Designing classrooms that accommodate all students, including those with disabilities, was emphasized as a fundamental pillar of holistic learning and inclusive development during a special lecture by Montessori for Kenya at Jomo Kenyatta University of Agriculture and Technology (JKUAT) on March 11, 2025.
Speaking at the event, Dr. Victoria Marwa Heilman from Tanzania emphasized that school environments should cater to diverse learning needs by incorporating inclusive and accessible design features.
Dr. Marwa, an architect and Montessori specialist, highlighted key aspects of disability-friendly learning spaces, including ample room for mobility, dedicated washrooms in each classroom, and kitchen areas for hands-on learning, and the need to consider climate change, security, and sustainability when designing modern learning environments.
“We must rethink how we design schools. Every child, regardless of their abilities, should feel safe, included, and empowered to learn. Classrooms should be more than just buildings—they should inspire, nurture, and adapt to students’ needs,” she stated.
The event, hosted at JKUAT’s Innovation Prototyping and Incubation Centre (iPIC) in collaboration with Montessori for Kenya,
brought together renowned Montessori architects Steve Lawrence from England and Dr. Marwa from Tanzania, alongside faculty, students, and representatives from Kenyatta University and the Technical University of Kenya.
The lecture focused on Montessori architecture and the role of well-designed learning spaces in shaping holistic education experiences.
Montessori education, founded by Maria Montessori in the 1920s, promotes child-centered learning and emphasizes the importance of designing schools that feel like home. These schools use indigenous materials to create durable structures that seamlessly integrate indoor and outdoor learning environments.
Steve Lawrence, an international architect specializing in Montessori design, reinforced the idea that classroom aesthetics and functionality directly impact a child’s cognitive development.
“A child’s mind is naturally wired to transform experiences into the foundation of their personality. They seek beauty in their surroundings, making it essential for classrooms to be designed in a way that captivates their attention and inspires learning,” Lawrence noted.
The event, coordinated by Dr. Shem Kuya, Director Research JKUAT also provided JKUAT architecture students with a unique opportunity to showcase their talent. As part of an ongoing collaboration with Montessori for Kenya, students presented innovative school design proposals to the visiting experts.
The top designs will be featured on the Montessori website, and if selected for implementation, the student designers will be actively involved in bringing their visions to life.
Prof. Jackson Kwanza, Deputy Vice Chancellor of Research, Production, and Extension at JKUAT, emphasized the value of such collaborations in broadening architectural perspectives.
“Montessori architecture offers fresh insights that are often overlooked. By embracing these concepts, we can create learning spaces that are inclusive, sustainable, and effective,” he said.
Dr. Daniel Karanja from the State Department of Higher Education and Research commended the initiative, reaffirming the
Ministry of Education’s commitment to supporting educational innovations that promote accessibility and inclusivity.
The Montessori program operates in more than 150 countries, with schools in Kenya established in Nairobi, Nakuru, and Samburu. Beyond providing quality education, these schools serve as resource centers for surrounding communities, offering valuable learning opportunities for teachers, parents, and students alike.
