اصول و راهکارهای طراحی فضای باز مدارس ویژه مبتنی بر بهبود رفتار سازشی

محورهای موضوعی : معماری و شهرسازی

مریم سادات رضوی پور ¹ (دانشجوی دکتری معماری، دانشکده هنر،معماری و شهرسازی، دانشگاه آزاد اسلامی واحد نجف آباد، اصفهان، ایران)
فرهنگ مظفر ² (دانشیار، گروه معماری، واحد نجف‌آباد، دانشگاه آزاد اسلامی، نجف‌آباد، ایران.* (نویسنده مسئول))
زینب طالبی ³ (استادیار، دانشکده هنر، معماری و شهرسازی ، دانشگاه آزاد اسلامی واحد نجف آباد، اصفهان، ایران)

تاریخ دریافت : 1399/12/19 تاریخ پذیرش : 1401/02/20 تاریخ انتشار : 1402/02/01

کلید واژه: رفتار سازشی, طراحی فضای باز, مدارس ویژه, کودکان با ناتوانی هوشی,

چکیده مقاله :

زمینه و هدف: مدارس ویژه که پذیرای کودکان دارای نیازهای ویژه از جمله کودکان دارای ناتوانی هوشی هستند، باید در راستای نیل به اهداف آموزشی و رفع نیازهای جسمی و روانی خاص ایشان طراحی گردند. یکی از مهم ترین این اهداف ارتقاء رفتار سازشی می باشد.این پژوهش در پی یافتن معیارهایی برای طراحی فضای باز مدارس ویژه است تا از طریق بهبود رفتار سازشی کودکان دارای ناتوانی هوشی، آنان را برای زندگی مستقل در آینده آماده سازد. روش بررسی: روش تحقیق به کارگرفته شده در این پژوهش آمیخته می باشد و بر پیمایش اکتشافی از نوع دلفی استوار است. با استفاده از مصاحبه و پرسشنامه محقق ساخت که در اختیار جامعه تحقیق شامل متخصصان روانشناسی کودکان استثنایی و معمار قرارداده شد، با روش تحلیل محتوا مولفه ها و صفات فضایی موثر بر بهبود رفتارسازشی در چندین مرحله مورد پرسش قرار گرفته است. سپس جهت کشف ارتباط بین متغیرهای تحقیق از آزمون همبستگی و رگرسیون خطی چند متغیره استفاده گردید. در گام بعدی بر اساس اهداف تحقیق راهکارهای معماری از متخصصان معمار مورد پرسش قرار گرفتند و پس از استخراج مهم ترین راهکارها، به منظور اطمینان از صحت داده ها نظرسنجی از مربیان این کودکان انجام شد. یافته ها: بر طبق نتایج به دست آمده طراحی فضای باز مدارس ویژه باید بر شش اصل کلی شبیه سازی فضای مدرسه به اجتماع، بازی سازی، شبیه سازی فضای مدرسه به خانه، مشارکت زایی، توجه به رنگ، بافت، فرم و سهولت متکی باشد. بحث و نتیجه گیری: افزایش فضاهای جمعی و مشارکت زا ،ارتباط مستقیم با عناصر طبیعی محیط، تحریک حواس با استفاده از رنگ، بافت و موسیقی و نیز فراهم آوردن امکان بازی های گروهی و نمایشی در فضای باز مدارس زمینه را برای رشد فاکتورهای موثر بر رفتار سازشی فراهم می آورد.

چکیده انگلیسی:

Background & Objective: Exceptional schools which accept children with special educational needs, including children with intellectual disabilities, should regard educational goals and meet their specific physical and mental needs in school building design .one of the most important one is improving adaptive skills. This study seeks to find criteria for landscape design of exceptional schools, in order to prepare children with intellectual disability for independent living, by improving their adaptive skills. Material and Methodology:The method used in this research is qualitative-quantitative and is based on Delphi type of exploratory research  .Correlation test and multiple linear regression was used to test the research hypotheses. Based on the aims and hypotheses of the research, architectural solutions were asked from the architects and after achieving the most important strategies, in order to ensure the accuracy of the data, a survey was conducted and teachers in special schools were asked if the solutions improve adaptive skills. Findings: design of simulated spaces with community, home-like school environment, accessibility, participatory spaces, paly ful spaces, attention to the color, form, material are the principles should be regarded in landscape design of special schools. Discussion and conclusion: Regarding these principles, provide such an environment which encourage participation and communication, direct connection with nature, sensory stimulating by color, music, texture, and the possibility of group games and as the result of the activities occur, adaptive skills will increased.

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