The Effect of Spatial Organization and Aspects of Interior Architecture in Educational Facilities for Children With Autism

Abstract

Autism Spectrum Disorder (ASD) significantly impacts a child's interaction with their environment, especially within educational settings where design often overlooks the unique sensory sensitivities of these children. This thesis seeks to bridge the gap between interior architecture in educational facilities and the distinct perceptual needs of autistic children. By delving into the core characteristics of autism, especially sensory difficulties, and analyzing existing design approaches in special educational facilities, this research aims to unveil design strategies that foster a conducive learning environment for children with autism. Drawing inspiration from Donna Williams' insights on ideal educational settings for autistic individuals, this work underscores the importance of a meticulously crafted spatial organization that minimizes sensory distractions, thereby nurturing a stress-free, supportive learning ambiance. Through a comparative analysis of different case studies on learning facilities tailored for autistic individuals, this thesis endeavors to contribute a well-rounded perspective on designing educational spaces that resonate with the sensory and perceptual needs of children with autism, ultimately fostering a more inclusive, empathetic approach to interior architectural design in educational facilities. Keywords: Autism Spectrum Disorder, Interior Architecture, Educational Facilities, Sensory Sensitivities, Spatial Organization, Design Strategies, Inclusive Design, Perceptual Needs, Special Education, Learning Environment