Development of special needs classroom prototypes to respond to the sensory needs of students with exceptionalities
ISSN: 2631-6862
Article publication date: 14 January 2022
Issue publication date: 6 June 2022
Abstract
Purpose
The observation by the authors, based on their extensive experience working in K-8 public schools in the region showed the special needs classrooms catering to children with exceptionalities such as Autism Spectrum Disorder (ASD), Intellectual Disability (ID) and Emotional Disturbance (ED) are typically makeshift arrangements with no consideration given to students' unseen sensory needs. A thorough literature review indicates that there are no holistic design guidelines in place to meet the sensory needs of students with ASD, ID and ED. This study seeks to address this gap by providing considerations to meet the sensory needs impacting these students' focus, behavior and classroom engagement with course content and peers.
Design/methodology/approach
Sensory design guidelines were established utilizing a qualitative method, providing a foundation for the development of classroom prototypes that address the sensory needs of students with ASD, ID and ED.
Findings
The new guidelines, which correlated interior design strategies with the sensory needs of children with ASD, ID and ED, and the resulting prototypes provide a basis for the further development of design standards and takes designers closer to creating more conducive and inclusive environments.
Practical implications
This study reinforced the belief that these recommendations should be considered in the school-wide design. Many students can be included with their typical peers for all or part of their school day if space has been designed to accommodate their differences.
Originality/value
This study bridges the gap while documenting the correlation between design factors and sensory needs of students with exceptionalities, in this case, ASD, ID and ED.
Keywords
Citation
Patel, T., Dorff, J. and Baker, A. (2022), "Development of special needs classroom prototypes to respond to the sensory needs of students with exceptionalities", Archnet-IJAR, Vol. 16 No. 2, pp. 339-358. https://doi.org/10.1108/ARCH-07-2021-0196
Publisher
:Emerald Publishing Limited
Copyright © 2021, Emerald Publishing Limited
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