Extended Abstract
Background and Objectives: Today, identifying architectural patterns that contribute to the improvement of autism-friendly environments is considered important. Statistical research at the national level also shows that most of the centers designed for autistic children are either unsuitable in terms of environmental effects, standards, and structural criteria, or are designed without considering the impact that architecture and the environment can have on facilitating communication. Autistic children experience the physical environment very differently than others, and in educational spaces for typical children, they often experience fear and anxiety. This becomes a major obstacle to their education and treatment. This research focuses on the effectiveness of architecture and environment design based on sensory integration for children with autism. It aims to enhance sensory processing, providing opportunities for these children to better manage sensory inputs and improve motivation for behavior. This approach has already been confirmed by researchers in the field. The main goal of this research is to present a structural model for the design of educational center environments based on sensory integration, suitable for the sensory and cognitive needs of children with autism. The objective is to facilitate better treatment and management of autistic children by addressing behavioral disorders and challenges. The secondary goal is to evaluate this model in the physical context of the Bushehr Autism Center for children aged 4-7 with autism. Due to the lack of suitable educational centers for autistic children and the absence of research on this topic in Bushehr province, the aforementioned study sample was chosen as the focusing criterion of the research.
Methods: In this study, a descriptive-analytical and semi-experimental research method with a pre-test and post-test design, including two control and experimental groups, was applied. The research process was based on a mixed qualitative-quantitative approach, and data collection was conducted in two parts: theoretical (using document sources to develop the model) and field-based (evaluating the model on the physical basis of the Bushehr Autism Center by applying changes to the educational environment of the experimental group). The statistical population and sample size were determined for two groups: educators and children aged 4-7 years at the Bushehr Autism Center. This was done by observing both the experimental and control groups, and by surveying 18 teachers and specialists at the center about the overall progress of 18 children (9 children in each group) before and after the experimental period through completed questionnaires. For data analysis, the reliability of the questionnaire was first measured using Cronbach’s alpha coefficient, and the data distribution was assessed through skewness and kurtosis criteria. Descriptive statistical methods (mean and standard deviation) and inferential methods (Levene’s test and analysis of covariance) were then applied using SPSS 26 software.
Findings: The findings showed a significant relationship between “designing the environment of educational centers based on sensory integration” and “treatment and management of the behavior of children with autism spectrum disorder.” This important result confirms the effectiveness of the structural model in sensory environment design for improving the sensory condition and behavioral symptoms of autistic children. Additionally, by examining the relationship between autism symptoms and the cognitive abilities of these children in relation to their proper perception and recognition of the environment, it was determined that the disorder in the cognitive process of autistic children is in three areas: “sensory-motor” skills, “social-communicative” skills, and “cognitive-gestalt” skills. These can be addressed in design. By examining global examples, literature, and research foundations, this study developed three architectural models, “Multi-Sensory,” “Neuro-Typical,” and “Space Sequence,” in line with the structural model for the design of autism educational centers. The first model, considering the sensory and motor disorders of autistic children, focuses on the simultaneous stimulation and targeted control of various senses in a controlled process. The second model, addressing the social and communication disorders of these children, simulates social situations with an emphasis on behavioral patterns within the environment. The third model, in response to cognitive and gestalt disorders, emphasizes an organized spatial structure, simple and transparent zoning in the environment, and the sensory significance of different areas.
Conclusion: Based on the results and studies, autistic children are greatly influenced by the sensory inputs created by their environment, and they need a structured and suitable architectural environment that can address their sensory issues and challenges. An architectural design based on the sensory integration approach, in addition to controlling and reducing distractions, can significantly enhance attention and concentration in autistic children. By stimulating the nervous system, it can generally improve sensory registration weaknesses and sensitivities. In general, considering the sensory processing deficits and disabilities of autistic children, it is essential to incorporate the sensory integration approach into architectural planning to create successful and desirable educational center environments. Therefore, according to the structural model presented in this study, which was developed based on the sensory needs of children with autism, the environment can be organized optimally to regulate sensory inputs by understanding the mechanisms of these sensory disabilities and the subsequent needs of affected children. By controlling the sensory input levels and their effect on the environmental feel and perception processes, it impacts the children’s central processing system. This, in turn, helps children adapt and align better with the environment, enhancing their focus in educational centers and facilitating the treatment and management of their behavior.