Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders

Bibliographic Data

ID22201651
AuthorsLyudmila V Tokarskaya (Ural Federal University), Tatiana Bystrova (0000-0001-6713-6867, Ural Federal University, Yekaterinburg, Russia), Tatyana Yu Bystrova (Ural Federal University)
Year2023
Volume7
Issue1
Pages149-172
Publication date2023-04-10
Open AccessYes
TypeARTICLE
VenueChanging Societies and Personalities (JOURNAL)
Journal identifiersISSN: 2587-6104 • E-ISSN: 2587-8964
PublisherUral Federal University (PUBLISHER • RU)
DOI10.15826/csp.2023.7.1.223
OpenAlexW4377024123
LanguageEN
References cited13

The article describes the results of interdisciplinary research focusing on the concept of “sensory well-being” and its application to construct sensory-friendly learning environments. The article analyzes the relationship between sensory characteristics of a learning environment and its impact on children’s well-being and progress. It is shown that the current standards for learning environments in Russian schools fail to meet the sensory needs of children with autism spectrum disorders (ASD). The study relies on the case study method to compare the sensory needs a student with ASD and the characteristics of the classroom environment where she studies. The assessment encompasses auditory, visual, olfactory, tactile, vestibular, and proprioceptive modalities. Based on the data obtained, the authors formulate a set of markers that can be used to build a sensory-friendly learning environment. These markers can be used by specialists when designing new or renovating the already existing environments at schools and other educational institutions

Autism · Autism spectrum disorder · Cognitive psychology · Developmental psychology · Modalities · Sensory system · Stimulus modality · Computer Science · Psychology · Psychology of Development and Education

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