Denmark has been a pioneer in promoting inclusive education, wherein the country intends to accommodate the specific needs of children in learning environments. The aim of this paper is to explore the roles played by design rules and guidelines in designing special needs schools in Copenhagen. I conducted interviews with project leaders, teachers and architects of those selected projects, through which key documents are identified. The findings provide new insights into the design process that supports producing good learning environments and school building plans for children with special needs in the context of promoting inclusive education.
