The article examines the problems of designing multifunctional boarding schools in the context of the de-institutionalization strategy, which involves a significant reduction in their number and a significant reorganization of space. The need for a significant revision of approaches to the design of alternative care facilities for children and their possible options is considered.
A range of problems related to the design of multifunctional boarding schools in the context of the deinstitutionalization strategy is outlined, including the need for a significant change in the regulatory framework, and the creation of project concepts for a community-oriented institution of alternative care for children deprived of parental care. Two fundamental theoretical-practical directions, arising from the strategy of deinstitutionalization, are defined – inclusive and exclusive. Inclusive refers to a set of analytical and design measures aimed at placing care space within the framework of existing urban planning structures. Exclusive means a set of analytical and design measures related to the design of separate, relatively isolated structures, which will therefore require additional adaptation measures to the requirements of the deinstitutionalization strategy.
As part of the exclusive direction, three aspects of the spatial organization are highlighted: communicational, personal, and developing. Communicative means project activity aimed at improving interaction within the children’s team, forming the values of trust, empathy, and solidarity. The personal aspect involves theoretical and practical efforts aimed at ensuring a sufficient amount of attention is given to a particular pupil and promoting the formation of his/her integral individuality. The developmental aspect largely depends on the previous two, has a more traditional character, and is aimed at the development of cognitive, educational, and competence skills.
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