Designing an Educational Complex for Children with Autism

Abstract

Purpose: The objective of this study was to design an educational and rehabilitation complex specifically tailored to the needs of children with Autism Spectrum Disorder (ASD) in order to enhance their social interaction, concentration, and overall well-being through architectural strategies. Methods and Materials: This research employed a qualitative and applied design methodology based on architectural and environmental psychology principles. Data collection was conducted through extensive library research and case study analyses, and the spatial design process followed both legal geometric modeling and conceptual development. Key design elements were derived from interdisciplinary studies in architecture, child development, and autism intervention. Spatial standards were defined based on the functional zoning of educational, administrative, rehabilitative, recreational, and public service areas. The site planning emphasized accessibility, safety, sensory responsiveness, and user-friendly circulation, with particular attention to climatic suitability for southern Iran. Findings: The findings highlight the critical role of spatial organization, predictability, and flexibility in supporting children with autism. Design strategies included the use of bright colors, natural lighting, acoustic control, human-scale outdoor spaces, and multiple quiet rooms to reduce sensory overload. Central courtyards, low-rise building layouts, and retreat zones were integrated to ensure comfort and supervision. The functional zoning featured specific areas such as speech therapy, occupational therapy, physiotherapy, playrooms, and quiet spaces, all of which contribute to the cognitive and emotional empowerment of autistic children. The spatial layout adhered to national building standards while incorporating therapeutic principles. Conclusion: A well-planned environment that accounts for sensory needs, mobility, privacy, and interaction can significantly reduce stress, improve learning outcomes, and foster social development. The proposed model offers a replicable framework for future autism-friendly educational facilities. Purpose: The objective of this study was to design an educational and rehabilitation complex specifically tailored to the needs of children with Autism Spectrum Disorder (ASD) in order to enhance their social interaction, concentration, and overall well-being through architectural strategies. Methods and Materials: This research employed a qualitative and applied design methodology based on architectural and environmental psychology principles. Data collection was conducted through extensive library research and case study analyses, and the spatial design process followed both legal geometric modeling and conceptual development. Key design elements were derived from interdisciplinary studies in architecture, child development, and autism intervention. Spatial standards were defined based on the functional zoning of educational, administrative, rehabilitative, recreational, and public service areas. The site planning emphasized accessibility, safety, sensory responsiveness, and user-friendly circulation, with particular attention to climatic suitability for southern Iran. Findings: The findings highlight the critical role of spatial organization, predictability, and flexibility in supporting children with autism. Design strategies included the use of bright colors, natural lighting, acoustic control, human-scale outdoor spaces, and multiple quiet rooms to reduce sensory overload. Central courtyards, low-rise building layouts, and retreat zones were integrated to ensure comfort and supervision. The functional zoning featured specific areas such as speech therapy, occupational therapy, physiotherapy, playrooms, and quiet spaces, all of which contribute to the cognitive and emotional empowerment of autistic children. The spatial layout adhered to national building standards while incorporating therapeutic principles. Conclusion: A well-planned environment that accounts for sensory needs, mobility, privacy, and interaction can significantly reduce stress, improve learning outcomes, and foster social development. The proposed model offers a replicable framework for future autism-friendly educational facilities.