Design Of Medan Autism Special Schools (Behavioral Architecture)

Feb 27, 2025 by ADMIN 65 views

Design of Special School Autism in Medan: Behavioral Architecture

Introduction

The prevalence of autism among children has been increasing significantly over the past few decades. According to data submitted by Dr. Widodo Judarwarwanto, the ratio of people with autism in Indonesia underwent a striking change: from 1: 5000 children in the 1990s to 1: 300 in 2010, and 1: 250 in 2015. In the same year, there were an estimated 12,800 children with Autism throughout Indonesia. However, the growth of this number is not balanced with the availability of adequate educational and health facilities. This situation encourages the author to design a special school for children with autism in Medan, which will be a formal institution that is integrated with therapeutic and health facilities.

Understanding the Need for Behavioral Architecture

The design of a special school for children with autism requires a unique approach that takes into account the specific needs of these children. Behavioral architecture is a design approach that focuses on creating a learning environment that supports and is beneficial for children with autism. This approach aims to create space that is not only functional but is also able to stimulate positive development for children with autism. The design concepts that will be applied include direct observation, analysis, and comparison with other special schools.

The Importance of Behavioral Architecture in Autism Education

Behavioral architecture is a crucial aspect of designing a special school for children with autism. This approach recognizes that children with autism have unique needs and requirements that must be met in order for them to thrive. By creating a learning environment that is tailored to the needs of these children, we can provide them with the support and resources they need to succeed. The design of the school should be based on the principles of behavioral architecture, which include:

Direct Observation: Observing the behavior of children with autism in order to understand their needs and requirements.
Analysis: Analyzing the behavior of children with autism in order to identify patterns and trends.
Comparison: Comparing the behavior of children with autism with other children in order to identify areas for improvement.

Characteristics of School Design

One of the innovations in the design of this school is the preparation of a radial building mass, which allows the creation of open and connected space. It aims to create an atmosphere between comfortable and familiar spaces for children. In addition, there will be a "healing garden" or healing park filled with natural vegetation. The creation of this park is designed to provide a soothing outdoor experience, as well as integrating natural circulation, so that children can feel more free and relaxed in exploring the school environment.

The Role of Environmental Design in Autism Education

The physical and atmospheric environment of the school plays a crucial role in the education of children with autism. A calm and well-structured space can minimize excessive stimuli which often cause stress in children with autism. By creating a supportive atmosphere, children can focus more on the learning process, and have the opportunity for better social and emotional development. The design of the school should take into account the following principles:

Calm and Structured Environment: Creating a calm and structured environment that minimizes excessive stimuli.
Natural Light and Ventilation: Providing natural light and ventilation to create a comfortable and healthy environment.
Access to Outdoor Spaces: Providing access to outdoor spaces that allow children to explore and engage with nature.

Environmental Effect on Child Behavior

Physical and atmosphere of calm in the school environment is believed to have a positive impact on the behavior of children with autism. A calm and well-structured space can minimize excessive stimuli which often cause stress in children with autism. By creating a supportive atmosphere, children can focus more on the learning process, and have the opportunity for better social and emotional development.

The Benefits of Behavioral Architecture in Autism Education

The design of a special school for children with autism using behavioral architecture has several benefits, including:

Improved Learning Outcomes: Creating a learning environment that is tailored to the needs of children with autism can improve their learning outcomes.
Better Social and Emotional Development: Providing a supportive atmosphere can help children with autism develop better social and emotional skills.
Increased Independence: Creating a learning environment that is tailored to the needs of children with autism can help them become more independent.

Conclusion

The special school design for children with autism in Medan is not just a study room, but rather a ecosystem that supports the growth and development of children. With an architectural approach to behavior that is integrated with health and therapy facilities, it is hoped that this school can become a pioneer in presenting an inclusive and quality education for autistic children. Through a design that is in favor of users, we can give them a better opportunity to excel and adapt in the community.

Recommendations for Future Research

Future research should focus on the following areas:

Evaluating the Effectiveness of Behavioral Architecture: Evaluating the effectiveness of behavioral architecture in improving learning outcomes and social and emotional development in children with autism.
Developing a Standardized Design Approach: Developing a standardized design approach for special schools for children with autism that takes into account the principles of behavioral architecture.
Providing Training and Support for Teachers: Providing training and support for teachers on how to implement behavioral architecture in their teaching practices.

By following these recommendations, we can create a special school for children with autism that is tailored to their unique needs and requirements, and provides them with the support and resources they need to succeed.
Frequently Asked Questions: Design of Special School Autism in Medan

Q: What is the main goal of designing a special school for children with autism in Medan?

A: The main goal of designing a special school for children with autism in Medan is to create a learning environment that supports and is beneficial for children with autism. This approach aims to create space that is not only functional but is also able to stimulate positive development for children with autism.

Q: What is behavioral architecture, and how does it relate to autism education?

A: Behavioral architecture is a design approach that focuses on creating a learning environment that supports and is beneficial for children with autism. This approach recognizes that children with autism have unique needs and requirements that must be met in order for them to thrive. By creating a learning environment that is tailored to the needs of these children, we can provide them with the support and resources they need to succeed.

Q: What are some of the key principles of behavioral architecture in autism education?

A: Some of the key principles of behavioral architecture in autism education include:

Direct observation: observing the behavior of children with autism in order to understand their needs and requirements.
Analysis: analyzing the behavior of children with autism in order to identify patterns and trends.
Comparison: comparing the behavior of children with autism with other children in order to identify areas for improvement.

Q: How does the design of the school take into account the needs of children with autism?

A: The design of the school takes into account the needs of children with autism by creating a calm and well-structured environment that minimizes excessive stimuli. The school also provides access to outdoor spaces that allow children to explore and engage with nature.

Q: What are some of the benefits of behavioral architecture in autism education?

A: Some of the benefits of behavioral architecture in autism education include:

Improved learning outcomes: creating a learning environment that is tailored to the needs of children with autism can improve their learning outcomes.
Better social and emotional development: providing a supportive atmosphere can help children with autism develop better social and emotional skills.
Increased independence: creating a learning environment that is tailored to the needs of children with autism can help them become more independent.

Q: How can behavioral architecture be applied in other settings, such as homes and communities?

A: Behavioral architecture can be applied in other settings, such as homes and communities, by creating a supportive and inclusive environment that meets the needs of individuals with autism. This can include designing spaces that are calm and well-structured, providing access to outdoor spaces, and creating a supportive community that understands and accepts individuals with autism.

Q: What are some of the challenges of implementing behavioral architecture in autism education?

A: Some of the challenges of implementing behavioral architecture in autism education include:

Limited resources: implementing behavioral architecture may require significant resources, including funding and personnel.
Limited understanding: some educators and professionals may not fully understand the principles of behavioral architecture and how to apply them in practice.
Limited support: some families and communities may not have the support and resources they need to implement behavioral architecture in their homes and communities.

Q: How can behavioral architecture be evaluated and improved?

A: Behavioral architecture can be evaluated and improved by:

Conducting research: conducting research on the effectiveness of behavioral architecture in improving learning outcomes and social and emotional development in children with autism.
Gathering feedback: gathering feedback from families, educators, and professionals on the effectiveness of behavioral architecture in practice.
Making adjustments: making adjustments to the design and implementation of behavioral architecture based on feedback and research findings.

By addressing these questions and challenges, we can create a special school for children with autism that is tailored to their unique needs and requirements, and provides them with the support and resources they need to succeed.