About this paper

Appears in:
Pages: 1674-1678
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1372

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain


M.D. Todino, P. Aiello, M. Sibilio

University of Salerno (ITALY)
Space management is one of the variables involved in the teaching-learning process. Environments, where teachers can work, determine and define many aspects of their activities and a proper classroom design must take this factor into account.

Optimising space when there are external constraints is a well-known issue in many disciplines (operations research, computer science, management engineering and interior architecture). In education, space optimisation allows to have a Design for All perspective and promotes inclusion. Starting from the literature on this topic, we have found the interesting concept of flexible classroom, in other words classrooms with furniture that have three features: mobile, reconfigurable and informal.

Since 2015 an increasing number of US schools have reconfigured their classrooms, applying flexible classrooms. We studied the principles that underlie this use of space and we evaluated how this model influences inclusive education also in a possible introduction of this approach in the Italian school context.

In support of our arguments and considerations, we used the concept of simplexity, introduced by Alain Berthoz, physiologist of perception. Simplexity offers us a useful key to interpreting and reconfiguring educational spaces and, at the same time, to improve educational success of all learners.

This work intends to analyse space uses and configurations, where teachers and students can profitably talk and discuss. The classroom must be a place where points of view (allocentric, egocentric and eterocentric) can generate new educational solutions.

These evaluations allowed us to develop a proposal: create a classroom that is a dynamic setting, with proper furniture and spaces, allowing teachers to create inclusive contexts.
author = {Todino, M.D. and Aiello, P. and Sibilio, M.},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1372},
url = {https://dx.doi.org/10.21125/iceri.2016.1372},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {1674-1678}}
AU - M.D. Todino AU - P. Aiello AU - M. Sibilio
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1372
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 1674
EP - 1678
ER -
M.D. Todino, P. Aiello, M. Sibilio (2016) FLEXIBLE CLASSROOMS FOR INCLUSIVE EDUCATION, ICERI2016 Proceedings, pp. 1674-1678.