Effective design of an inclusive early childhood learning facility can foster learning for children with special cognitive needs. Inclusive early childhood learning facilities are integral in supporting children aged 2.5- 5 years by providing them with a space that offers flexible and adaptable programming to meet their individual needs.

Data collection methods employed in this study include a literature review and semi-structured interviews. The intent of the study was to include and capture perspectives of built environment designers, educators, and other experts in this area of study, by exploring existing knowledge and literature on learning needs of children with special cognitive needs, impact of learning space design on child development, principles of learning space design and ways to include perspectives of multiple groups of stakeholders in the process of design. Semi structured interviews were conducted with educators who are involved in the process of inclusive learning in early childhood learning facilities and school board therapists who understand the learning needs of children with special cognitive needs. Data collected using above mentioned methods was amalgamated and analyzed using thematic analysis to propose spatial design principles, strategies, and recommendations to design and create effective and inclusive early childhood learning spaces that address the needs of children with special cognitive needs.

This study attempts to make the first step towards creating design recommendations for inclusive early childhood learning spaces that capture perspectives and opinions of included stakeholders. Next steps in this process could be, including advice, perspectives and solutions proposed by children and their parents on the generated recommendations to iterate, test, and verify them. This study also provides insights and strategies to support the potential next steps. This study is grounded in inclusive research methodologies.