معیارهای طراحی تاثیرگذار روی مشکلات رفتاری کودکان اوتیسمی در مدارس استثنائی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری معماری، گروه معماری، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران.

2 دانشیار گروه معماری، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران (نویسنده مسئول).

3 استادیار گروه معماری، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

10.22034/aaud.2019.172410.1814

چکیده

اختلال اوتیسم، اختلالی در رشد سیستم عصبی است که با نقص در تفکر، احساس و هیجان، باعث به وجود آمدن دامنه‌ای از مشکلات رفتاری در افراد مبتلا به این اختلال می‌شود. مطالعات نشان داده‌اند که معماری و طراحی مدارس می‌تواند آثار مثبتی روی بهبود مشکلات رفتاری این افراد داشته باشد. بنابراین، تشخیص اجزای معماری تاثیرگذار روی این مشکلات رفتاری برای معماران از اهمیت بالایی برخوردار است. هدف از این پژوهش، شناسایی و اولویت‌بندی معیارها و زیرمعیارهای معماری تاثیرگذار برای مشکلات کودکان مبتلا به اوتیسم است. در این مقاله، از روش توصیفی- تحلیلی به عنوان روش تحقیق استفاده شده است. گروه تصمیم در این مطالعه از 20 معمار و مربی کودک با تجربه کافی در محیط آموزشی مخصوص کودکان مبتلا به اوتیسم تشکیل می‌شود. در این مقاله، مهم‌ترین معیارهای معماری با استفاده از روش دلفی شناسایی شدند که عوامل فیزیکی محیط و سازماندهی فضاها را در میان سایر عواملِ به ‌دست‌آمده از پس‌زمینه تحقیق شناسایی می‌کند. سپس، به منظور دسته‌بندی و ارزشیابی عوامل و آثار این معیارها از تکنیک دی‌مالتی‌پلکس فازی استفاده شد که نور، بافت و مصالح و عوامل آکوستیک در آن در رتبه‌های اول تا سوم رتبه‌بندی شده و هم‌چنین از نرم‌افزار مطلب و اکسل برای تحلیل یافته‌ها استفاده شد.

کلیدواژه‌ها


عنوان مقاله [English]

Design Criteria Affecting Behavioral Problems of Autistic Children in Special Schools

نویسندگان [English]

  • Abolfazl Karbalai Hosseini Ghiasvand 1
  • Jamaleddin Soheili 2
  • Mehrdad matin 3
1 Ph.D. in Architecture, Department of Architecture, Qazvin Branch, Islamic Azad University, Qazvin, Iran.
2 Associate Professor of Department of Architecture, Qazvin Branch, Islamic Azad University, Qazvin, Iran (Corresponding Author).
3 PhD of Architecture, Department of Architecture, Faculty of Architecture and Urban Planning, Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Autism disorder is a disturbance in the development of the nervous system creating a range of behavioral problems for these people by a defect in thinking, feeling, and excitement. Studies have indicated that the architecture and design of educational schools could cause positive effects on improving their behavioral difficulties. Therefore, recognizing the components of architecture affecting these behavioral problems seems to be prominent for architects. This research aims to identify and prioritize the criteria and sub-criteria of an effective architecture for problems of children with autism. Descriptive-analytic as a research method has been used in this paper. The decision group in this study included 20 architecture and child educators with sufficient experience in the educational environment for autistic children. In this research, the most important architectural criteria were identified using the Delphi method, which recognized the “physical factors of the environment” and “organization of spaces” among the factors derived from the research background. Then, to categorize and evaluate the causes and effects of these criteria, a fuzzy demultiplex technique was used in which the “light,” “texture and materials,” and “acoustic” factors were ranked first to third and MATLAB, and Excel software was also used to analyze the findings.

کلیدواژه‌ها [English]

  • Autism
  • Behavioral Disorders
  • Fuzzy Delphi
  • Fuzzy Dematel
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