Are Architects Aware of Designing a Learning Environment for Autism?

Roslinda Ghazali, Siti Rashidah Md Sakip, Ismail Samsuddin

Abstract


Autism Spectrum Disorder (ASD) is encouraged to continue their education in different learning environments to survive independently in the real world. The designated learning environment should be created as a unique learning space for autistic children and consider the sensory issues to overcome their needs. This study used the variables of sensory stimulation, sensory sensitivity, sensory design, and physical learning environment to construct a questionnaire. It would be distributed to architects towards achieving their level of knowledge and awareness. Findings are useful in the future for architects and designers when making decisions to provide conducive facilities for the autistic.

eISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
DOI: https://doi.org/10.21834/e-bpj.v4i11.1693             

 



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