Designing Environments that promote learning for Children and Adolescents with ADHD and ASD

The inclusion of students with ADHD and ASD in schools is an important concern. Structural and spatial elements, such as suitable furniture or retreat areas, can provide valuable support. This study examines which elements are used in schools and how they are perceived by children and teachers.

Key data

Description

Although in Switzerland all schools should be inclusive, the inclusion of children and teenagers with neurodivergences such as attention-deficit/hyperactivity disorder (ADHD) or autism spectrum disorders (ASD) has shown to have its challenges. As in almost every class is a kid with ADHD/ASD, a good inclusion in the school setting is essential. Complementary to other measures (e.g., curative education) we should create school spaces that do not act as barriers, but rather promote inclusion. But so far little is known on that topic.

The project involves conducting semi-structured interviews with Swiss children (N = 12) aged 7 to 16 years with ADHD and ASD, as well as their teachers. These interviews focus on elements (such as chairs, plants, seating position, headphones, etc.) that help the children concentrate and function effectively in the school environment. Additionally, parents are surveyed through an online questionnaire. The responses are transcribed, coded, and analyzed using qualitative methods. The aim of the project is to inform stakeholders about effective measures to design learning spaces that meet the needs of students with ADHD/ASD, thereby facilitating inclusion.