PurposeThe 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/approachSensory 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.FindingsThe 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 implicationsThis 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/valueThis 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.

Similar to external recognition programs, this framework and process provide a holistic evaluation useful for meaningful recognition and lay the groundwork for benchmarking in improvement efforts.

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