Atıf İçin Kopyala
Öztürk S. V., Durukan Arslan A.
BUILDINGS (BASEL), cilt.15, sa.17, ss.1-34, 2025 (SCI-Expanded)
-
Yayın Türü:
Makale / Tam Makale
-
Cilt numarası:
15
Sayı:
17
-
Basım Tarihi:
2025
-
Doi Numarası:
10.3390/buildings15173016
-
Dergi Adı:
BUILDINGS (BASEL)
-
Derginin Tarandığı İndeksler:
Science Citation Index Expanded (SCI-EXPANDED), Scopus, Aerospace Database, Agricultural & Environmental Science Database, Applied Science & Technology Source, Communication Abstracts, INSPEC, Metadex, Directory of Open Access Journals, Civil Engineering Abstracts
-
Sayfa Sayıları:
ss.1-34
-
Açık Arşiv Koleksiyonu:
AVESİS Açık Erişim Koleksiyonu
-
Akdeniz Üniversitesi Adresli:
Evet
Özet
Despite increasing attention to inclusive education, the spatial and environmental requirements of individuals with Down syndrome remain insufficiently addressed within architectural research. This study investigates how educational environments can be redesigned to betteraccommodate the developmental, sensory, and behavioral needs of this user group, utilizing the interdisciplinary lens of building biology that emphasizes occupant health, well-being, and environmental quality. Employing a case study methodology, this study focuses on Gülseren Özdemir Special Education Practice School in Turkey. Fieldwork was conducted through structured qualitative spatial analysis based on principles derived from building biology and universal design. While the facility meets several baseline accessibility criteria, qualitative observations indicate areas for improvement, particularly in lighting quality, acoustic conditions, tactile stimuli, and spatial adaptability. These findings demonstrate the potential of building biology to serve as a comprehensive, health-centered design approach for inclusive educational settings. This study concludes by proposing spatial strategies applicable to both new construction and retrofit projects, offering a knowledge base that may inform future architectural practices aimed at fostering inclusive and supportive learning environments.