An assessment of the impact of the sensory environment on individuals' behaviour in special needs schools

Abstract

Purpose

The purpose of this research is to explore the relationship of a few sensory environmental parameters, mainly visual and acoustical stimuli, with childrens' behaviour and performance in special needs schools.

Design/methodology/approach

Analysis of teaching layouts and the sequence of activities in ten selected special needs schools have been conducted using questionnaire directed at carers and teachers. The findings were cross‐validated via open‐ended interviews with teachers and carers to glean more in‐depth understanding about sensory influences.

Findings

Several sensory parameters were observed in the teaching environment: bright colours and light, pattern glare, echoing, higher and low‐pitch sound and background noise level. The study identified numerous factors having a negative effect on children's behaviour.

Practical implications

This paper provides further understanding of the key factors contributing to the quality of teaching environment consistent with user's need and expectations. It provides suggestions regarding the briefing and design to support childrens' performance. This can assist in developing alternative design guidelines based on users‐centered approach to schools design.

Originality/value

This paper will highlight issues for open discussion amongst all those involved in the process of planning, design and management of school environments which further reduce the undesirable consequences of the aforementioned parameters towards improving their operational efficiency in use.

Citation

Shabha, G. (2006), "An assessment of the impact of the sensory environment on individuals' behaviour in special needs schools", Facilities, Vol. 24 No. 1/2, pp. 31-42. https://doi.org/10.1108/02632770610639189