تبیین الگوهای ادراک حسی مؤثر بر حس تعلق به مکان در طراحی مدارس استثنایی مقاله

محیط آموزشی، بعد از محیط خانه و خانواده، بیشترین سطح ارتباط با کودکان را به تعامل می‌گذارد. تاثیر کیفیت فضای آموزشی در تحقق حس تعلق به مکان که فرد را به مکان پیوند داده و هویت افراد و مکان را شکل می‌دهد این امر در محیط‌های آموزشی که دانش‌آموزان خصوصیات حسی، رفتاری و نیازهای ویژه دارند از اهمیت ویژه‌ای برخوردار است .در این راستا پژوهش حاضر با هدف شناسایی شاخص‌های ادراک حسی بر حس تعلق همچنین تأثیر هر کدام از شاخص‌ها، اولویت‌بندی شاخص‌های تاثیرگذار بر حس تعلق دانش‌آموزان انجام پذیرفت. نسبت به هدف تعیین شده یکی از مهمترین سوالاتی که پژوهش حاضر به دنبال پاسخ‌گویی به آن است را چنین می‌توان بیان نمود؛ چگونه می‌توان عناصر شکل دهنده متأثر از الگوهای ادراک حسی در مدارس استثنایی را در قالب استانداردهای طراحی این مدارس به عنوان یک مدل فراگیر تدوین نمود؟ تحقیق حاضر، به روش کمی و کیفی می‌باشد، داده‌های کیفی با استفاده از مشاهدات مستقیم، مطالعه اسنادی و مصاحبه با متخصصین، گردآوری شد، سپس داده‌های کمی در بستری پیمایشی به روش تهیه پرسشنامه طبق طیف لیکرت تنظیم و با روش مدل‌یابی معادلات ساختاری(SEM) روابط بین متغییرها و میزان تأثیر آنها در مدارس مورد مطالعه توسط نرم‌افزار Spss و Amos تحلیل شد. نمونه‌گیری نیز با روش خوشه‌ای دو مرحله‌ای انجام و سپس از یک نمونه‌ی تصادفی استفاده شد. یافته‌های این تحقیق نشان داد که بین عوامل ادراک حسی، حواس بینایی نسبت به سایر حواس از اهمیت بیشتری برای این دانش‌آموزان برخوردار می‌باشند. همچنین در بین عوامل حس مکان وجود تعاملات اجتماعی در ایجاد حس تعلق به مکان و رضایتمندی مؤثر می‌باشند. در نتیجه الگوهایی در قالب استانداردهای طراحی در جهت بازآفرینی شاخص‌های ادراک حسی و تقویت روابط و تعاملات اجتماعی دانش‌آموزان که به عنوان عاملی مهم برای حس تعلق آنان به مدرسه تلقی می‌شود ارائه گردید تا راهنمای طراحان باشد.

Extended Abstract Background and Objectives: This research is based on an applied objective. Applied research uses theories presented in fundamental research to solve real-world problems. The current research was carried out with the aim of identifying the indicators of sensory perception on the sense of place attachment and also the effect of each of the indicators, prioritizing the indicators affecting the sense of belonging of the students and compared to the set goal. One of the most important questions that the current research seeks to answer can be stated as: How can formative elements affected by sensory perception patterns in the special needs schools be formulated as design standards as a comprehensive model? In response to the research question and considering the practical objectives, the study proposes models based on the necessary guidelines and standards for the construction and design of special needs schools intended for the construction and reconstruction of future schools that have undergone changes for this purpose.Methods: This research utilizes a combination of quantitative and qualitative methods for theoretical studies, presenting qualitative criteria and indicators. The methodology involves gathering using a bibliographic research method and reviewing existing documents through direct observations, document analysis, and interviews with experts. The quantitative data was collected in a survey platform, which was used to answer the research question with the approach of preparing a questionnaire. The collected data was adjusted according to the Likert scale, and KMO and Bartlett statistics were used to check the validity of the questionnaire. The findings were analyzed by the structural equation modeling (SEM) method identifying the relationships between the variables and their impact in the studied schools by SPSS and Amos software. The sampling method in this research is a two-stage cluster type, and then a random sample is used to select schools.Findings: The research findings indicate that when scrutinizing factors associated with sensory perception components, it becomes apparent that visual senses, with a factor load of 0.943, are of greater significance for students compared to other sensory components. Also, within the factors contributing to place attachment, the social interaction component, with a factor load of 0.994, plays a significant role in fostering a sense of place attachment and overall satisfaction. Regarding the reliability of the research questionnaire, a pre-test was conducted by distributing 50 questionnaires among the statistical population. The obtained Cronbach’s alpha index for the variables and their dimensions is reported. Data was analyzed by SPSS Ver.16 software and Cronbach’s alpha index for the whole is equal to 0.913, which shows an appropriate reliability of the research questionnaire. In examining the relationships between the variables, the results of the hypotheses showed that there was a statistically significant relationship between the research variables. Based on the results and information obtained from the findings and the environmental impression of the studied schools, the qualitative results of the most important things that can be emphasized as components of sensory perception and place attachment for the design of these schools have been stated. Conclusion: Most learning takes place through formal education in schools. To facilitate this process, students require a foundation of rich emotional experiences and a sense of connection with both their physical and social environments. Neglecting to involve all sensory aspects within a space can diminish the concentration of these students in establishing effective environmental communication. So, it is necessary to design the appropriate environment by considering the effective factors, such as the existence of the necessary stimuli and motivations, and adapting to the students’ cognitive and perceptive abilities. In the current research, the influence of sensory perception indicators on the sense of place attachment in schools that have been changed into special needs schools and used by special needs students with special conditions has been investigated. Based on the results acquired and the identification of essential sensory perception factors crucial for these students in understanding and connecting with the environment, as well as fostering a sense of place attachment, which plays a significant role in their attendance and desire to return to school; principles and suitable patterns for designing a special needs school have been outlined. As a result, design standards were presented in order to recreate the indicators of sensory perception and to strengthen the relationships and social interactions of students, which is considered as an important factor for their sense of belonging to the school, to guide the designers.