From the architect:
The LaTrobe Special Development School's relocation to the underutilised space at Traralgon College's Junior Campus stands as an exemplar of inclusivity. The move has given rise to a unified and inclusive educational community that cherishes the principles of opportunity and independence.
Amidst the ongoing discourse within the education sector concerning the future trajectory of inclusive education and the merits and demerits of specialised versus mainstream settings for learners with special needs, the successful relocation of the LaTrobe Special Development School to Traralgon College's grounds emerges as both timely and inspirational.
Until recently, the diverse cohort of learners at LaTrobe SDS, aged 5 to 18, and grappling with moderate to severe intellectual and associated disabilities, found themselves in outdated facilities on an undersized campus in Traralgon—a regional town located two hours southeast of Melbourne on Gunaikurnai Country. The collaboration with ClarkeHopkinsClarke Architects in 2020 initiated a transformative journey to plan and design a purpose-built facility co-located within Traralgon College's Junior Campus.
The resulting structure, embodying the school motto 'Towards Independence,' not only caters to the unique needs of its students but also extends its benefits to the wider community. Wayne Stephens, Architect and ClarkeHopkinsClarke Partner, highlights the project's significance in fostering a more cohesive and inclusive educational community in Traralgon. This achievement has recently garnered a commendation in the 2023 Learning Environments Australasia - Vic Chapter - New Educational Campus Award.
The architectural vision aimed at creating a campus that feels like home and supports the gradual independence of learners throughout their schooling journey. Project Architect Emily Flint elucidates this vision, describing it as a three-tiered cycle that begins with nurturing, protected, home-like environments for the junior years, transitioning to middle years environments encouraging supported independence, and culminating in senior years environments that empower independence through well-designed spaces.
The campus layout features administration and community buildings, providing a distinct identity and street presence. Junior and Senior Learning Buildings are interconnected via a covered breezeway, wrapping around a central plaza—the sociable heart of the campus. This design facilitates seamless indoor/outdoor transitions, effective passive supervision, and avoids potentially overwhelming larger spaces.
Spatial planning adheres to a predictable pattern, fostering student agency and independence. Learning home bases are paired and centrally connected, enhancing the learning environment with toilet facilities, a kitchenette, and a sensory alcove filled with soft furnishings and adjustable coloured lighting. Circulation spaces extend the learning environment, incorporating nooks for swing chairs, sensory equipment, pressure poles, and booth seating. A flexible, tiered approach to self-regulation provides students with a choice of alcoves and a separate, supervised room for retreat.
Principal Nicole Herbert acknowledges the transformative impact of the design, reflecting the school community's aspirations. She expresses satisfaction with the facilities that surpass expectations, noting the alignment with the vision of demonstrating greater independence as students progress through the school.
The success of the project is attributed to a dedicated project team, including Builder McCorkell Constructions, John Patrick Landscape Architects, and ClarkeHopkinsClarke Project Leader Stephen Green. Wayne Stephens credits their hard work for achieving an outcome that maximises the site's features, reduces costs, and increases environmental benefits. The use of biophilic design principles, recycled and sustainably sourced materials, and strong connections to nature contribute to a calming atmosphere that enhances students' well-being and learning.
Ultimately, by celebrating the distinct identities of both schools and embracing inclusive design, this project underscores the importance of inclusive education in both mainstream and specialist settings.
