Our experiences ranges from inclusive mainstream schools and special units, to special schools. We understand that designing for children with special educational needs and disabilities means putting these children at the heart of the design process. Design approaches are developed in close consultation with teachers, specialists, parents, carers and often the children themselves, as we recognise that it is only by incorporating their knowledge and experiences that an inspiring ‘inclusive’ design can be delivered. Our work is underpinned by tried and tested inclusive design principles which strive to remove any barriers that might deny children, staff and visitors access to services.