Abstract
This ethnographic case study seeks to understand how flexible learning spaces influence learners with and without needs in the cognitive and socio-emotional transactions integrated into their daily school routine. Specifically, this study focuses on flexible learning spaces crafted by and for learners with or without needs in an inclusive setting and their influences on thematic, cross-curricular lessons. The researchers employed observations, interviews, student portfolios, family feedback sessions, and home visits. The following were the recurring themes that emerged: 1.) utilization of the school’s natural building structure and spaces to produce sensory-rich learning manipulatives in order to teach science and math concepts (e.g. angles in doors, multiplication through floor tiles, etc.), art, history, and life skills while adhering to the ESD (Education for Sustainable Development)-an aligned educational program of the school; 2.) family engagement is strengthened; and 3.) an evident school-wide culture of creative collaboration among learners with and without needs.
Keywords: Flexible learning spaces, education for sustainable development (ESD)
