Research Tools to Learn About the Needs of Children With Autism

Abstract

Even after several years of disability acts and accessibility guidelines in the world, not much work is done for the inclusion of people with intellectual disabilities. To be truly inclusive, this is one unexplored area that universal design needs to emphasize more. In buildings and spaces, the existing accessibility standards address physical access but children with cognitive limitations are often unrepresented. The major reason for this to remain untouched in design practice and research is unique ethical challenges associated with observing or involving people with such limitations. The present study uses research methods grounded in environmentbehavior and rehabilitation studies to establish enabling environments for children with autism in educational spaces. Though the research employs multidisciplinary, multilayered approach in multiple sequential stages, the current paper describes ethically-appropriate evidence-based research tools developed by the authors to uncover findings that are not yet known.