This study explores the role of inclusive design in creating educational environments adapted to the needs of children with neurodevelopmental disorders, with a special focus on Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). The research arises within the context of the implementation of Decree-Law No. 54/2018, of July 6, 2018, in Portugal, which establishes the guiding principles of a truly inclusive school, promoting equity and the participation of all students in the regular education system (“Decree-Law No. 54/2018,” 2018).
Neurodevelopmental conditions, such as ASD and ADHD, pose significant challenges to the development promoted by the school environment. These children frequently experience sensory, emotional, and social blocks, compromising their well-being in relation to academic performance (Scandurra et al., 2019).
The project focuses on the design of sensory spaces, designated as "safe spaces," integrated into first-cycle classrooms. These spaces aim to promote emotional self-regulation, reduce excessive stimuli, foster behavioral stability, and consequently improve the academic performance and social participation of students with specific needs (Kamal et al., 2024). The concept is based on creating accessible and welcoming environments, not only beneficial for children with Neurodevelopmental Disorders (ND), but advantageous for the entire educational community.…This study explores the role of inclusive design in creating educational environments adapted to the needs of children with neurodevelopmental disorders, with a special focus on Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). The research arises within the context of the implementation of Decree-Law No. 54/2018, of July 6, 2018, in Portugal, which establishes the guiding principles of a truly inclusive school, promoting equity and the participation of all students in the regular education system (“Decree-Law No. 54/2018,” 2018).
Neurodevelopmental conditions, such as ASD and ADHD, pose significant challenges to the development promoted by the school environment. These children frequently experience sensory, emotional, and social blocks, compromising their well-being in relation to academic performance (Scandurra et al., 2019).
The project focuses on the design of sensory spaces, designated as "safe spaces," integrated into first-cycle classrooms. These spaces aim to promote emotional self-regulation, reduce excessive stimuli, foster behavioral stability, and consequently improve the academic performance and social participation of students with specific needs (Kamal et al., 2024). The concept is based on creating accessible and welcoming environments, not only beneficial for children with Neurodevelopmental Disorders (ND), but advantageous for the entire educational community.WW…