Exceptional Education and the Physical Environment: Toward Behaviorally-Based Design Principles.

Autor/inn/en	Moore, Gary T.; Cohen, Uriel
Institution	Wisconsin Univ., Milwaukee. School of Architecture and Urban Planning.
Titel	Exceptional Education and the Physical Environment: Toward Behaviorally-Based Design Principles.
Quelle	(1978), (52 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Building Design; Children; Design Requirements; Facility Planning; Learning Disabilities; Physical Environment + Suchen Sie Ihr Suchwort? Baugestaltung; Child; Kind; Kinder; Design preferences; Gestaltungsmittel; Learning handicap; Lernbehinderung; Natürliche Umwelt
Abstract	The paper summarizes findings from an applied research programing and design project for children with learning disabilities. Information was collected and analyzed from the literature, interviews, observations, participatory games, consultants, and a building type analysis. Findings are reported along 14 developmental goals (such as perceptual and gross motor development) to which environments for exceptional children should respond and along 13 design principles (including orderliness and consistency) to facilitate the goals. Three main products are discussed: the development of new methods in production and communication of design relevant environmental research; the development of a generic program document using an experimental format and stressing developmental goals and design principles applicable to a wide range of indoor and outdoor environments for exceptional children; and the production of a detailed design proposal for an outdoor learning environment. (Author/CL)
Anmerkungen	School of Architecture and Urban Planning, University of Wisconsin-Milwaukee, Milwaukee, WI 53201 (Reprint No. RP78-4)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01