| Title |
Analysis of Educational Spaces for Children with Autism: Applying Multi-Sensory Stimulating Environments |
| Authors |
아리운불라그(Gerelt Od, Ariunbulag) ; 박세현(Park, Se Hyeon) ; 윤성호(Yoon, Sungho) |
| DOI |
http://doi.org/10.14774/JKIID.2025.34.1.103 |
| Keywords |
Multi-Sensory Stimulating Environments; Educational Spaces; Autism spectrum disorder; Spatial Elements |
| Abstract |
Autism Spectrum Disorder (ASD) has shown a significant increase in prevalence over the past 30 years, yet suitable educational environments specifically designed for individuals with ASD remain insufficient. Due to the complexity of identifying the exact causes and treatments for ASD, there is a need for stimulation focused on creating sensory interactions and forming networks of sensory connections. This study aims to establish effective educational environments by exploring the relationship between multisensory stimulation environments and educational spaces for children with autism, thereby guiding the design of educational spaces that cater to their sensory needs. This study analyzes educational environments for children with autism based on multisensory factors. To achieve this, a comprehensive review of previous studies and literature was conducted to identify the concepts and types of autism spectrum disorder and multisensory stimulation. Additionally, educational spaces were classified according to the functional categories suggested by special school design principles. Keywords related to multisensory stimulation environments, derived from prior research, were categorized based on their characteristics to establish an analytical framework. This framework was subsequently validated by comparing it with existing research on educational spaces for children with autism. Case studies were conducted on educational spaces in the United Kingdom, the United States, and South Korea?countries with advanced practices in ASD education based on prevalence statistics ?to verify the effectiveness of specialized educational environments reflecting multisensory stimulation. The theoretical exploration of sensory stimulation for children with ASD identifies key environmental factors that influence these children, shaping the direction of this analysis. An analysis of sensory expression elements utilized in the design of educational spaces for children with autism reveals four key categories: organic structure, perceptual cognition, nature-friendly elements, and independent domains. These categories are consistently observed across case studies, demonstrating their frequent application in spatial configurations tailored to meet the needs of children on the autism spectrum. This study aims to provide a theoretical interpretation to support the creation of effective learning environments in special schools and to assist in the spatial design of special schools, including those for children with autism. It is hoped that further research will be conducted based on comprehensive standards for special schools in the future. |