Revealing gaps between design intent and lived experience.
Written by: Ilianna Ginnis, Neuro-inclusive Design & Access Consultant
Late last year, Dr Ilianna Ginnis, Neuro-inclusive Design & Access Consultant at Architecture & Access, presented at the LEARN Symposium on her research titled “A Sensory Post-Occupancy Evaluation of Purpose-Built Learning Environments.”
The research focused on Wangaratta Specialist School and involved a post-occupancy evaluation commissioned by Sibling Architecture to better understand how the completed learning environments were performing in practice.
The study examined how sensory qualities including lighting, acoustics, materiality, spatial layout and visual complexity influence comfort, regulation, participation and learning outcomes for students and staff. Rather than concentrating solely on compliance measures, the research explored how the school functions once occupied and experienced in everyday routines.
A mixed-method approach was adopted, incorporating sensory ethnography (Pink, 2009), intensive interaction and structured focus groups with educators, staff and students. This approach enabled the research to capture observable behavioural responses alongside qualitative lived-experience feedback. Through co-design conversations and real-time environmental observation, the evaluation identified how spaces supported, and at times challenged, emotional regulation, concentration, movement and social engagement.
Using an evidence-based sensory auditing framework, the post-occupancy evaluation revealed gaps between design intent and lived experience. The findings reinforce the importance of embedding sensory considerations early and meaningfully within the design process so that environments are not only technically compliant but genuinely supportive of diverse learners.
The conference also provided an opportunity to connect with leaders in inclusive and autism-centred design, including the incredible Magda Mostafa, whose work continues to influence global thinking around neuro-inclusive learning environments. Engaging with researchers and practitioners in this space reinforced the growing momentum behind evidence-based sensory design.
The LEARN Symposium highlighted a shared commitment across disciplines to move beyond minimum standards and create environments that genuinely support wellbeing, dignity and diverse ways of experiencing the world. We are heartened to see this research contributing to ongoing conversations about inclusive and neuro-responsive design and look forward to continuing this work in practice.
Ilianna is currently a Ph.D. candidate and research officer at the Design Health Collab at Monash University.
Her Ph.D research has led to the development of the ‘Me in Mind’ design principles, specifically focused on including people with severe and profound intellectual disabilities who are non-verbal communicators in co-design processes and architectural solutions.
