The Effects of Sensory Design on Autistic Children

Autism is a lifelong handicap that affects their social skills, repetitive behaviors, speech, and nonverbal communication, as well as by unique strengths and differences. Knowing them as a unique person, designated learning environment should consider the sensory issues to overcome their needs. However, designers are lack of awareness in terms of sensory design during their design stage. The objective is to identify the sensory design of the classroom environment, while the paper aims to develop the Design Criteria Checklist of sensory design for Autism Centre. The result of the study highlighted factors that relate to the quality physical learning environment.Keywords: Autism; sensory design, physical learning environment; design criteria checklist;eISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Enhancing Physical Learning Environment for Autism

Asian Journal of Behavioural Studies ◽

10.21834/ajbes.v4i17.180 ◽

2019 ◽

Vol 4 (17) ◽

pp. 1

Author(s):

Roslinda Ghazali ◽

Siti Rasidah Md. Sakip ◽

Ismail Samsuddin

Keyword(s):

Open Access ◽

Learning Environment ◽

Sensory Input ◽

Publishing House ◽

Internal Environment ◽

Physical Learning Environment ◽

Sensory Space ◽

International Publishing ◽

Sensory Design ◽

Open Access Article

The designated learning environment for autism is unique and should consider sensory issues to overcome their needs. The purpose of this paper is to review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact the sensory design towards the physical learning environment. This research paper concludes to be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress.Keywords: Autism; sensory design; sensory issues; physical learning environmenteISSN: 2398-4295 © 2019. The Authors. Published for AMER, ABRA & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: http://dx.doi.org/10.21834/ajbes.v4i17.180

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Designing and Developing a Questionnaire on Autistic Learning Environment

Asian Journal of Environment-Behaviour Studies ◽

10.21834/ajebs.v5i16.371 ◽

2020 ◽

Vol 5 (16) ◽

pp. 21-30

Author(s):

Roslinda Ghazali ◽

Siti Rasidah Md Sakip ◽

Ismail Samsuddin

Keyword(s):

Open Access ◽

Learning Environment ◽

Publishing House ◽

Sensory Stimulation ◽

Sensory Sensitivity ◽

Physical Learning Environment ◽

International Publishing ◽

Sensory Design ◽

Open Access Article

Designing and developing a new questionnaire as an instrument used in data collection need a longer time to establish. This paper describes the processes involved in designing and developing the questionnaire. This instrument is to measure awareness and knowledge among who involves in the autistic learning environment. The survey must be both valid and reliable. The researcher refers to the expertise to check the quality of the tool. Each expert independently evaluated the relevance, clarity, and the understandability of the instrument. The overall content of the questionnaire comprises of sensory stimulation, sensory sensitivity, sensory design, and physical learning environment. Keywords: Autism; pre-testing; questionnaire.eISSN: 2514-751X © 2020 The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ajebs.v5i16.371

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Preliminary Study on Sensory Design for Autism Centre

Environment-Behaviour Proceedings Journal ◽

10.21834/e-bpj.v3i8.1392 ◽

2018 ◽

Vol 3 (8) ◽

pp. 46

Author(s):

Roslinda Ghazali ◽

Siti Rasidah Md. Sakip ◽

Ismail Samsuddin

Keyword(s):

Publishing House ◽

Autism Spectrum ◽

Design Criteria ◽

Learning Spaces ◽

The People ◽

International Publishing ◽

Preliminary Study ◽

Spectrum Disorders ◽

Sensory Design ◽

Open Access Article

Autism Spectrum Disorders (ASD) is a lifelong handicap that affects the lives and the people around them. Knowing them as a unique person, designated learning environment should consider the sensory issues to overcome their needs. However, designers are lack of awareness in terms of sensory design while designing learning spaces for autistic children. This research objective is to identify the sensory design of physical learning enviroment in the Autism Centre, while the paper aims to develop the Design Criteria Checklist of sensory design for Autism Centre. The result of the study highlighted factors that relating to quality physical learning environment.eISSN: 2398-4287 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v3i8.1392

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Developing a Questionnaire on Autistic Learning Environment

Environment-Behaviour Proceedings Journal ◽

10.21834/e-bpj.v5i13.1722 ◽

2020 ◽

Vol 5 (13) ◽

pp. 101

Author(s):

Roslinda Ghazali ◽

Siti Rashidah Md Sakip ◽

Ismail Samsuddin

Keyword(s):

Open Access ◽

Learning Environment ◽

Publishing House ◽

Sensory Stimulation ◽

Sensory Sensitivity ◽

Physical Learning Environment ◽

International Publishing ◽

Sensory Design ◽

Open Access Article

Developing a new questionnaire as a tool used in data collection might be the greatest challenge. The survey must be both valid and reliable.The purpose of the paper is to describe the processes undertaken to develop the questionnaire to measure awareness and knowledge among who involves in the autistic learning environment. The researcher refers to the expertise to check the quality of the tool. Each expert independently evaluated all details regarding the relevance, the clarity, and the understandability of the instrument. The overall content of the questionnaire comprises of sensory stimulation, sensory sensitivity, sensory design, and physical learning environment. Keywords: Autism, pre-testing, questionnaire;eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v5i13.1722

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Conceptualisation as Key Factor in Seizing Design Project in Studio Learning Environment

Asian Journal of Behavioural Studies ◽

10.21834/ajbes.v3i12.121 ◽

2018 ◽

Vol 3 (12) ◽

pp. 43

Author(s):

Fatimah Mohamad Adi ◽

Khairul Anwar Mohamed Khaidzir ◽

Ismail Said

Keyword(s):

Learning Environment ◽

Conceptual Design ◽

Publishing House ◽

Design Stage ◽

Physical Form ◽

Key Factor ◽

Final Design ◽

International Publishing ◽

Open Access Article

This study provides insight into the role of experience in facilitating conceptualisation process to enable students to harness relevant problems-solving skills. One of the key strategies of the current study is to analyse how students transform their ideas from abstract to physical form through the conceptualisation process within the studio learning environment. Two aspects were considered (1) the factors that influence the student's actions in designing, and (2) the role of critique in stimulating the student's conceptual design towards final design stage. Evidences were gathered from students' dynamic cognitive interactions with knowledge and experience as transpired through the studio environment.Keywords: Conceptualisation, conceptual design process, reflective knowledgeeISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Creating Positive Environment for Autism Using Sensory Design

Environment-Behaviour Proceedings Journal ◽

10.21834/e-bpj.v4i10.1618 ◽

2019 ◽

Vol 4 (10) ◽

pp. 19

Author(s):

Roslinda Ghazali ◽

Siti Rasidah Md Sakip ◽

Ismail Samsuddin

Keyword(s):

Open Access ◽

Learning Environment ◽

Sensory Input ◽

Publishing House ◽

Internal Environment ◽

Physical Learning Environment ◽

Sensory Space ◽

International Publishing ◽

Sensory Design ◽

Open Access Article

The designated learning environment for autism should consider sensory issues to overcome their needs. This paper would review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact by the sensory design towards the physical learning environment. This research paper would be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress.Keywords: Autism; sensory design; sensory issues; physical learning environment;eISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i10.1618

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Sensory Design of Learning Environment for Autism : Architects awareness?

Journal of ASIAN Behavioural Studies ◽

10.21834/jabs.v4i14.338 ◽

2019 ◽

Vol 4 (14) ◽

pp. 53-62

Author(s):

Roslinda Ghazali ◽

Siti Rasidah Md. Sakip ◽

Ismail Samsuddin

Keyword(s):

Learning Environment ◽

Publishing House ◽

Sensory Stimulation ◽

Autism Spectrum ◽

Sensory Sensitivity ◽

Learning Space ◽

Physical Learning Environment ◽

International Publishing ◽

Level Of Knowledge ◽

Sensory Design

The designated learning environment should be created as a unique learning space for autistic children and consider the sensory issues to overcome their needs. This learning environment would help Autism Spectrum Disorder (ASD) to continue their education in different environments to survive independently in the real world. This study used the variables of sensory stimulation, sensory sensitivity, sensory design, and physical learning environment to construct a questionnaire. It would distribute to architects towards achieving their level of knowledge and awareness. Findings are useful in the future for architects and designers when making decisions to provide conducive facilities for the autistic. Keywords: Sensory stimulation; sensory sensitivity; sensory design; physical learning environment eISSN 2514-7528 © 2019 The Authors. Published for AMER, ABRA & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v4i14.338

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Designing and Developing a Questionnaire on Autistic Learning Environment

Asian Journal of Environment-Behaviour Studies ◽

10.21834/ajebs.v5i16.367 ◽

2020 ◽

Vol 5 (16) ◽

Author(s):

Roslinda Ghazali ◽

Siti Rasidah Md Sakip ◽

Ismail Samsuddin

Keyword(s):

Open Access ◽

Learning Environment ◽

Publishing House ◽

Sensory Stimulation ◽

Sensory Sensitivity ◽

Physical Learning Environment ◽

International Publishing ◽

Sensory Design ◽

Open Access Article

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The Relationship of Sensory Design Towards the Physical Learning Environment for Autism Classroom

Environment-Behaviour Proceedings Journal ◽

10.21834/ebpj.v6i18.3070 ◽

2021 ◽

Vol 6 (18) ◽

Author(s):

Roslinda binti Ghazali ◽

Siti Rasidah Md Sakip ◽

Ismail Samsuddin ◽

Heba Samra

Keyword(s):

Learning Environment ◽

Publishing House ◽

Data Entry ◽

Survey Method ◽

Physical Learning Environment ◽

Statistical Program ◽

International Publishing ◽

Relationship Of ◽

The Relationship ◽

Sensory Design

Designing spaces for the autistic should be considered their sensory needs. This quantitative study employed the survey method to explore the relationship between the sensory design towards the physical learning environment. The respondents (n=384) identified and Statistical Program for Social Sciences Software (SPSS) used for data entry and analysis. Pearson's Correlation is used to highlight relationships between the variables. The result revealed sensory design have a strong significant relationship towards the physical learning environment in the context of autism. Findings hoped to benefit in creating to improve the autism learning environment in Malaysia. Keywords: Sensory design; physical learning environment; quantitative eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i18.3070

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Investigation of the design criteria for the new generation learning environment in the scope of architecture first class student works

Asian Journal of Interdisciplinary Research ◽

10.34256/ajir20113 ◽

2020 ◽

Vol 3 (1) ◽

pp. 178-184

Author(s):

Serhat Aniktar ◽

Yavuz OZDEMIR

Keyword(s):

Learning Environment ◽

Design Criteria ◽

First Year ◽

Learning Approaches ◽

Environment Design ◽

First Year Students ◽

Learning Environment Design ◽

New Perspective ◽

New Generation ◽

21St Century Schools

21st century schools are defined as new generation schools. In recent years, studies on new generation schools in educational science have been created with the contributions of the discipline of architecture. In new generation schools, the learning environment can not be confined to classes. According to learning-oriented learning approaches, any environment that affects the learning process for children is the learning environment. In this context, the concept of “learning environment needs to be perceived from a new perspective beyond the concept adopted. The design of educational buildings should be conveyed to the students of architecture, the architects of the future, in the context of the new generation school and learning environment. Within the scope of this study, first year students of the department of architecture were asked to design a learning environment in accordance with the criteria of new generation learning environment design. Student studies were evaluated by the instructor and another faculty member and scored in the context of design criteria of the new generation learning environment. The application results were analyzed comparatively

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