The impact of sensory perception on interior architecture standards for visually impaired and blind students in educational facilities | ||
| International Design Journal | ||
| Article 21, Volume 12, Issue 3 - Serial Number 44, May and June 2022, Pages 263-273 PDF (1.84 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/idj.2022.234845 | ||
| Author | ||
| Amira Fawzy Helmy Almaz | ||
| Architecture Department, Faculty of Engineering, Horus University in Egypt | ||
| Abstract | ||
| Architecture is the main component of the surrounding environment and cannot be considered as an art represented only by visual elements, but it is a multisensory art that can be used to feel and understand our surrounding environment using multisensory tools to achieve the best design performance. Despite the development that the world is witnessing in all aspects of life, which we see its impact on the field of construction and reconstruction, we lack the existence of qualified educational spaces for people with special needs that form an important part of society, which has led to their restriction and the obligation of their parents to accompany them to practice their lives smoothly. This study discusses the importance of studying and analyzing the interior design of educational spaces for the weak and blind that allows them to integrate with society and study the impact of design by sensory perception to achieve the idea of employing architectural tools that all our senses can feel. The use of architectural spaces to have the same ability to understand by other senses by providing qualified spaces, functionality, and design that the different senses of students can feel. In addition to highlighting the basic senses that must be used to design a suitable educational vacuum for the visually impaired that meets their psychological, behavioural, and physical needs to reach a multisensory educational vacuum. | ||
| Keywords | ||
| Sensory perception; multi-sensory architecture; visual disabilities; educational spaces | ||
| References | ||
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