Inclusive School Spaces: legal frameworks, conceptual bases and design challenges

• Autor(a) principal: Bezerra, Eliana Souza
• Data de Publicação: 2023
• Outros Autores: Toledo, Renata Ferraz de, Sigolo, Leticia Moreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: arq.urb
• Texto Completo: https://revistaarqurb.com.br/arqurb/article/view/590
• topic: Autismo; Educação inclusiva; Arquitetura escolar; Autism; Inclusive education; School architecture

Currently, Brazilian educational legislation determines the care of people with disabilities, including those with autism, in common classes of regular education, giving architects the opportunity to reflect on the spatial needs of these users, which, by incorporating inclusive pedagogical strategies, present new demands to the design process. Thus, this article aims to bring contributions on the importance of physical space in school buildings in the teaching-learning process of autistic students, through the presentation of research results on the subject. To this end, a bibliographical and documentary review of the legal frameworks of special education and inclusive education is presented, focusing on people with disabilities, especially autistic people, followed by a problematization of the conceptual bases that underlie this theme, as well as the process of elaborating a architectural needs programs, aligning it with the commitment to citizenship and the ethical-political dimension. This research intends to contribute with o actions committed to our responsibilities as citizens and more specifically to the construction of design parameters that favor the entrance and permanence of autistic people in regular education with quality.