Functional and technological features of architectural design for inclusive education in general education school buildings

The inclusive educational process in Russia requires a profound and qualitative transformation of the architectural and spatial structure of school buildings, necessitating functional clusters of highly specialized premises. The current design standards and regulatory documents for educational facilities in a number of countries – including England, Ireland, China, and the United States – already stipulate the nomenclature and parameters of such spaces. Russian sources, by contrast, provide only indirect references with an incomplete reflection of the required indicators. A comparative analysis of data from the aforementioned sources has revealed contradictions in both the psychological-pedagogical domain and the field of architectural design, which served as the basis for developing a spatial planning structure for an inclusive school architectural environment. Three spatial-technological models of the inclusive educational process are proposed. The choice of a model for a given institution depends on the urban planning, demographic, and social context, the organization's location, the available internal floor space and adjacent site area, and the actual building capacity. Based on these factors, it is possible to organize a system of architectural modernization ranging from the introduction of one or two inclusive classrooms to the construction of an annex block connected to the main school building by a covered, heated walkway. The application of the author's recommendations and the proposed architectural solutions in the construction of new schools and/or the reconstruction of existing ones will significantly enhance the implementation of inclusive pedagogical methodologies.