Influenced by the concept of the social model of disability, the project aims to create a supportive school environment for children with cognitive and developmental disabilities. The project began with an in-depth analysis of the daily challenges faced by students, teachers, and parents. After conducting research and reading literature on how people perceive space, how design influences behavior, and the relationship between design and disability, nine principles of school design were formulated. These principles were later translated into architecture that supports independence and accommodates a spectrum of needs. Crucial to formulating the final design was analyzing similar buildings through model making.The project is located in Hammarbyhöjden, a calm residential area with a strong relationship to the landscape and a coherent material palette. The site itself lies on the border between the suburbs and the forest. The long building is divided into smaller units, providing a connection between the city and nature. Its architecture acts as a gateway, providing access to the park and forest. The architecture creates multisensory landmarks based on colors, shapes, textures, and functionalities. The project includes five special units that enable collaboration with the local community. The architecture creates a safe and supportive environment for integration and socialization through everyday routines. It enables visibility and recognition and is flexible enough to accommodate a spectrum of conditions. Spaces "in between," such as corridors, become additional learning opportunities. Minimizing the borders between safety and control creates the possibility of supporting independence.