اصول طراحی فضای آموزشی، با رویکرد بهبود عملکرد کودکان مبتلا به «اختلال یادگیری»

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه معماری، دانشکده معماری و شهرسازی، دانشگاه هنر اصفهان، اصفهان، ایران (نویسنده مسئول).

2 دانشیار گروه معماری، دانشکده معماری و شهرسازی، دانشگاه هنر اصفهان، اصفهان، ایران.

3 پژوهش‌گر دکتری، دانشکده معماری و شهرسازی، دانشگاه هنر اصفهان، اصفهان، ایران.

4 کارشناسی ارشد تکنولوژی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

10.22034/aaud.2023.318212.2588

چکیده

اختلال یادگیری یکی از مشکلات شایع رفتاری در کودکی است که باوجود این‌که در سنین قبل از مدرسه قابل‌ شناسایی است ولی معمولاً در دوران مدرسه شناخته می‌شود. این اختلال معمولاً مشکلات تحصیلی همچون ضعف در عملکرد تحصیلی، مردود شدن و حتی ترک تحصیل را با خود به همراه می‌آورد و باعث عدم سازگاری این دانش‌آموزان در مدرسه و ایجاد اخلال در روند آموزش می‌شود. کنترل این اختلال در دوران کودکی می‌تواند آسیب‌های جبران‌ناپذیر آن در دوران بزرگسالی را به حداقل برساند. حال با توجه به تأثیر نقش محیط در رفتار انسان، سؤال پژوهش حاضر این است که محیط آموزشی استاندارد برای بهبود عملکرد کودکان مبتلابه اختلال یادگیری چه ویژگی‌هایی باید داشته باشد؟ هدف از این پژوهش تبیین اصول طراحی محیط آموزشی در جهت بهبود عملکرد کودکان مبتلابه اختلال یادگیری است. تحقیق حاضر کاربردی بوده و روش تحقیق انتخابی توصیفی- پیمایشی است. یافته‌های تحقیق نشان داد با توجه به این‌که کودکان مبتلابه اختلال یادگیری برحسب میزان ناتوانی‌شان نیازهای متفاوتی دارند، مدارس باید مجموعه‌ای از مکان‌های آموزشی دربرگیرنده نیازهای متنوع این دانش‌آموزان، برای ارائه خدمات بهتر فراهم کنند. هفت مدل کلی (مدل کلاس درس معمولی، مدل مشاوره، مدل سیار، اتاق مرجع، کلاس ویژه، مدرسه روزانه جداگانه و مدارس شبانه‌روزی) برای فضای آموزشی کودکان مبتلابه اختلال یادگیری پیشنهاد شده است. نتیجه این پژوهش شامل مجموعه‌ای از اصول در طراحی محیط آموزشی است که مطابق با تأثیر بر بهبود عملکرد کودکان مبتلابه انواع اختلال یادگیری (به تفکیک اختلال محاسبه، خواندن و نوشتن و همچنین ویژگی‌های مشترک بین سه اختلال) طبقه‌بندی ‌شده‌اند. نتایج این پژوهش نشان می‌دهد کیفیت‌های معماری (کیفیت فرمی، کیفیت‌های مرتبط با روشنایی و رنگ، کیفیت‌های صوتی، کیفیت عملکردی، کیفیت‌های چیدمان و مبلمان، کیفیت‌های طراحی مبتنی بر ادراک و حواس در ارتباط با طبیعت و کیفیت امنیت و آرامش روانی فضا)، موجب ارتقاء عملکرد کودکان مبتلابه اختلال یادگیری می‌شود.

کلیدواژه‌ها


عنوان مقاله [English]

Educational Space Design Principles; with an Approach to Improving the Performance of Children with "Learning Disorder"

نویسندگان [English]

  • Niloofar Malek 1
  • Mahdi Saadvandi 2
  • Sima Khaleghian 3
  • Zahra Nasr Isfahani 4
1 Assistant Professor of Architecture, Faculty of Architecture and Urbanism, Art University of Isfahan, Isfahan, Iran (Corresponding Author).
2 Associate Professor of Architecture, Faculty of Architecture and Urbanism, Art University of Isfahan, Isfahan, Iran.
3 Ph.D. Researcher, Faculty of Architecture and Urbanism, Art University of Isfahan, Isfahan, Iran.
4 M.A. in Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
چکیده [English]

A learning disorder is one of the prevalent problems during childhood, which is usually diagnosed during school years although is diagnosable in pre-school ages. This disorder causes some education problems, such as weak academic performance, being rejected, and even dropping out of school resulting in the incompatibility of these students in the school and disorder in the education process. If this disorder is controlled during childhood, the irreversible damage in adulthood will be minimized. Regarding the effect of the environment's role on human behavior, this research asks what are properties of a standard educational space are for improving the performance of children who suffer from learning disorders. This study aims to explain the design principles of educational environments or settings to improve the performance of children with learning disorders. This is applied research with a selected descriptive-survey research method. Findings indicate that because children with learning disorders have different needs based on their disabilities, the schools must provide a set of educational places that meet the various needs of these students. Seven general models (normal classroom model, consultation model, mobile model, reference room, special classroom, separate day school, and boarding schools) have been proposed for the educational space of children with learning disorders. The result of this study comprises a set of principles for the design of educational settings that have been classified based on their effects on the improvement of performance among children with different types of learning disorders (dyscalculia, dyslexia, and dysgraphia, as well as the shared characteristics of these three disorders). The results of this study show that architectural qualities (form quality, qualities related to light and color, sound qualities, functional quality, layout, and furniture qualities, design qualities based on the perception and sense related to nature, security quality, and psychological peace of space) would promote performance of children with learning disorder.

کلیدواژه‌ها [English]

  • Learning Disorder
  • Child
  • Architectural Design
  • Educational Space
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