EVALUATION OF INCLUSIVE ARCHITECTURE STRATEGIES FOR THE DESIGN OF GRANGE SECONDARY SCHOOL, VICTORIA GARDEN CITY, LAGOS NIGERIA

Abstract

This thesis investigates the adoption of inclusive architecture strategies in the design of Grange secondary school in Victoria Garden City (VGC), Lagos, Nigeria. The study aims to improve the equality of users' experiences through the intentional application of inclusive architectural principles that accommodate diverse physical and sensory needs, particularly those of students with visual impairments. Grounded in the framework of universal design, the study aligns with Sustainable Development Goals (SDGs) 4 (inclusive and equitable quality education), 10 (reducing inequalities), and 11 (making cities and human settlements inclusive, safe, resilient, and sustainable). It addresses the ongoing marginalisation of users in educational environments due to spatial and sensory barriers that limit access, autonomy, and participation. A mixed methods approach was employed, comprising an extensive literature review, structured observation guides used during site visits to existing secondary schools, and the administration of questionnaires to students with visual impairments. These methods facilitated a critical evaluation of current school environments, enabling the identification of missing inclusive design strategies and their impact on users' experiences. The findings reveal that inclusive design is significantly under implemented in Lagos secondary schools. Most institutions lack basic architectural features such as ramps, handrails, tactile guidance surfaces, barrier free circulation paths, and legible spatial layouts. These omissions result in increased reliance on others, restricted movement, and heightened risk for students with disabilities. The research emphasises that these spatial deficiencies can be overcome by embedding inclusive design early in the architectural process through context responsive, multisensory, and human centred solutions. The study culminates in the design of a model inclusive secondary school in VGC. The proposal features tactile and auditory wayfinding systems, accessible circulation, clearly zoned learning spaces, appropriate lighting and acoustics, and sustainable climate responsive elements. These strategies are integrated from the outset, not as afterthoughts framing inclusion as a foundational architectural value. In addition to contributing to architectural theory and design practice, the study reinforces the critical role of inclusive school environments in advancing social equity. By translating global development goals into spatial strategies, it presents a replicable architectural model for addressing educational and infrastructural inequality in Nigeria and other rapidly urbanising contexts