چكيده به لاتين
Proper education for children with autism spectrum disorders requires the creation of a structured and appropriate environment for them Which takes into account the sensory needs of these children. An environment that, in addition to providing children with comfort, provides a suitable environment for their intellectual and social development. Therefore, adapting the learning environment to all aspects of learner needs is the focus of educational professionals; Because the physical environment, due to its structure, can strengthen or weaken the interactions and subsequent learning environment; Therefore, identifying the needs of students is considered necessary. Due to the special characteristics of children with autism spectrum disorder, Research shows that most of these children have impaired sensory integration processes; Therefore, identifying and reducing sensory disturbances is of paramount importance; This is because these sensory disorders can affect other behaviors and clinical symptoms that these children interact with in the external environment. the aim of this study was to investigate the role of perceptions and emotions of adolescents with autism in the design of sensory architecture, In terms of purpose, it is a component of applied research And based on the nature and method of descriptive-analytical research. The statistical population is Tehran. the level of research analysis, the city of Tehran and Research analysis unit is also individuals (Parents, educators and male and female students with autism and specialists). selection of the study population based on criteria such as: Availability of study sites, Having autism in adolescents aged 8-15 years, Having a child with autism for parents, Activity (at least 5 years) in educational centers related to autism for educators, Having expertise in architecture and environmental psychology has been for professionals. The studied samples are also based on availability and having knowledge and expertise 10 people (from specialists) and 20 people (from parents, educators and students) were randomly selected by purposive or judgmental methods. Data and information in both field and library methods with tools such as: Books, articles, dissertations, publications, researcher-made questionnaires and interview cards have been collected. Indicators and criteria were determined by Delphi method using previous research and expert opinion And were analyzed quantitatively and qualitatively with the help of maxqda and Spss software. Based on the opinion of experts regarding the effective criteria in designing a school for adolescents with autism, 13 criteria were selected, each of which has a total of 80 items. The items that have the most importance and impact in the design are the items that have an average of 4 and higher And they are: safety, legibility of space, personal space and proximity, classification of spaces, sound and acoustics and ventilation that have the most impact. Also, among the effective senses in school design based on maxqda software, the sense of sight and hearing have the most impact. As a result, the direct impact of the environment on a child with autism can be seen; Therefore, it can not be analyzed without considering the child's environment.
