Psikoloji ve Mimarlık: Zihinsel Engelli Çocuklar için Eğitim Mekanlarının Geliştirilmesi

Abstract

Zihinsel engelli çocuklar fiziksel, zihinsel, davranışsal ve sosyal açıdan diğer çocuklardan önemli ölçüde farklılık göstermektedir. Bu araştırma, bu tür çocuklar için eğitim alanlarının mimarisinde özel bir nitelik yaratılmasına yol açan faktörleri belirlemeyi ve araştırmayı amaçlamaktadır. Bu nitelik, bu çocukların özelliklerine uygun olmalıdır ki maksimum yeteneklerini etkili bir şekilde kullanabilsinler. Bu amaçla, iki özel eğitim okuldan 80 zihinsel engelli öğrenci üzerinde araştırma gerçekleştirilmiştir. Bir anket çalışması uygulanmış ve SPSS programında “Ki-Kare” testi kullanılarak analiz edilmiştir. Bulgular, eğitim alanlarındaki malzeme, ses, renk ve oran gibi faktörlerin bu ortamların kalitesi üzerinde önemli bir etkiye sahip olduğunu göstermiştir. Sonuçlar ayrıca zihinsel engelli çocukların genellikle şaşkın ve endişeli olduklarını göstermiştir; bu nedenle mimari tasarım, mekânda yumuşak ve eğik çizgileri, renkleri, boyutları ve oranları dikkatlice kullanarak davranışlarını iyileştirmeye yardımcı olabilir. Mimari mekanların zihinsel engelli çocukların gelişme süreci üzerinde olumlu bir etkisi olabileceği göz önüne alındığında, eğitim alanlarının tasarımı bu nedenle özellikle önemlidir ve bu tür ortamlar aynı anda güvenli, sakin ve uyarıcı olmalıdır.

Keywords

• Zihinsel Engelli
• Çocuk
• Eğitim Alanları
• Mimari Nitelik

Psychology & Architecture: Improving Learning Spaces for Intellectually Disabled Children

Abstract

Children with intellectual disabilities differ considerably from other children in physical, mental, behavioral and social terms. This research aims to identify and investigate the factors that lead to the creation of a special quality in the architectural design of educational spaces for such children. This quality should be in accordance with the characteristics of these children so that they can effectively use their maximum abilities. For this purpose, 80 students with intellectual disabilities from two schools were studied. A survey was used, and the collected data was analyzed using the "Chi-Square" test in SPSS. The results showed that factors such as materials, sound, colors, and proportions in educational spaces have a significant influence on the quality of these environments. Also, children with intellectual disabilities are often confused and anxious; so, architectural design can help to improve their behavior by using soft and curved shapes, colors, dimensions, and proportions of the environment. Given the positive impact that architectural environments can have on the growth process of children with intellectual disabilities, the design of educational spaces is therefore particularly important and such environments should be safe, calm and stimulating.

Keywords

• Intellectual Disabilities
• Children
• Educational Spaces
• Architectural Quality

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