Psikoloji ve Mimarlık: Zihinsel Engelli Çocuklar için Eğitim Mekanlarının Geliştirilmesi

Year 2025, Volume: 10 Issue: 2, 293 - 305, 31.08.2025

Navid Khaleghimoghaddam

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

References

• Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A Holistic, Multi-Level Analysis Identifying the Impact of Classroom Design on Pupils' Learning. Building and Environment, 59, 678–689. doi:10.1016/j.buildenv.2012.09.016
• Benade, L. (2019). Flexible Learning Spaces: Inclusive by Design?. New Zealand Journal of Education Studies, 54, 53–68. doi:10.1007/s40841-019-00127-2
• Berlin, L., Henry, L., Destays, M., Hausberger, M. & Grandgeorge, M. (2017). Simple Shapes Elicit Different Emotional Responses in Children with Autism Spectrum Disorder and Neurotypical Children and Adults. Frontiers in Psychology, 8, 1-11. 240973. doi:10.3389/fpsyg.2017.00091
• Dudek, M. (2012). Architecture of Schools: The New Learning Environments. London: Routledge.
• Dul, J., & Weerdmeester, B. (2008). Ergonomics for Beginners: A Quick Reference Guide (3rd ed.). Boca Raton, Fla: CRC.
• Ferguson, K., Cassells, R., Macallister, J. & Evans, G. (2013). The Physical Environment and Child Development: An International Review. International Journal of Psychology, 48 (4), 437-468. doi:10.1080/00207594.2013.804190
• Gierczyk, M. & Hornby, G. (2021). Twice-Exceptional Students: Review of Implications for Special and Inclusive Education. Education Sciences, 11 (2), 1-10. doi:10.3390/educsci11020085
• Godwin, K., Leroux, A., Scupelli, P. & Fisher, A. (2022). Classroom Design and Children’s Attention Allocation: Beyond the Laboratory and Into the Classroom. Mind, Brain, and Education, 16, 239-251. doi:10.1111/mbe.12319
• Habbak, A. L. Z. & Khodeir, L. (2023). Multi-Sensory Interactive Interior Design for Enhancing Skills in Children with Autism. Ain Shams Engineering Journal, 14 (8), 1-13. doi:10.1016/j.asej.2022.102039
• Hotwani. K, & Sharma, K. (2017). Assessment of the Impact of Colors on Child’s Anxiety and Treatment Preference for Local Anesthesia Injections. Journal of Advanced Oral Research, 8 (1-2), 42-46. doi:10.1177/2229411217729084
• Imms, W., Cleveland, B., & Fisher, K. (2016). Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge (Vol. 8). Rotterdam: Sense Publishers. doi:10.1007/978-94-6300-537-1
• Jebril, T. & Chen, Y. (2021). The Architectural Strategies of Classrooms for Intellectually Disabled Students in Primary Schools Regarding Space and Environment. Ain Shams Engineering Journal, 12 (1), 821-835. doi:10.1016/j.asej.2020.09.005
• Kauffman, J. M. & Hung, L. Y. (2009). Special Education for Intellectual Disability: Current Trends and Perspectives. Current Opinion in Psychiatry, 22 (5), 452-456. doi:10.1097/YCO.0b013e32832eb5c3
• Kim, S., Banaschewski, T, & Tannock, R. (2014). Color Vision in Attention-Deficit/Hyperactivity Disorder: A Pilot Visual Evoked Potential Study. Journal of Optometry, 8 (2), 116-130. doi:10.1016/j.optom.2014.10.002
• Kraftl, P. (2008). Environment for Children: Passive Lessons from the Everyday Environment. Children’s Geographies, 6(1), 109–114. doi:10.1080/14733280701791983
• Küller, R., Ballal, S., Laike, T., Mikellides, B., & Tonello, G. (2009). The Impact of Light and Colour on Psychological Mood: A Cross-Cultural Study of Indoor Work Environments. Ergonomics, 49 (14), 1496–1507. doi:10.1080/00140130600858142.
• Lekan-Kehinde, M. & Asojo, A. (2021). Impact of Lighting on Children’s Learning Environment: A Literature Review. The Sustainable City, 253, 371-380. doi:10.2495/SC210311.
• Meng, X., Zhang, M. & Wang, M. (2023). Effects of School Indoor Visual Environment on Children’s Health Outcomes: A Systematic Review. Health & Place, 83, 1-18. doi:10.1016/j.healthplace.2023.103021
• Papadopoulos, D. (2021). Parenting the Exceptional Social-Emotional Needs of Gifted and Talented Children: What Do We Know?. Children, 8 (11), 1-15. doi:10.3390/children8110953
• Papoutsaki, K., Gena, A. & Kalyva, E. (2013). How Do Children with Mild Intellectual Disabilities Perceive Loneliness?. Europe’s Journal of Psychology, 9(1), 51-61. doi:10.5964/ejop.v9i1.489
• Pawlowski, C.S., Madsen, C.D., Toftager, M., Amholt, T.T. & Schipperijn, J. (2023). The Role of Playgrounds in the Development of Children's Fundamental Movement Skills: A Scoping Review. Plos One, 18(12), 1-15. doi:10.1371/journal.pone.0294296
• Read, M. (2019). Environmental Color and the Cooperative Behavior of Children with Sensory Processing Challenges: An Exploratory Study. Creative Education, 10 (11), 2448-2456. doi:10.4236/ce.2019.1011173
• Reid, R. (2017). Attention Deficit Hyperactivity Disorder: Effective Methods for the Classroom. Focus on Exceptional Children. 32 (4), 1-20. doi:10.17161/foec.v32i4.6773
• Raty, L.M.O, Kontu, E.K. & Pirrttimaa, R.A. (2016). Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations. Journal of Education and Learning, 5 (2), 318-336. doi:10.5539/jel.v5n2p318
• Sakya, K. A., Santosa, I. & Bagus, A. (2017). Sensitivity of Children with Autism Towards to Interior Design Elements in Bandung City, Indonesia. International Journal of Social Science, 15 (1), 73-82.
• Sit, C. H. P., McManus, A., McKenzie, T. L. & Lian, J. (2007). Physical Activity Levels of Children in Special Schools. Preventive Medicine, 45 (6), 424-431. doi:10.1016/j.ypmed.2007.02.003
• Smogorzewska, J., Szumski, G. & Grygiel, P. (2019). Theory of Mind Development in School Environment: A Case of Children with Mild Intellectual Disability Learning in Inclusive and Special Education Classrooms. Journal of Applied Research in Intellectual Disabilities: JARID, 32 (5), 1241–1254. doi:10.1111/jar.12616
• Supriyadi, S. (2023). Planning and Designing Schools with Disabilities Basic Education with Behavioral Architecture Approach in Surabaya. Journal Indonesia Sosial Teknologi, 4 (10), 1821–1840. doi:10.59141/jist.v4i10.759
• Totsika, V., Liew, A., Absoud, M., Adnams, C. & Emerson, E. (2022). Mental Health Problems in Children with Intellectual Disability. The lancet child & adolescent health, 6 (6), 432-444. doi:10.1016/S2352-4642(22)00067-0
• Wickstrom, H. & Pelletier, J. (2019). Understanding the Relation Between Behavioral Self-Regulation, Academic Learning, and Children’s Drawings in Kindergarten. Early Child Development and Care, 191(6), 906–920. doi:10.1080/03004430.2019.1651304
• Woolner, P. (2015). School Design Together. London: Routledge.