Document Type : Original Article
Authors
1 Assistant Professor University Collage Of Nabi Akram
2 Graduated from the Master of Architecture of Nabi Akram Institute of Higher Education
Abstract
Autism is a developmental spectrum disorder that alters sensory processing and social interactions. This study investigates the impact of environmental components in architectural spaces particularly educational and therapeutic environments on enhancing the social skills of children with autism. The main objective is to identify those environmental factors most strongly correlated with social skill indicators, including play therapy, art therapy, individual and group activities, and participation in social spaces. The research employs a descriptive–analytical method. Data were collected through a 38-item questionnaire administered to instructors across three autism education centers in Tabriz (Pouyesh, Raha, and Autism House). Content validity was confirmed by expert judgment, and the reliability of the questionnaire was verified with a Cronbach’s alpha of 0.87. Data analysis was conducted using correlation tests (Spearman and Pearson) in SPSS.Findings revealed that components such as color schemes, textures and materials, greenery and natural elements, natural lighting, spatial flexibility, acoustic quality, personal space and privacy, safety, and spatial legibility, respectively, exert the greatest influence on social skill indicators. The results underscore the necessity of integrating sensory-sensitive design principles and therapeutic-oriented design strategies into educational and urban spaces.
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