چكيده به لاتين
In today's industrial world, we see an increase in mental pressure, especially stress in all people. Meanwhile, deaf people suffer more stress due to their physical disability and the problems that arise for them. According to the conducted researches, the impact of human connection with nature and its role on mental health, especially mental pressure and stress, is not hidden from anyone. Since deaf people spend a lot of time studying in schools, the school environment can play a significant role in reducing their stress. Therefore, in current research, it has been tried to identify the problems of deaf people and the solutions provided for them, and using by these solutions, a suitable environment to reduce stress in schools has been designed for them. In order to achieve this goal, by examining different schools in the world where biophilic design patterns are used, extracting the methods of using these patterns and using a visual questionnaire, the researcher made the priority of using the patterns used to have a greater impact on reducing The stress of deaf students was surveyed. Also, using by identifying the needs of Iranian deaf students and examining the proposed solutions, physical spaces were proposed to solve the needs, and by using the researcher's questionnaire, professors and architectural experts were asked to prioritize the creation of suggested environments for school design. The survey was effective in reducing the stress of deaf people. The data obtained from these two questionnaires were analyzed by SPSS statistical software. The results showed that the utilization of patterns, communication with natural systems, visual communication with nature, the variability of air flow and heat, as well as the creation of sheltered and private spaces, respectively, have more priority to reduce the stress of students. Likewise, in the architectural planning department, the presence of spaces that increase the physical fitness of the deaf and then the spaces that increase visual and motor skills are more important in designing a school for the deaf.
