Identification of spatial features that may support the integration of students with autism spectrum disorder in primary schools: case studies

• Autorzy: Mentel Klaudyna , Bujniewicz Zbyszko , Pinto Luís Miguel Moreira

Identyfikatory

DOI

10.37190/arc250107

Warianty tytułu

PL

Identyfikacja cech przestrzeni, które mogą wspomagać integrację uczniów z autyzmem w szkołach podstawowych. Studium przypadków

• Języki publikacji: EN

Abstrakty

EN

The number of students on the autism spectrum in mainstream schools is increasing. These students may require therapeutic support and appropriate adjustments to the school environment. The aim of this study is to identify spatial features that may affect the functioning of students on the autism spectrum in primary schools. A literature review was conducted to identify spatial features that may positively influence students on the spectrum. Five schools within the Danish education system were selected for our case studies. This system is characterized by a high inclusion rate of individuals with autism into special, non-integrative classes in mainstream primary schools. The selection criteria for the facilities were based on data from the international report by the European Agency for Special Needs and Inclusive Education. The case study of five selected Danish primary schools identifies spatial features that can support the integration of students on the autism spectrum in mainstream schools. The selected designs implemented rules, sequencing with consideration of the physical properties of zones, and spatial divisions for social activities.

PL

W szkołach zwiększa się liczba uczniów ze spektrum autyzmu. Uczniowie z autyzmem mogą potrzebować wsparcia terapeutycznego oraz odpowiedniego dostosowania środowiska szkolnego. Celem autorów artykułu była identyfikacja cech przestrzeni, które mogą mieć wpływ na funkcjonowanie uczniów ze spektrum autyzmu w szkole podstawowej. W trakcie prac, na podstawie badań literatury przedmiotu, określono cechy przestrzeni, które mogą pozytywnie wpływać na uczniów ze spektrum. Do studium przypadków wybrano pięć szkół w duńskim systemie edukacji. Charakteryzuje się on wysokim współczynnikiem włączenia osób z autyzmem do klas specjalnych, nieintegracyjnych w ogólnodostępnych szkołach podstawowych. Kryterium wyboru obiektów zostało określone na podstawie danych międzynarodowego raportu European Agency for Special Needs and Inclusive Education. Przedstawione studium przypadków pięciu wybranych duńskich szkół podstawowych pozwoliło zidentyfikować cechy przestrzeni, które mogą wspomagać integrację uczniów ze spektrum autyzmu. W wybranych projektach wprowadzono zasady, sekwencjonowanie z uwzględnieniem właściwości fizycznych stref oraz podziały przestrzeni służących różnym rodzajom aktywności społecznej.

Słowa kluczowe

EN

autism; architecture; design

PL

autyzm; architektura; projektowanie

• Wydawca: Oficyna Wydawnicza Politechniki Wrocławskiej
• Czasopismo: Architectus
• Rocznik: 2025
• Tom: Nr 1 (81)
• Strony: 71--77
• Opis fizyczny: Bibliogr. 31 poz., rys.

Twórcy

autor

Mentel Klaudyna

• Faculty of Architecture, Silesian University of Technology, Poland

• https://orcid.org/0000-0001-6399-2711

autor

Bujniewicz Zbyszko

• Faculty of Architecture, Silesian University of Technology, Poland

• https://orcid.org/0000-0001-6716-8594

autor

Pinto Luís Miguel Moreira

• Faculty of Engineering, Department of Civil Engineering and Architecture, University Beira Interior, Portugal.

• https://orcid.org/0000-0002-9201-0294

Bibliografia

• Arksey, Hilary, and Lisa O’Malley. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8, no. 1 (2005): 19–32. https://doi.org/10.1080/1364 557032000119616.
• Dyvekeskolen. “Dyvekeskolen.” Accessed February 22, 2024. https:// dyveke.aula.dk/.
• European Agency for Special Needs Inclusive Education. “European Agency Statistics on Inclusive Education: 2021/2022 School Year Dataset Cross-Country Report,” Peter Dráľ, András Lenárt, and Amélie Lecheval, eds. Accessed December 10, 2023, at https:// www.europeanagency.org/activities/data/cross-country-reports.
• Irish, Julie. “Ten Years on: A Post-Occupancy Evaluation of Classrooms for Pupils with Severe Autism.” Facilities 40, no. 9/10 (2022): 656– 74. https://doi.org/10.1108/F-10-2021-0097.
• JJW ARKITEKTER. “Den grønne byskole.” Accessed May 4, 2024, at https://www.jjw.dk/projekt/den-gronne-byskole/.
• JJW ARKITEKTER. “Peder Lykke Skole – Indretning og skiltning.” Accessed April 4, 2023, at https://www.jjw.dk/projekt/indretning- og-skiltning-peder-lykke-skole/.
• Kanakri, Shireen M., Mardelle Shepley, James W. Varni, and Louis G. Tassinary. “Noise and Autism Spectrum Disorder in Children: An Exploratory Survey.” Research in Developmental Disabilities 63 (2017): 85–94. https://doi.org/10.1016/j.ridd.2017.02.004.
• Københavns Kommune. “Om fritidsinstitutioner.” Accessed February 3, 2024, at https://www.kk.dk/borger/pasning-og-skole/skole-og-frit- id/skole-og-fritidsinstitution/om-fritidsinstitutioner.
• Københavns Kommune. “Specialskoler og specialklasserækker.” Accessed November 2, 2023, at https://www.kk.dk/borger/pasning-og-skole/boern-og-unge-med-saerlige-behov/boern-med-saerlige-behov-i- skole-fritidsinstitution-og-ungdomsuddannelse/specialskoler-og-specialklasseraekker
• Long, Toby, and Jennifer Guo. “Moving beyond Inclusion to Belonging.” International Journal of Environmental Research and Public Health 20, no. 20 (2023): 6907. https://doi.org/10.3390/ijerph20206907.
• Lord, Catherine, Mayada Elsabbagh, Gillian Baird, and Jeremy Veenstra-Vanderweele. “Autism Spectrum Disorder.” The Lancet 392, no. 10146 (2020): 508–20.
• Lundehusskolen. “Lundehusskolen.” Accessed April 5, 2024, at https:// lundehus.aula.dk/.
• McAllister, Keith, and Sean Sloan. “Designed by the Pupils, for the Pupils: An Autism-Friendly School.” British Journal of Special Education 43, no. 4 (2016): 330–57. https://doi.org/10.1111/14678578.12160.
• Ministeriet for Børn og Undervisning. “Vejledning om folkeskolens specialundervisning og anden specialpædagogisk bistand.” VEJ nr 9082 af 26/02/2013. Accessed November 20, 2023, at https:// www.retsinformation.dk/eli/retsinfo/2013/9082.
• Mostafa, Magda. “Designing for Autism: An ASPECTSS™ Post-Occupancy Evaluation of Learning Environments.” International Journal of Architectural Research Archnet 12, no. 3 (2018): 308–26. https://doi.org/10.26687/archnet-ijar.v12i3.1589.
• Nair, Ashwini Sunil, Radhakrishnan Shanthi Priya, Prashanthini Rajagopal, Chandramouli Pradeepa, Ramalingam Senthil, Samiappan Dha- nalakshmi, Khin Wee Lai, Xiang Wu, and Xiaowei Zuo. “A Case Study on the Effect of Light and Colors in the Built Environment on Autistic Children’s Behaviour.” Frontiers in Psychiatry 13 (2022): 1042641. https://doi.org/10.3389/fpsyt.2022.1042641.
• Niezabitowska, Elżbieta. Metody i techniki badawcze w architekturze. Wydawnictwo Politechniki Śląskiej, 2014.
• Nøhr & Sigsgaard. “Specialskolen ved Rosenvængets Hovedvej.” Accessed February 5, 2024, at https://www.nsark.dk/projekt/special-skolen-ved-rosenvaengets-hovedvej.
• Peder Lykke Skole. “Peder Lykke Skolen.” Accessed February 22, 2024, at https://pederlykkeskolen.aula.dk/.
• Rådet for Børns Læring. “Elevernes oplevelser af og holdninger til inklusion i folkeskolen” 2021. Accessed January 12, 2024, at https:// www.uvm.dk/-/media/filer/rbl/2021/apr/210414-rdet-for-brns-lring-rapport-elevernes-oplevelser-af-og-holdninger-til-inklusion-i-folkeskolen.pdf.
• Rosenvængets Skole. “Om skolen.” Accessed January 2, 2024, at https://rosenvaengetsskole-kk.aula.dk/om-skolen/specialskolen-ved-rosen- vaengets-hovedvej-0.
• Schaffer, H. Rudolph. Rozwój społeczny: Dzieciństwo i młodość. Translated by Marta Białecka-Pikul and Katarzyna Sikora, Wydawnictwo Uniwersytetu Jagiellońskiego, 2006.
• Shareef, Sardar, and Guita Farivarsadri. “The Impact of Colour and Light on Children with Autism in Interior Spaces from an Architectural Point of View.” International Journal of Arts and Technology 11, no. 2 (2018): 153–64. https://doi.org/10.1504/IJART2019.10019088
• Simonoff, Emily, Andrew Pickles, Tony Charman, Susie Chandler, Tom Loucas, and Gillian Baird. “Psychiatric Disorders in Children with Autism Spectrum Disorders: Prevalence, Comorbidity, and Associated Factors in a Population-Derived Sample.” Journal of the American Academy of Child and Adolescent Psychiatry 47, no. 8 (2008): 921–9. https://doi.org/10.1097/CHI.0b013e318179964f.
• Sluseholmen Skole og Fritid. “Sluseholmen Skole og Fritid.” Accessed February 2, 2024, at https://sluseholmen.aula.dk/.
• Socialog Boligstyrelsen. “Vidensafdækning om børn og unge med autisme ogsamtidig udviklingshæmning.” Last updated March 31, 2023. Accessed November 10, 2023, at https://sbst.dk/udgivels- er/2023/vidensafdaekning-om-boern-og-unge-med-autisme-og- samtidig-udviklingshaemning.
• Sweco. “Dyvekeskolen.” Accessed February 22, 2024, at https://www.sweco.dk/en/showroom/dyvekeskolen/
• Sweco. “Lundehusskolen.” Accessed April 4, 2021, at https://www.sweco.dk/en/showroom/lundehusskolen/.
• Volkmar, Fred R., and Brian Reichow. “Autism in DSM-5: Progress and Challenges.” Molecular Autism 4, no. 13 (2013). https://doi.org/10.1186/2040-2392-4-13.
• Weirsøe, Mathilde. “Inclusion Has Failed – So What Now?” Published December 6, 2021. Accessed November 25, 2023, at https://dpu.au.dk/en/about-the-school/nyheder/single/artikel/inclusion-has- failed-so-what-now-1.
• World Health Organization. “6A02. Autism Spectrum Disorder.” 2022. Accessed May 2, 2024, at https://icd.who.int/browse/2024-01/mms/en#437815624.
• Arksey, Hilary, and Lisa O’Malley. “Scoping Studies: Towards a Metho¬dological Framework.” International Journal of Social Research Methodology 8, no. 1 (2005): 19–32. https://doi.org/10.1080/1364 557032000119616.
• Dyvekeskolen. “Dyvekeskolen.” Accessed February 22, 2024. https:// dyveke.aula.dk/.
• European Agency for Special Needs Inclusive Education. “European Agency Statistics on Inclusive Education: 2021/2022 School Year Dataset Cross-Country Report,” Peter Dráľ, András Lenárt, and Amélie Lecheval, eds. Accessed December 10, 2023, at https://www.europeanagency.org/activities/data/cross-country-reports.
• Irish, Julie. “Ten Years on: A Post-Occupancy Evaluation of Classrooms for Pupils with Severe Autism.” Facilities 40, no. 9/10 (2022): 656– 74. https://doi.org/10.1108/F-10-2021-0097.
• JJW ARKITEKTER. “Den grønne byskole.” Accessed May 4, 2024, at https://www.jjw.dk/projekt/den-gronne-byskole/.
• JJW ARKITEKTER. “Peder Lykke Skole – Indretning og skiltning.” Accessed April 4, 2023, at https://www.jjw.dk/projekt/indretning- og-skiltning-peder-lykke-skole/.
• Kanakri, Shireen M., Mardelle Shepley, James W. Varni, and Louis G. Tassinary. “Noise and Autism Spectrum Disorder in Children: An Exploratory Survey.” Research in Developmental Disabilities 63 (2017): 85–94. https://doi.org/10.1016/j.ridd.2017.02.004.
• Københavns Kommune. “Om fritidsinstitutioner.” Accessed February 3, 2024, at https://www.kk.dk/borger/pasning-og-skole/skole-og-frit- id/skole-og-fritidsinstitution/om-fritidsinstitutioner.
• Københavns Kommune. “Specialskoler og specialklasserækker.” Accessed November 2, 2023, at https://www.kk.dk/borger/pasning-og-skole/boern-og-unge-med-saerlige-behov/boern-med-saerlige-behov-i- skole-fritidsinstitution-og-ungdomsuddannelse/specialskoler-og-specialklasseraekker
• Long, Toby, and Jennifer Guo. “Moving beyond Inclusion to Belonging.” International Journal of Environmental Research and Public Health 20, no. 20 (2023): 6907. https://doi.org/10.3390/ijerph20206907.
• Lord, Catherine, Mayada Elsabbagh, Gillian Baird, and Jeremy Veenstra-Vanderweele. “Autism Spectrum Disorder.” The Lancet 392, no. 10146 (2020): 508–20.
• Lundehusskolen. “Lundehusskolen.” Accessed April 5, 2024, at https://lundehus.aula.dk/.
• McAllister, Keith, and Sean Sloan. “Designed by the Pupils, for the Pupils: An Autism-Friendly School.” British Journal of Special Edu cation 43, no. 4 (2016): 330–57. https://doi.org/10.1111/14678578.12160.
• Ministeriet for Børn og Undervisning. “Vejledning om folkeskolens specialundervisning og anden specialpædagogisk bistand.” VEJ nr 9082 af 26/02/2013. Accessed November 20, 2023, at https://www.retsinformation.dk/eli/retsinfo/2013/9082.
• Mostafa, Magda. “Designing for Autism: An ASPECTSS™ Post-Occu¬pancy Evaluation of Learning Environments.” International Journal of Architectural Research Archnet 12, no. 3 (2018): 308–26. https://doi.org/10.26687/archnet-ijar.v12i3.1589.
• Nair, Ashwini Sunil, Radhakrishnan Shanthi Priya, Prashanthini Rajagopal, Chandramouli Pradeepa, Ramalingam Senthil, Samiappan Dha- nalakshmi, Khin Wee Lai, Xiang Wu, and Xiaowei Zuo. “A Case Study on the Effect of Light and Colors in the Built Environment on Autistic Children’s Behaviour.” Frontiers in Psychiatry 13 (2022): 1042641. https://doi.org/10.3389/fpsyt.2022.1042641.
• Niezabitowska, Elżbieta. Metody i techniki badawcze w architekturze. Wydawnictwo Politechniki Śląskiej, 2014.
• Nøhr & Sigsgaard. “Specialskolen ved Rosenvængets Hovedvej.” Accessed February 5, 2024, at https://www.nsark.dk/projekt/special-skolen-ved-rosenvaengets-hovedvej.
• Peder Lykke Skole. “Peder Lykke Skolen.” Accessed February 22, 2024, at https://pederlykkeskolen.aula.dk/.
• Rådet for Børns Læring. “Elevernes oplevelser af og holdninger til in¬klusion i folkeskolen” 2021. Accessed January 12, 2024, at https:// www.uvm.dk/-/media/filer/rbl/2021/apr/210414-rdet-for-brns-lring-rapport-elevernes-oplevelser-af-og-holdninger-til-inklusion-i-folkeskolen.pdf.
• Rosenvængets Skole. “Om skolen.” Accessed January 2, 2024, at https:// rosenvaengetsskole-kk.aula.dk/om-skolen/specialskolen-ved-rosen- vaengets-hovedvej-0.
• Schaffer, H. Rudolph. Rozwój społeczny: Dzieciństwo i młodość. Translated by Marta Białecka-Pikul and Katarzyna Sikora, Wydawnictwo Uniwersytetu Jagiellońskiego, 2006.
• Shareef, Sardar, and Guita Farivarsadri. “The Impact of Colour and Light on Children with Autism in Interior Spaces from an Architectural Point of View.” International Journal of Arts and Technology 11, no. 2 (2018): 153–64. https://doi.org/10.1504/IJART2019.10019088
• Simonoff, Emily, Andrew Pickles, Tony Charman, Susie Chandler, Tom Loucas, and Gillian Baird. “Psychiatric Disorders in Children with Autism Spectrum Disorders: Prevalence, Comorbidity, and Associated Factors in a Population-Derived Sample.” Journal of the American Academy of Child and Adolescent Psychiatry 47, no. 8 (2008): 921–9. https://doi.org/10.1097/CHI.0b013e318179964f.
• Sluseholmen Skole og Fritid. “Sluseholmen Skole og Fritid.” Accessed February 2, 2024, at https://sluseholmen.aula.dk/.
• Socialog Boligstyrelsen. “Vidensafdækning om børn og unge med autisme ogsamtidig udviklingshæmning.” Last updated March 31, 2023. Accessed November 10, 2023, at https://sbst.dk/udgivels- er/2023/vidensafdaekning-om-boern-og-unge-med-autisme-og-samtidig-udviklingshaemning.
• Sweco. “Dyvekeskolen.” Accessed February 22, 2024, at https://www.sweco.dk/en/showroom/dyvekeskolen/
• Sweco. “Lundehusskolen.” Accessed April 4, 2021, at https://www.sweco.dk/en/showroom/lundehusskolen/.
• Volkmar, Fred R., and Brian Reichow. “Autism in DSM-5: Progress and Challenges.” Molecular Autism 4, no. 13 (2013). https://doi.org/10.1186/2040-2392-4-13.
• Weirsøe, Mathilde. “Inclusion Has Failed – So What Now?” Published December 6, 2021. Accessed November 25, 2023, at https://dpu.au.dk/en/about-the-school/nyheder/single/artikel/inclusion-has-failed-so-what-now-1.
• World Health Organization. “6A02. Autism Spectrum Disorder.” 2022. Accessed May 2, 2024, at https://icd.who.int/browse/2024-01/mms/en#437815624.