Nizhny Novgorod, Veliky Novgorod, Russian Federation
Nizhny Novgorod, Nizhny Novgorod, Russian Federation
Inclusive education facilities for persons with autism spectrum disorder have been designed in schools abroad for more than 40 years with the main goal of promoting joint education of children with different nosologies. Special groups of rooms in the general school where students with such disorders are located, allows to organize their education with minimization of social negativity. An important component for implementation is the architectural and planning model. At the same time, the architectural and planning solutions of educational organisations in the Russian Federation in recent years have revealed global changes associated with the use of free universal layouts, the presence of atrium spaces and halls located in them. The study of foreign architectural experience allows us to systematize the data and make recommendations on the volume-planning solutions of schools, which will be further used in the realities of our country.
inclusive architecture, school inclusion, resource zone, sensory room, students with autism spectrum disorder (ASD)
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