Inclusive Architecture for Student Welfare: Case of the Eleazar Guzmán Barrón School

Chalan-Diaz J.; Cruz-Diaz C.; Boggiano-Burga L. · Architecture, City and Environment (2025) · DOI: 10.5821/ace.20.59.13408

Resumen

This article presents a proposal for inclusive architectural design for the Eleazar Guzmán Barrón school, located in Chimbote, Peru, with the objective of improving accessibility, habitability and emotional well-being of students. The research was carried out in three phases: a stage of diagnosis through technical visits to the school; a second phase of collection of qualitative and quantitative information through interviews, surveys and observations to students; teachers and families; and a third phase of comparative analysis with two international colleges recognized for their inclusive practices. The triangulation of data allowed to identify physical, sensory and social barriers that limit students' full participation, especially those with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and physical disability. As a result, a comprehensive proposal is proposed that includes the improvement of architectural accessibility, the incorporation of sensory design criteria, the use of inclusive signage and the provision of accessible recreation areas and green spaces to balance study with rest. The research also highlights the importance of adopting an interdisciplinary and participatory perspective, involving architects, educators, psychologists, families and students in the transformation of educational infrastructure. This experience contributes to the development of inclusive, equitable and emotionally safe school environments in line with the principles of diversity-centred education.

Instituciones: Universidad César Vallejo