Designing Non-Visual Circulation Systems: Sensory Based Wayfinding Strategies in Schools for Visually Impaired Children

Abstract

Conventional circulation design in educational buildings relies predominantly on visual cues such as signage, colour contrast, and spatial openness, often marginalizing users with visual impairments. In schools for visually impaired children, this visual bias compromises independent movement, spatial confidence, and overall learning experience. This study investigates non-visual circulation systems by examining how sensory-based architectural strategies can support wayfinding and spatial legibility without reliance on sight. Drawing from literature on sensory perception, wayfinding theory, and inclusive architectural design, the research synthesizes tactile, auditory, olfactory, and material-based cues as tools for navigation within educational environments. The paper proposes a sensory-based circulation framework that integrates textured floor indicators, material differentiation, acoustic landmarks, and spatial sequencing to enhance orientation and movement. By reframing circulation as a multisensory navigational system rather than a purely functional connector, the study contributes a design-oriented approach to inclusive educational architecture and offers practical insights for architects designing learning environments for visually impaired children.

Keywords

References