ارائهٔ مدل «تنوع حسی» در طراحی محیط آموزشی کودکان با اختلال اتیسم با رویکرد ادراک محیط

زمینه و هدف: شناخت مولفه‌های معماری تاثیرگذار بر مشکلات رفتاری کودکان با اختلال اتیسم برای معماران بااهمیت به‌نظر می‌رسد؛ بنابراین هدف پژوهش حاضر، دستیابی به مدل طراحی محیطی بود که بتواند متناسب با ویژگی‌های خاص حسی و شناختی کودکان با اختلال اتیسم و به‌عنوان تسهیلگر، باعث بهبود فرایند ادراک و شناخت مناسب محیط شود.روش‌بررسی: روش تحقیق استفاده‌شده در مطالعه از نظر هدف کاربردی و از نظر ماهیت، توصیفی-تحلیلی و پیمایشی بود. گردآوری اطلاعات در پژوهش حاضر به دو صورت انجام شد: در مرحلهٔ نخست با استفاده از منابع کتابخانه‌ای و مشاهدهٔ نمونه‌ها گردآوری اطلاعات صورت گرفت و مدل نظری تحقیق ارائه شد. در مرحلهٔ بعدی نیز مطالعات ارزیابی این مدل به‌شکل میدانی در سه نمونه مدارس استثنایی قزوین (آموزشگاه‌های استثنایی میثاق، بیاضیان و اندیشه) صورت گرفت و شناخت نسبی از میزان انطباق آن‌ها با مدل طراحی مشخص شد.یافته‌ها: یافته‌های تحقیق مشخص کرد که اختلالات رفتاری کودکان با اختلال اتیسم در سه حوزهٔ حسی‌حرکتی و ارتباطی‌اجتماعی و شناختی‌ادراکی ‌طرح‌پذیر است؛ بر این اساس سه الگوی طراحی «محیط چندحسی» و «الگوسازی فضایی» و «توالی فضایی» در قالب مدل تنوع حسی محیط ارائه شد.نتیجه‌گیری: به‌نظر می‌رسد توجه به الگوهای معماری ارائه‌‌شده در این پژوهش می‌تواند با تاثیر بر احساس محیط و فرایند ادراک آن، بر سیستم پردازش مرکزی و درنتیجه اصلاح مشکلات رفتاری کودکان با اختلال اتیسم موثر باشد.

Presenting a Sensory Variation Model in Designing an Educational Environment for Children with Autism

Background & Objectives: Children with Autism Spectrum Disorder (ASD) and deficits in sensory and cognitive processes (sensory skills, perceptual communication) fail to precept the whole environment in a coherent and meaningful way with a clear definition of coping with it. Therefore, recognizing the components of architecture affecting the behavioral problems of these children seems crucial for architects. The current study aimed to present an environmental design model, i.e., appropriate to the specific sensory and cognitive characteristics of children with ASDs. Such a design could help to facilitate the process of perceiving and proper understanding of the environment in this group.Methods: Considering the research objective, we used a practical approach in this study; the relevant results could serve as models for designing the environment for children with ASDs. Additionally, this was a descriptive-analytical survey in terms of nature. Accordingly, the basis and theories of the target society were used for analyzing and extracting the effective features in introducing environmental design models; consequently, the research model was presented based on it. It is also called a surveying research method because we examined the characteristics of case studies. We collected the required data in two steps. First, the library resources and observed samples were used, and the theoretical model of the research was presented; therefore, after conducting the initial stages of research and recognizing the main characteristics, the required concepts were extracted and extended. These data were applied in the next step. Accordingly, an appropriate manner for the architectural design discussions was established, leading to the architectural design solution. In the second stage, the relevant studies of this model were evaluated by field research method in 3 different case studies of specified schools in Qazvin Province, Iran, to provide a relative understanding of their adaptation to the designed model.Results: The present study findings revealed that the behavioral disorders of children with ASDs could be explained in 3 areas of sensory–motion, socio–communicational, and cognitive–perceptual. Accordingly, 3 patterns of designing a multisensory environment, spatial modeling, and spatial sequence were presented in the environment of a sensory–diverse model. Furthermore, due to the limited number of specified centers for children with ASDs in Qazvin, 3 relevant schools were evaluated. Regarding the multisensory pattern, there seems to be no consensus in the previous case studies concerning the design criteria. Therefore, sensory modulation and simulation cannot be observed together in any of them. Applying facilities and materials, visual, tactile, and deep–seated senses have been further provoked; multisensory environments, including provoking and controlling all senses that could not be entirely reached in all these environments were considered. The same was true about environmental modeling. The explored case studies failed to completely meet the design criteria of real–world simulation and functions per daily routines. Respecting creating functions–appropriate behavioral patterns, only one case study has provided relatively more favorable outcomes. The last pattern, spatial sequence, provided a relatively better condition among all investigated case studies. In other words, in the case of spatial hierarchy criteria, 33% of samples reported appropriate situations. Besides, concerning clarity criteria, 33% were evaluated as desirable, and 33% as relatively profitable. The philosophy of these criteria is to define and limit the sensory space of each activity and organize a classroom or even a building in different parts.Conclusion: Paying attention to the proposed architectural patterns seems to be effective on the central processing system, leading to correcting the behavioral problems of children with ASDs by affecting the sense of environment and its perception process of the environment.