However, it may be advisable also to apply an

anti-reflective filter, and the same preventive measure must be taken when the student uses the computer.

IMPORTANT ROLE FOR LED

We all know one of the great advantages of the new generation of LED luminaires is their potential for personalisation and control. This opens up all sorts of possibilities for improving the learning environment for pupils with special needs and visual impairment, too.

The level of illumination required by students may of course vary depending on whether they are fully blind or not, as well as the type of visual impairment the student is experiencing.

Some students, for example, may be sensitive to light if their retina or lens has not fully formed, or vice versa, they may need for more and brighter light if visual acuity is absent.

Therefore, to achieve the best lighting, student and teacher must experiment with various lighting conditions. This, again, is something that is much more achievable with the flexibility and control of LED.

A suitably specified LED luminaire ensures light intensity, flow, and colour variation can be adjusted significantly. In terms of visual comfort, this could mean varying the intensity and colour temperature during the day.

Bear in mind, too, the level of light and shadow in a space can be affected by the external environment – if students are learning of an evening, for example, or if there is a sudden change in the weather. Having the ability –easily accessible and adjustable by the teacher – to modulate the emitted light is a big help in maintaining the same illumination.

Alongside artificial light, the use of biophilic design and sustainable materials inspired by nature – plants and greenery – can relieve feelings of isolation, tension, and apathy. Creating a stimulating visual environment improves performance and learning.

Several studies, in fact, have shown that contact with nature can have beneficial effects on learning. In one study, for example, children with ADHD were tested after walking in green areas and natural environments. They obtained better concentration scores than those who had instead walked in the city.

SUMMARY

The purpose of my work is to formulate a design ethos and approach in which different elements combined create educational environments that more take into account and are responsive to the individual needs of students, particularly those with visual sensory disabilities.

The teacher, it is clear, should not base their activity on mere knowledge transmission.

Students learns through interaction, personal discovery and experimentation – and their interaction and engagement with the educational space plays a central role within this.

Lighting professionals therefore have a pivotal role to play in helping educators – and school budget holders – to understand how the illumination of a learning space (both natural and artificial) can improve learning, performance and wellbeing.

Light is what brings us alive, makes everything ‘visible’ (both literally and metaphorically) and brings back beauty.

Light – and great lighting – enables us to establish an emotional connection to what we can see and, in turn, what we learn within a space. It is a fundamental stimulus within our physical environment and one that influences our health, our performance and our cerebral activity.

Paolo Creati is a teacher of students with special educational needs and has a particular research interest in the role of light and lighting within the classroom