Abstract
Abstract Children aged between 4 to 7 years play a minor role in academic studies in Architecture and Urbanism, a situation related to the difficulty of obtaining their opinions, especially those with intellectual disabilities, such as Children with Down Syndrome (CDS). Therefore, little is known about their perception of the built environment. For this to change, instruments should be developed in order to approach these children, which could contribute both to valuing their opinion and supporting the professional practice of architects. This finding led to exploratory, qualitative and interdisciplinary research to create research tools directed to young CDS, and obtain their opinion about the built environment. The study was based on: (a) literature review; (b) expert panels, comprising 10 parents and 28 professionals. Based on this information, three research instruments were prepared: Spatial Qualification Chart, Illustrated Cards and Make-believe in a Three-Dimensional Physical Model. They are tested with eleven CDS. The results showed that: (i) the proposed instruments fit the task; (ii) some care can facilitate the work with this public; (iii) the participating children perceive and qualify the space - which justifies new research endeavors with CDS.
Highlights
Taking into account a child's opinion is no simple task, especially in an “adultcentric” world (SANT’ANA, 2010)
Developing research instruments for investigating the physical environment from the point of view of children with Down Syndrome proved to be a challenge, in which the range of possibilities generated by the panel of experts was considered, reduced
The objective of this paper is to present an experience of developing research instruments directed to children with Down Syndrome in order to obtain their opinion about the built environment
Summary
Taking into account a child's opinion is no simple task, especially in an “adultcentric” world (SANT’ANA, 2010). Even in investigations that focus on children's needs and aspirations, many researchers choose to consult their legal representatives (parents and others) or professionals who have direct contact with the children (such as teachers, physicians, or therapists). In general, “[...] the child appears as a subject on which research is done [...]” and not as a protagonist that contributes directly to its results Over the last twenty years children have been taken as social actors by researchers (SOARES; SARMENTO; TOMÁS, 2005), especially after the emergence of participatory research methodologies (FARGAS-MALET et al, 2010). Research conducted with children raises several legal difficulties, requiring additional ethics concerns. This situation is justified by two main understandings:
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