پديد آورندگان :
كربلايي حسيني غياثوند، ابوالفضل دانشگاه آزاد اسلامي واحد قزوين، قزوين، ايران - دانشكدهٔ معماري و شهرسازي , سهيلي، جمال الدين دانشگاه آزاد اسلامي واحد قزوين، قزوين، ايران - دانشكدهٔ معماري و شهرسازي - گروه معماري , متين، مهرداد دانشگاه آزاد اسلامي واحد تهران مركزي، تهران، ايران - دانشكدهٔ معماري و شهرسازي - گروه معماري , پوربخت، اكرم دانشگاه علوم پزشكي ايران، تهران، ايران - دانشكدهٔ توانبخشي - گروه شنوايي شناسي
كليدواژه :
اتيسم , ادراك محيط , تنوع حسي محيط , معماري
چكيده فارسي :
زمينه و هدف: شناخت مؤلفه‌هاي معماري تأثيرگذار بر مشكلات رفتاري كودكان با اختلال اتيسم براي معماران بااهميت به‌نظر مي‌رسد؛ بنابراين هدف پژوهش حاضر، دستيابي به مدل طراحي محيطي بود كه بتواند متناسب با ويژگي‌هاي خاص حسي و شناختي كودكان با اختلال اتيسم و به‌عنوان تسهيلگر، باعث بهبود فرايند ادراك و شناخت مناسب محيط شود.
روش بررسي: روش تحقيق استفاده‌شده در مطالعه از نظر هدف كاربردي و از نظر ماهيت، توصيفي-تحليلي و پيمايشي بود. گردآوري اطلاعات در پژوهش حاضر به دو صورت انجام شد: در مرحلهٔ نخست با استفاده از منابع كتابخانه‌اي و مشاهدهٔ نمونه‌ها گردآوري اطلاعات صورت گرفت و مدل نظري تحقيق ارائه شد. در مرحلهٔ بعدي نيز مطالعات ارزيابي اين مدل به‌شكل ميداني در سه نمونه مدارس استثنايي قزوين (آموزشگاه‌هاي استثنايي ميثاق، بياضيان و انديشه) صورت گرفت و شناخت نسبي از ميزان انطباق آن‌ها با مدل طراحي مشخص شد.
يافته‌ها: يافته‌هاي تحقيق مشخص كرد كه اختلالات رفتاري كودكان با اختلال اتيسم در سه حوزهٔ حسي‌حركتي و ارتباطي‌اجتماعي و شناختي‌ادراكي طرح‌پذير است؛ بر اين اساس سه الگوي طراحي «محيط چندحسي» و «الگوسازي فضايي» و «توالي فضايي» در قالب مدل تنوع حسي محيط ارائه شد.
نتيجه‌گيري: به‌نظر مي‌رسد توجه به الگوهاي معماري ارائه‌‌شده در اين پژوهش مي‌تواند با تأثير بر احساس محيط و فرايند ادراك آن، بر سيستم پردازش مركزي و درنتيجه اصلاح مشكلات رفتاري كودكان با اختلال اتيسم مؤثر باشد.
چكيده لاتين :
Background & Objectives: Children with Autism Spectrum Disorder (ASD) and deficits in sensory and cognitive processes (sensory skills, perceptual communication) fail to precept the whole environment in a coherent and meaningful way with a clear definition of coping with it.
Therefore, recognizing the components of architecture affecting the behavioral problems of these children seems crucial for architects. The current study aimed to present an environmental design model, i.e., appropriate to the specific sensory and cognitive characteristics of children
with ASDs. Such a design could help to facilitate the process of perceiving and proper understanding of the environment in this group.
Methods: Considering the research objective, we used a practical approach in this study; the relevant results could serve as models for designing
the environment for children with ASDs. Additionally, this was a descriptive–analytical survey in terms of nature. Accordingly, the basis and
theories of the target society were used for analyzing and extracting the effective features in introducing environmental design models;
consequently, the research model was presented based on it. It is also called a surveying research method because we examined the characteristics
of case studies. We collected the required data in two steps. First, the library resources and observed samples were used, and the theoretical
model of the research was presented; therefore, after conducting the initial stages of research and recognizing the main characteristics, the
required concepts were extracted and extended. These data were applied in the next step. Accordingly, an appropriate manner for the architectural
design discussions was established, leading to the architectural design solution. In the second stage, the relevant studies of this model were
evaluated by field research method in 3 different case studies of specified schools in Qazvin Province, Iran, to provide a relative understanding
of their adaptation to the designed model.
Results: The present study findings revealed that the behavioral disorders of children with ASDs could be explained in 3 areas of sensory–
motion, socio–communicational, and cognitive–perceptual. Accordingly, 3 patterns of designing a multisensory environment, spatial modeling,
and spatial sequence were presented in the environment of a sensory–diverse model. Furthermore, due to the limited number of specified centers
for children with ASDs in Qazvin, 3 relevant schools were evaluated. Regarding the multisensory" pattern, there seems to be no consensus in
the previous case studies concerning the design criteria. Therefore, sensory modulation and simulation cannot be observed together in any of
them. Applying facilities and materials, visual, tactile, and deep–seated senses have been further provoked; multisensory environments, including
provoking and controlling all senses that could not be entirely reached in all these environments were considered. The same was true about
environmental modeling. The explored case studies failed to completely meet the design criteria of real–world simulation and functions per daily
routines. Respecting creating functions–appropriate behavioral patterns, only one case study has provided relatively more favorable outcomes.
The last pattern, spatial sequence, provided a relatively better condition among all investigated case studies. In other words, in the case of spatial
hierarchy criteria, 33% of samples reported appropriate situations. Besides, concerning clarity criteria, 33% were evaluated as desirable, and
33% as relatively profitable. The philosophy of these criteria is to define and limit the sensory space of each activity and organize a classroom
or even a building in different parts.
Conclusion: Paying attention to the proposed architectural patterns seems to be effective on the central processing system, leading to correcting the behavioral problems of children with ASDs by affecting the sense of environment and its perception process of the environment.
