Abstract
This article examines the design criteria employed in autism schools in Turkey by comparing them with existing literature. The study focuses on the unique requirements under children having Autism Spectrum Disorder (ASD) in terms with classroom design, aiming to create a positive and productive atmosphere for their learning and development. Through a quantitative research approach using questionnaires, data was collected from 57 teachers in multiple schools. The collected responses were inputted into Microsoft Excel for analysis. Graphs were generated to visually represent the patterns and trends within the data. By utilizing Excel’s capabilities, a comprehensive analysis was conducted, in order to present a concise summary of the collected responses. The findings revealed areas for improvement in classroom design. While personal workspaces were present, designated zones for group work and dedicated computer stations were lacking. Essential features such as a quiet area and an exclusive cloakroom for personal hygiene were often absent. Visual cues and acoustical considerations were not fully utilized, and the placement of windows did not optimize natural lighting. Additionally, teachers rated their classrooms poorly in terms of suitability for student needs and learning. The study recommends enhancing classroom design by increasing group work areas, providing quiet spaces and cloakrooms, incorporating visual cues, improving acoustics, optimizing natural lighting, increasing access to outdoor play areas, and providing financial support for necessary tools like computers. These recommendations aim to create inclusive and conducive learning environments that support the growth and development of preschoolers with ASD.