Aims:
The design of educational and therapeutic spaces for children with Autism Spectrum Disorder (ASD) requires a comprehensive, empathetic, and evidence-based approach that addresses their unique sensory, perceptual, and behavioral needs. Autistic children often experience heightened sensitivity to environmental stimuli, difficulty with transitions, and challenges in communication and social interaction. These characteristics demand spatial solutions that are not only functionally efficient but also psychologically supportive and adaptable to individual differences. The primary aim of this study is to analyze and formulate a set of design criteria for creating safe, calming, and effective environments that facilitate both therapeutic interventions and educational engagement. Such environments should minimize sensory overload, promote predictability, enhance social interactions, and foster a sense of autonomy and inclusion. Despite growing awareness, many existing educational and therapeutic centers lack design strategies tailored to the specific needs of children with ASD, leading to elevated stress, reduced learning efficacy, and increased pressure on families and caregivers. This research responds to this critical gap by integrating interdisciplinary insights from architecture, psychology, and autism studies to develop a conceptual and practical model of spatial design. By incorporating international design guidelines alongside locally contextualized needs, the study aims to provide a robust and culturally adaptable framework. Ultimately, the proposed model seeks to improve the quality of life for autistic children, support their developmental goals, and serve as a replicable design approach for similar institutions both nationally and globally.
Materials & Methods:
This applied study employed a mixed-methods (qualitative–quantitative) approach. In the qualitative phase, semi-structured interviews with 20 experts were analyzed using MAXQDA 2024, resulting in five main categories, 12 indicators, and 36 sub-indicators. In the quantitative phase, the proposed model was validated using PLS-SEM. The statistical population comprised 202 parents of children with Autism Spectrum Disorder (ASD) attending the Pouyesh Autism Center in Tabriz, from which 133 participants were selected using Cochran’s formula and simple random sampling. Reliability and validity were confirmed using Cronbach’s alpha, Composite Reliability (CR), Average Variance Extracted (AVE), Fornell–Larcker criterion, and HTMT. Data analysis was performed using SmartPLS 4.
Findings:
The findings confirmed that the proposed design model significantly enhances the learning and therapeutic outcomes of children with Autism Spectrum Disorder (ASD). Five key design dimensions were identified: sensory stimulus reduction, spatial organization, calming spaces, freedom of movement, and visual wayfinding. Quantitative results showed that reducing sensory stimuli and eliminating physical barriers had the strongest positive effects, followed by calming environments and organized spatial layouts. Qualitative findings highlighted the importance of controlled lighting, acoustic comfort, soft colors, flexible spaces, and sensory-friendly materials. Overall, integrating architectural, sensory, and behavioral design principles provides an effective framework for creating supportive educational and therapeutic environments for children with ASD.
Conclusion: he proposed design model demonstrates that sensory-sensitive and user-centered educational environments can significantly improve learning, therapy, and well-being among children with Autism Spectrum Disorder (ASD). The findings provide practical design guidelines for architects, educators, and policymakers to develop more inclusive, supportive, and effective educational and therapeutic facilities.