Abstract:

Children with Autism Spectrum Disorder (ASD) have lifelong differentness. With early diagnosis, accurate / continuing education and, especially with the inclusion of space in education, these children can be provided to produce benefits for society within the frame of their competencies. In this study; at present, the lack of interior designs that students with ASD need, to have their special education efficiently has been identified as a problem. The aim is to design the most appropriate interior space and to present criteria of it for students with ASD. First in this study, literature research was conducted on the subjects of Autism Spectrum Disorder, perception of space, and visual perception. Secondly, the importance of visual perception in children's perception of space was emphasized and questions were prepared by classifying the visual perception elements that appear as five elements: "form", "texture", "material", "light" and "color". Two people were interviewed, one of whom was a counselor teacher and the other was a special education teacher, and information was collected in form of questions and answers on the perception of space of students with ASD. Thirdly, the result data of questionnaire studies conducted by other researchers made with students diagnosed with ASD and/or their parents were utilized. The relation of the inferences made from the questionnaire studies with visual perception elements was examined and tangible equivalents in interior design were tried to be determined. All collected data were analyzed under five sub-headings over visual perception elements. Due to the importance of accurate and continuing education with early diagnosis, students with ASD between the ages of three and twelve were included in the study. Determined design criteria as a result of the evaluation of obtained findings are explained in the table. This study provides background information for future studies in similar areas, and it is aimed that this study will contribute to this field.

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