Identification of spatial features that may support the integration of students with autism spectrum disorder in primary schools: case studies

The number of students on the autism spectrum in mainstream schools is increasing. These students may require therapeutic support and appropriate adjustments to the school environment. The aim of this study is to identify spatial features that may affect the functioning of students on the autism spectrum in primary schools. A literature review was conducted to identify spatial features that may positively influence students on the spectrum. Five schools within the Danish education system were selected for our case studies. This system is characterized by a high inclusion rate of individuals with autism into special, non-integrative classes in mainstream primary schools. The selection criteria for the facilities were based on data from the international report by the European Agency for Special Needs and Inclusive Education. The case study of five selected Danish primary schools identifies spatial features that can support the integration of students on the autism spectrum in mainstream schools. The selected designs implemented rules, sequencing with consideration of the physical properties of zones, and spatial divisions for social activities.