Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder (ASD)

Abstract

In 2010, the Centers for Disease Control (CDC) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder (ASD). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life-long learning and general wellbeing. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000-2012) documented findings about interventions, that is, design criteria (DC) for incorporation into the physical classroom environment used by children with ASD. The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD. Additional research is needed to examine this critical design/ human behaviour relationship via identification of evidence-based DC to guide classroom design solutions that support learning by children with ASD.

Educators’ engagement with children with autism spectrum disorder in a learning environment with multiple technologies in Finland and China

“…The findings of this exploratory study indicate that it may be possible to predict some features of the interactions between educators and children with ASD when working in a LE with multiple technologies. The findings also resonate with previous studies that provide evidence on the influence of physical classroom environment (Delmolino & Harris, 2012;Martin, 2016;Scott, 2009) and virtual learning environment (Didehbani, Allen, Kandalaft, Krawczyk, & Chapman, 2016;Smith & Brown, 2000) on learning of children with ASD. In addition, specifically the use of technology has been found to enhance the learning of children with ASD (Grynszpan, Weiss, Perez-Diaz, & Gal, 2014;McKnight et al, 2016).…”

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico

“…Some studies have discussed variables related to well-being. For instance, how the physical design of space affects learning and the well-being of children (Martin, 2016); how teacher support and the ways it is perceived by students impacts well-being (Reddy et al, 2003); and also, the way social relationships with companions and peers may serve as a protective factor for well-being (Lindberg and Swanberg, 2006). However, gathering all of these variables into a single model can be considered to be a significant step forward in the study of student well-being, as well as which variables should be considered in order to design and promote the implementation of programs concerning well-being in school environments.…”

The Role of Architecture in the Identification of Obstacles and Spatial Solutions to Inclusive Education

“…Autistic individuals have different sensory alignments as they interpret surrounding architectural environment through sensory zoning instead of conventional functional zoning. Appropriate positioning of 'transitional zones' in the shape of gardens or sensory curriculum areas should be introduced in order to counter the effects of high sensory stimulus, as well as, other distractions (Gavaldá & Qinyi, 2012;Martin, 2016;Mostafa, 2008). Subtle zoning arrangements make the transition more fluid helping to improve the navigational skills of autistic children by providing a sensory calibration.…”