Arquitetura escolar inclusiva focada no público com transtorno do espectro autista (TEA)

Abstract

The school offers one of the first moments in society in the life of the human being, and since autism spectrum disorder (ASD) is characterized by deficits in social communication and social interaction, it is at school that people with autism face the first challenges. Thus, it is questioned that architectural characteristics can make children's experiences less painful in their relations with the built environment and the dynamics that happen in it. In the present work, an architectural draft of an inclusive public primary school, focused on the public with ASD, was developed. The main aspects addressed in the draft to serve this audience were: addition of scape spaces at school, contrast between floor color and of the walls, sectorization with different door colors, use of softer colors, among others. The theme is justified by the historical importance of the education environment and the need to have a more inclusive education environment. Based on theoretical research on school architecture, inclusion in the school, characteristics of children with autism and the relationship between people with autism and the built environment; the intention of the work is to propose solutions for accessibility, comfort, functionality, and inclusion in the school environment.