The Role of Inclusive Design in Vocational School Architecture: Addressing The Needs of Orphaned Children in Ikorodu Metropolis

References

[1] Adeleke, A. (2023). Integrating critical regionalism features in orphanage design for internally displaced orphans in Gombe. Arts and Design Studies. Retrieved from https://www.academia.edu/37018925/integrating_critical_regionalism_features_in_orphanage_design_for_internally_displaced_orphans_in_gombe

[2] Burt, K. (2023). Enhancing Elementary School Educators’ Behavioral Classroom Management Strategies Through Utilization of Trauma-Informed Care (TIC) and Social-Emotional Learning (SEL). https://dsc.duq.edu/cgi/viewcontent.cgi?article=1039&context=dnp

[3] Eneji, R. I., & Archibong, E. P. (2020). Social challenges to the education of orphaned and vulnerable children in Eleme Nigeria. Mediterranean Journal of Social Sciences, 12(4), 183-191. https://doi.org/10.36941/mjss-2021-0038

[4] Kanwal, A., & Ullah, F. (2022). Enhancing educational and social support for orphaned children: A case study of SOS Children's Village Faisalabad. https://www.researchgate.net/publication/379076691_Enhancing_Educational_and_Social_Support_for_Orphaned_Children_A_Case_Study_of_SOS_Children's_Village_Faisalabad

[5] Ramasamy, J., et al. (2022). Empowering youth social change: Role social entrepreneurship education. https://www.researchgate.net/publication/381973247_Empowering_Youth_for_Social_Change_The_Role_of_Social_Entrepreneurship_Education

[6] Saraswat, A. S. (2023). Designing inclusive spaces: Investigating the role of design in creating accessible environments for people with disabilities in the context of sustainable development goals. Journal for ReAttach Therapy and Developmental Diversities, 6(1), 1320-1333. https://jrtdd.com/index.php/journal/article/view/2600

[7] Sani, K. F., & Gbadamosi, A. (2022). Inclusion of people with disabilities in marketing: A paradigm shift. In Critical Perspectives on Diversity, Equity, and Inclusion in Marketing (pp. 75-99). IGI Global. https://www.igi-global.com/chapter/inclusion-of-people-with-disabilities-in-marketing/307251

[8] Saebones, D., et al. (2015). Barriers faced by orphaned youth in accessing education: A systematic review.

[9] Stafford, L., Vanik, M.L., & Bates, D. (2022). Disability justice and urban planning. Planning Theory & Practice, 23(1), 101-142. https://www.tandfonline.com/doi/full/10.1080/14649357.2022.2035545

[10] Tonkiss F. (2020). City government and urban inequalities. City,24(1-2),286-301. https://www.tandfonline.com/doi/abs/10.1080/13604813.2020.1739931

[11] UNICEF (2024). Education programs for orphans. Retrieved from https://www.unicef.org/nigeria/topics/education-emergencies

[12] Wan, C., Shen, G.Q., & Choi, S. (2021). Underlying relationships between public urban green spaces and social cohesion: A systematic literature review.City Culture and Society, 24, 100383. https://www.sciencedirect.com/science/article/pii/S1877916621000138

[13] Yang, M., Yaman, R., & Ismail, F.Z. (2024). Age-inclusive urban design: A review of sustainable retrofit strategies for elderly well-being.Journal of Infrastructure Policy and Development, 8(5), 3797. https://systems.enpress-publisher.com/index.php/jipd/article/view/3797

[14] Meli, B.M. (2020). Provision of Vocational Skills Education to Orphans: Lessons from Orphanage Centres in Dar es Salaam City, Tanzania.

[15] Okoye, R., & Arimonu, M.O.Y.A. (2019). Technical Vocational Education in Nigeria: Issues Challenges Way Forward. https://eric.ed.gov/?id=EJ1089786#:~:text=In%20Nigeria%2C%20the%20training%20of,purposes%2C%20lack%20of%20teacher%20motivation%2C

[16] Omotosho, A. (2023). The contribution of Enactus global sustainability initiative to youth empowerment and community development. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/ijshe-05-2023-0208.

[17] Sinha, A., Lombe, M., Saltzman L.Y., Whetten K. (2022). Exploring Factors Associated with Educational Outcomes for Orphan and Abandoned Children in India. https://pmc.ncbi.nlm.nih.gov/articles/PMC4830269/

[18] Maknun, J., Barliana, M.S., & Cahyani, D. (2022). Design Model of Special Vocational High School for Children with Visual Impairment. https://msaeng.journals.ekb.eg/article_309314_ee8ae7e1c6378a502899a0c8cdd54ed3.pdf

[19] Jusmirad, M., Khibran, M., Sarah, Y., Songkeng, S., Arina, A., & Makassar, U. (2023). Life Skills Education for Students with Special Needs to Improve Independence and Skills in Daily Life at UPT SLBN 2 Makassar. Jurnal Pengabdian Masyarakat Bestari. https://doi.org/10.55927/jpmb.v2i5.4181.

[20] [Some characters in this reference could not be displayed correctly — please refer to the published PDF for the full reference.]

[21] [Some characters in this reference could not be displayed correctly — please refer to the published PDF for the full reference.]

@article{1709107,
      author = {Gbemiga O. Kukoyi, Olufunmilola O. Adenubi, Favour I. Ilesanmi, Obafemi A. Ibitoye},
      title = {The Role of Inclusive Design in Vocational School Architecture: Addressing The Needs of Orphaned Children in Ikorodu Metropolis},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {8},
      number = {12},
      pages = {761-768},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709107.pdf},
      abstract = {This article examines the critical role of inclusive design in vocational school architecture, focusing on its impact on orphaned children in Ikorodu Metropolis, Nigeria. As urbanization progresses, the need for educational environments that cater to diverse needs becomes increasingly important. Inclusive design principles aim to create spaces that are accessible and welcoming for all individuals, regardless of their physical abilities or socio-economic backgrounds. This study analyzes the theoretical foundations of inclusive design, highlights successful case studies globally, and discusses methodologies for implementing these principles in vocational school architecture. By addressing the unique challenges faced by orphaned children, this research provides actionable recommendations for architects and policymakers to foster inclusive educational environments that promote skill acquisition and emotional well-being. The findings underscore the importance of integrating inclusive design strategies into vocational school projects to enhance accessibility, support social equity, and ultimately improve educational outcomes for marginalized populations.},
      keywords = {Inclusive design, vocational school architecture, orphaned children, accessibility, social equity.},
      month = {June},
  }