The architectural strategies of classrooms for intellectually disabled students in primary schools regarding space and environment

Abstract

Intellectually disabled students differ from other students in terms of rational, behavioral, and physical aspects; their education and activities must be planned practiced to enable them to be integrated with healthy students. The provision of special needs to people with intellectual disabilities is a reflection of the aspirations of any country aiming to care for all categories of society. This study investigates the architectural design of classroom space for intellectually disabled students by comparing the design specifications of primary-school classrooms for intellectually disabled and healthy students. To encourage students with special needs, have a normal personal life and to try to integrate them into the primary school community, the impact of abnormal health status on their classroom must be considered. The architectural factors that must be considered in this context are: the layout of the classroom; flooring materials; toilets; transition area; foldable furniture; insulation; ventilation; lighting; colors; and sunspace. Following a brief discussion of the critical methodological issues germane to this research, the paper details the most important aspects that must be available in primary-school classrooms. In conclusion, after detailing the results obtained, the study provides five key architectural strategies regarding the space and environment of the classroom, covering furniture, adjacent toilets, colors and materials, form, lighting, ventilation, and soft music.