Ambientes de aprendizagem neurodiversos: o potencial dos espaços externos escolares na inclusão de crianças com TEA

Abstract

The inclusion of children with Autism Spectrum Disorder (ASD) in elementary education and the contribution of school outdoor spaces to their socialization, learning, and well-being are the main focuses of this research. The study aims to identify the needs of children with ASD in relation to the school environment and analyze how physical space can impact their health and learning. The relevance of the research lies in the increasing number of autism diagnoses in Brazil and worldwide. The methodology used was divided into two stages: theoretical foundation and case study. The theoretical foundation covered four main themes: understanding ASD and its influence on an individual's relationship with the environment; the context of social inclusion in schools; contemporary references of schools that explore outdoor spaces; and the benefits of restorative environments and contact with nature for children, especially those with ASD. The case study involved analyzing two elementary schools that have children with ASD and offer outdoor spaces. The selected schools differ in terms of the scale of their outdoor spaces: School A has vast paved areas and few natural environments, while School B has a more welcoming scale and the presence of natural spaces. In addition to the case study in the schools, interviews and questionnaires were conducted with professionals who work with children with ASD in various institutions over the years. Various instruments were used for the case studies, such as exploratory visits, direct observation, behavioral mapping, affective mapping, semi-structured interviews, and questionnaires. Based on the information and results obtained, guidelines were proposed for the design of school outdoor spaces that promote the inclusion of children with ASD.