CLASSROOM SEATING SYSTEM FOR ALL

Abstract

‘Classroom seating system for all’ is usually dismissed as classroom furniture which is table-chair/desk/bench etc. for students whose looks, body sizes, working styles and most importantly their abilities are the same. The general notion of the furniture, as an abstract visual art, focusses more about aesthetics or form than the user or the user’s needs. The misconception about students in a classroom is about them having similar abilities and everyone is able bodied. If any student has different abilities or if they are disabled, then he/she will adjust themselves in the same furniture that is not designed considering them. This dissertation brings out the comprehensive study of various aspects of disability and identifies the ignorant attitude towards the physically challenged which is a prime factor that translates into physical barriers in all designed forms. Disablism in furniture is identifiable in several interconnected ways since design elements and access to the furniture are inattentive to the diversity of bodily capabilities. Thus, this dissertation emphasizes the need to talk about handicapping design environments rather than handicapped persons as every human being has a right to exist in a normal society. The core of this dissertation is based on deeper perspectives of the specific design needs of diverse disability groups and their design implications. It proposes the implementation of universal design principles as a remedy to end discrimination in the activities. The dissertation concludes that to design the most inclusive seating system for a classroom, taking user experiences and needs into consideration is necessary. The conclusion is followed by a checklist that came out from the research that can be referred to as a guideline while designing a seating system for a classroom.