Wayfinding Recommendations

Our project develops inclusive design recommendations for a wayfinding system for Regenbogenschule Dessau. It emphasizes on Identity, Independence, Familiarity, and the „Fit for Life“ concept.

Pdf file

https://cloud.hs-anhalt.de/s/sHBg2DbSpkQ7DrR

Introduction

Our project focuses on Recommendations for the wayfinding system. It is grounded in the principles of Identity, Independence, and Familiarity, all within the scope of “Fit for Life” concept.

The project aims to enhance navigational ease for children with impairments through the strategic use of basic shapes and color segmentation. By distilling shapes to their simplest forms, it aids children with cognitive impairments in better understanding their environment. The use of distinct colors to mark different school zones promotes spatial awareness and self-reliance, crucial for student independence both in school and beyond.

To enhance the sense of familiarity and comfort in the school environment, the project introduces unique characters that guide the students through the wayfinding system. These characters are designed to be companions on the students’ educational journey, making the space more engaging and less intimidating.

An integral part of this project is creative placemaking, focusing on enhancing the connectivity between signage and the school environment. This involves transforming walls and spaces to create a more integrated experience, adding elements that maintain interest, support personal storytelling, and aid in space identification.

Conceptualization of the program

Contact and Information (Phase 1)

This phase lays the groundwork for the wayfinding system by establishing a Plan and Territory. It involves the creation of Key Words and Iconical Equivalence to ensure that information is accessible and comprehensible. The Conceptualization of the Program encompasses a Compositional Module and a Chromatic Code that aligns with the project’s inclusive ethos. The development of Types of Signs— including Directional, Pre-informative, Identification, Restrictive or Prohibition, and Emergency signs—is critical to the system’s functionality

Place Making (Phase 2)

Place-making is crucial in this project as it transforms the school environment into an interactive, multisensory experience that aids in cognitive mapping, encouraging engagement and independence for children with impairments. It creates emotionally comforting and visually stimulating spaces that promote social interaction, inclusivity, and a sense of belonging. By integrating elements that support personal narration and identity, place-making not only facilitates navigation but also enriches the educational journey, making the space a more inviting and meaningful part of students’ daily lives.

The characters are originally inspired by one of our classmate Lara's sketches.