Escola infantil focada na inclusão do aluno com Transtorno do Espectro Autista para Natal/RN

Abstract

After the decree of the Federal Constitution of 1988, which requires equal conditions for access and permanence in school, the inclusion of all groups became a fundamental demand for educational institutions. Currently, there is a great evolution in terms of accessibility in school architecture; however, most of these strategies are aimed at students with some type of physical limitation, while other needs are less associated with architectural solutions. When it comes to children with Autistic Spectrum Disorder (ASD), the first challenges are encountered at the beginning of school life. Among such difficulties, sensory overload stands out, a condition experienced by autistic people that is associated with the discomfort generated by environmental stimuli, due to hypersensitivity. Knowing that architecture has a direct influence on the behavior and well-being of the individual, it is believed that the design of environments aimed at students with ASD and their needs, in line with appropriate pedagogical methods, can guarantee the inclusion and learning necessary to these users. Thus, the present work has as its general objective to develop the architectural project of a public kindergarten school adapted for students with Autistic Spectrum Disorder, focusing on strategies related to multisensory architecture. To achieve this objective, we sought to understand the relationship between autism and the perception of built spaces, adopt strategies related to multisensory architecture in constructive solutions for school environments and, finally, apply architectural solutions to the project that contribute to a better experience of the students with autism in school spaces. For the basis of the proposal, a theoretical survey related to the topic discussed was carried out, as well as the study of references and the legal and environmental conditions of the chosen land. Thus, the design stages that materialized the development of the Kindergarten will be discussed, which seeks to ensure the inclusion and learning of all students, the well-being and comfort of users through the sectorization of spaces and the exploration of the environments' multisensoriality, connecting them to the common and external areas.