Classification of Premises for Buildings of General Education Schools with Inclusive Educational Trajectories for Children with ASD

Design of modern educational spaces is of great importance in our country today. Based on the foreign experience, unique schools with atriums, modern laboratories, universal classrooms, workshops have been built in the last decade. Such an architectural and planning environment meets the needs of a new generation of children and modern pedagogical challenges. However, school buildings, including standard projects, provide an up-to-date indoor environment based on their capabilities. Against this background, children with disabilities, including those with autistic spectrum disorder (ASD), demonstrate learning difficulties at educational institutions. This is due to the fact that the architectural environment of any educational space, private or municipal, located in a building built according to an individual or standard project, does not meet the current pedagogical correctional requirements, especially the nature of the surrounding space perception by children with mental disabilities. The formation of an inclusive spatial planning space that will be effective and high-quality for all categories of schoolers remains an urgent task, but it has not been sufficiently studied and highlighted in the literature. This paper mainly focuses on correctional or medical treatment facilities. Modern architects are faced with the task of organizing an inclusive secondary school that requires further investigation.

Purpose: The aim of the work is to identify a new range of rooms allowing for inclusive education for children with ASD in a school building that meets the requirements of correctional educators and speech pathologists.

Methodology: Theoretical and empirical methods, including the analysis of scientific literature, the study of regulatory documents, oral survey of educational specialists.

Research implications: Definition of nomenclature of rooms for general education school buildings with inclusive learning will create a space in which schoolers with ASD can study and socialize with minimum difficulties, and their neurotypical peers receive high-quality education in a humane community.

1. Bliznyuk O.A., Senchenkov N.P. Concepts of Inclusive Educational Environment, Inclusive Educational Space: Similarities and Differences. Chelovek i obrazovanie. 2020; 4 (65): 112–115. DOI: 10.54884/S181570410020485-8. EDN: NXJYRS (In Russian)

2. Stepanenko A.D. “Designing a subject-spatial environment for students with ASD in an educational organization”. Graduation Thesis. Moscow. 2022; 63 p. EDN: ATYETT (In Russian)

3. Hehir T., Grindal T., Freeman B., Lamoreaux R., Borquaye Y, Burke S. A Summary of the Evidence on Inclusive Education. Center for Autism Problems in the frame of Inclusive Education: in Accordance with the Law Project supported by the Presidential Grant Foundation, 2016. 52 p. (Russian translation)

4. Stepanenko A.D., Vinokurova G.A. Design of subject-spatial environment for students with autism spectrum disorders in a general education organization. In: MAGiYavgorode: Design and Development of Urban Educational Infrastructure, 2022. Pp. 247–262. EDN: ATYETT (In Russian)

5. Kozorez A.I. Resource Class. Education Experience and Extracurricular Activities of Children with Autism in Secondary Schools. Practical Guide. Moscow: Resursnyi klass, 2016. 360 p. ISBN 978-5-90363-065-3. (In Russian)

6. Chebereva O.N., Strelnikova E.Yu. Foreign Experience in Acoustic Architectural Solutions in Schools for Children with ASD. Umnye kompozity v stroitel'stve. 2024; 5 (4): 90–101. DOI: 10.52957/2782-1919-2024-5-4-90-101. EDN: CAIEXD (In Russian)

7. Nichole E.S., Troy Q.B., Bahmei B., Iarocci G., Arzanpour S., Birmingham E. Family Experiences of Decreased Sound Tolerance in ASD. Journal of Autism and Developmental Disorders. 2022; 52 (9). DOI: 10.1007/s10803-021-05282-4

8. Caldas F., Masiero B., Wang L.M. How classroom acoustic conditions may impact autistic students: A review. In: INTER-NOISE and NOISE-CON Congress and Conference Proceedings, 2023. DOI: 10.3397/IN_2022_0438

9. Mostafa M. Let Them be Heard Appropriate Acoustics for Autism Special Needs School Design Arch Сairo. ARCHCairo2006. 2006.

10. Strelnikova E.Yu. Organization of educational environment for Schoolers with Mental Disorders. In: Proc. 19th Int. Sci. Conf. ‘Rehabilitation of Urban Living Space’. Penza, 2023. Pp. 411–413. EDN: PIJHHU (In Russian)

11. Mostafa M. Architecture for Autism: Autism ASPECTSS™ in School Design. International Journal of Architectural Research. 2014; 8 (1): 143–158. DOI: 10.26687/archnet-ijar

12. Planning and design guidelines primary and post primary school special educational needs accommodation. Tullamore: Planning & Building Unit Department of Education. 2021. 64 p. Available: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://assets.gov.ie/static/documents/tgd-026-planning-design-guidelines-primary-post-primary-school-specialist-accommodatio.pdf (accessed February 12, 2025).

13. School design guidelines. APS Facilities Design and Construction. February. 2021. Available: www.aps.edu/facilities-design-and-construction/documents/design-standards-and-guidelines/HS_Standards.pdf (accessed February 12, 2025).

14. Building Bulletin 102. Designing for disabled children and children with special educational needs Guidance for mainstream and special schools. London: Department for Education, 2008. 199 p. ISBN 9780117039346.

15. Chebereva O.N., Strelnikova E.Yu. Architectural and planning solutions for resource zones in educational institutions. In: Proc. 4th Int. Sci. Conf. ‘Relevant Problems of Construction Industry and Education’. December 15. National Research Moscow State University of Civil Engineering, 2024. Pp. 327–332. EDN: MHSVMB (In Russian)

16. Chebereva O.N., Strelnikova E.Yu. Architectural Experience in Forming Groups of ResourceBased Premises at Schools for Teaching Children with Autism Spectrum Disorder. Umnye kompozity v stroitel'stve. 2023; 4 (4): 61–74. EDN: XGOMCX (In Russian)