Abstract
This study investigates the observational methods, interpretative frameworks, and assessment criteria used to evaluate interior design in kindergartens for children with Autism Spectrum Disorder (ASD). Recognizing the unique sensory and spatial needs of these children, the research aims to develop robust methodologies to observe and interpret their interactions within educational spaces. The approach includes a comprehensive literature review, the creation of observation protocols, and the establishment of design assessment criteria. Case studies of kindergartens specifically designed for children with ASD are analyzed using these methods. Expert interviews with child development specialists, psychologists, interior designers, and educators inform the interpretative frameworks. Observations of children’s behaviours and interactions within these environments provide empirical data to assess design effectiveness. The findings are expected to contribute to the development of standardized assessment criteria, enhancing the creation of inclusive and supportive learning environments for children with autism.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Architectonic, Spatial, and Environmental Design
KEYWORDS
Educational Environments, Interior Design, Observational Methods, Design Assessment
