Creating a Positive Environment for Autism Using Sensory Design

被引：11

作者：

Ghazali, Roslinda ^{[1
]}

Sakip, Siti Rasidah Md. ^{[2
,3
]}

Samsuddin, Ismail ^{[4
]}

机构：

[1] Univ Teknol MARA, Perak Branch, Fac Architecture Planning & Surveying, Dept Postgrad, Seri Iskandar Campus, Perak 32610, Malaysia

[2] Univ Teknol MARA, Perak Branch, Fac Architecture Planning & Surveying, Dept Landscape Architecture, Seri Iskandar Campus, Perak 32610, Malaysia

[3] Univ Teknol MARA, Green Safe Cities Res Grp, Shah Alam Campus, Selangor 40450, Malaysia

[4] Univ Teknol MARA, Perak Branch, Dept Architecture, Fac Architecture Planning & Surveying, Seri Iskandar Campus, Perak 32610, Malaysia

来源：

ENVIRONMENT-BEHAVIOUR PROCEEDINGS JOURNAL | 2019年 / 4卷 / 10期

关键词：

Autism; sensory design; sensory issues; physical learning environment; BEHAVIOR; CHILDREN; IMPACT;

D O I：

10.21834/e-bpj.v4i10.1618

中图分类号：

X [环境科学、安全科学];

学科分类号：

08 ; 0830 ;

摘要：

The designated learning environment for autism should consider sensory issues to overcome their needs. This paper would review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact by the sensory design towards the physical learning environment. This research paper would be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress.

引用

页码：19 / 26

页数：8

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