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ted measures for visual perception are required: blackout options, deliberate contrasts in the building
structure, increased glare protection and uniform and flexible lighting, ideally dimmable light sources in
several circuits. In addition, a visually and tactilely accessible guidance system and guidelines, where
necessary, support safe orientation. Since many children also have a physical disability, comprehensive
accessibility in accordance with DIN 18040 played a central role: large lifts for several people with an
accompanying person, no thresholds, sufficient storage space for aids and devices, and windows at a
wheelchair-accessible height are essential components of an inclusive, functional and human-centred
architecture. The integration of the new school building into a historically developed area and a topogra-
phically varied plot, taking into account the aforementioned objectives of the Nikolauspflege, required
a differentiated examination of complex urban development, preservation of historical monuments and
framework conditions. The building height had to be exactly aligned with the eaves of the existing listed
building, in accordance with the city’s specifications. In order to still achieve the required number of
floors with sufficient clear room height, slim constructions and a decentralized ventilation concept wit-
hout large installation zones under the ceiling were necessary. The extremely limited buildable area and
the extensive room programme also called for a compact organization – supplemented by an optimally
usable, barrier-free outdoor space. Instead of fighting against the challenging topography, it seemed logi- Lageplan • Site plan
cal to make targeted use of it. The terrain allows the building complex to be accessed via several levels
and ensures that as many rooms as possible are naturally lit. An inner courtyard expands the space avai- Grundriss Erdgeschoss • Ground floor plan
lable, creates additional light-flooded areas and almost imperceptibly connects two entrance levels. The
large volume of the sports hall was integrated into the hillside so that it opens generously to the outside
and, at the same time, offers a flat, spacious break area on the roof. Outside, existing walls and barriers
were removed so that the new school building can be accessed by people of all abilities from all sides. A
right-angled routing with tactile edges and handrails – both inside and outside – makes it easier for blind
people to find their way around and is an important step towards equal participation. Due to the large
catchment area and the special needs of many students, a school transport service is used to get them
to the Betty-Hirsch-Schulzentrum. The entrance area had to provide sufficient space within the narrow
urban structure for this. A floating block connects the new building with the existing building, houses
specialist classes and staff rooms and, at the same time, creates a weather-protected forecourt. To allow
all children to move freely in the indoor and outdoor spaces, columns and projections were avoided.
This posed a particular challenge for the structural engineering, especially for the wide-span rooms in
the entrance area. Here, wall-like beams made it possible to maintain the slender ceiling constructions
that were required at the same time.

Inclusive learning environments enable differentiated learning Grundriss 1. Obergeschoss • Floor plan level +1

The special needs of the diverse student body were fully considered. To enable differentiated learning,
the rooms are designed so that learning groups can be put together flexibly and with little effort. The
increased need for different teaching-, learning- and auxiliary materials – especially for students with
special educational needs – was taken into consideration by providing generous surfaces and sufficient
storage space. Since many of the auxiliary materials are digital, particular emphasis was placed on a
sufficient number of sockets and network connections per workstation when it came to the technical
equipment. These are installed in such a way that they do not present any barriers. The furniture and
the room structure are clearly organized so that materials can be easily found and used. The rooms
were deliberately designed to be visually unstimulating in order to focus attention on the lessons. All
shelves are fitted with doors and the wood used is free of distracting structures such as knotholes. An
integrated cane stand in a cabinet ensures that long canes are stored safely without disrupting the flow
of movement in the room. Sufficient space for movement has been created for the majority of pupils
with multiple disabilities, who need to change position regularly for health reasons. This allows for easy
integration into the teaching process. The need for orthopaedic aids has also been considered: suitable, Querschnitt • Cross section
safely accessible storage options are available that do not pose a tripping hazard for blind students.
The differentiation rooms are ideally positioned between two classrooms and are accessible from both
sides. In classes frequented by students with multiple disabilities, these rooms are also equipped with
kitchens. This means that lunch can be taken in the classroom, enabling practical everyday learning.
The entire planning process was characterized by mutual listening, a deep understanding of the diverse
needs presented by the students and the willingness of all those involved to compromise in the right
places in order to create the best possible solution together. The result is a school building that enables
modern learning at eye level, supports individual courses of education, promotes independence and Längsschnitt • Longitudinal section
anchors active participation in society already in everyday school life.

Anmerkung des Architekturbüros: Der Redaktionsschluss lag vor der baulichen Fertigstellung und dem Einzugstermin. Auf den
Fotos fehlen das Leitsystem, die beweglichen Teile der Einrichtung sowie Unterrichtsmaterialien und Hilfsmittel. • Note from the
architectural office: The editorial deadline was before the building was completed and the move-in date. The photos lack the
guidance system, the moving parts of the furnishings, as well as teaching materials and aids.

AIT 5.2025 • 109