The Relationship of Sensory Design towards the Physical Learning Environment for Autism Classroom

Abstract

Designing spaces for the autistic should be considered their sensory needs. This quantitative study employed the survey method to explore the relationship between the sensory design towards the physical learning environment. The respondents (n=384) identified and Statistical Program for Social Sciences Software (SPSS) used for data entry and analysis. Pearson's Correlation is used to highlight relationships between the variables. The result revealed sensory design have a strong significant relationship with the physical learning environment in the context of autism. Findings hoped to benefit in creating to improve the autism learning environment in Malaysia. Keywords: Sensory design; physical learning environment; quantitative eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i18.3070