Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders

Abstract

The article describes the results of interdisciplinary research focusing on the concept of “sensory well-being” and its application to construct sensory-friendly learning environments. The article analyzes the relationship between sensory characteristics of a learning environment and its impact on children’s well-being and progress. It is shown that the current standards for learning environments in Russian schools fail to meet the sensory needs of children with autism spectrum disorders (ASD). The study relies on the case study method to compare the sensory needs a student with ASD and the characteristics of the classroom environment where she studies. The assessment encompasses auditory, visual, olfactory, tactile, vestibular, and proprioceptive modalities. Based on the data obtained, the authors formulate a set of markers that can be used to build a sensory-friendly learning environment. These markers can be used by specialists when designing new or renovating the already existing environments at schools and other educational institutions.