Affiliations: The Design and Ergonomics Applied Research Group,
Coventry School of Art and Design, Coventry University, Coventry, UK | University College London Interaction Centre, London,
UK
Note: [] Address for correspondence: Andrée Woodcock, The Design and
Ergonomics Applied Research Group, Coventry School of Art and Design, Coventry
University, Coventry, CV1 5FB, UK. Tel.: +44 2476 888842; E-mail:
[email protected]
Abstract: Schools and other educational environments beyond serving as the
primary work places of children provide the backdrop against which formative
emotional, psychological, cognitive and physical development takes place.
However, ergonomists have paid little attention to the design of these
environments, the interactions within them or their organization from a child's
perspective. Children with special education needs, such as those with hearing
or visual difficulties, cognitive or social disabilities, or even those with
different learning styles may be placed in mainstream schools ill-equipped to
suit their needs. Rather than retrofitting classrooms as children with
different requirements enter the school, a ground-up approach could be taken to
create effective educational environments based on an understanding of the
learning tasks to be supported, the learner characteristics and the facilities
and interactions needed to effect task completion. The application of an
holistic ergonomic model, such as the Hexagon-Spindle model [1,2] provides
a means of systematically considering the variables which need to be included
in the design and evaluation of such environments. This paper presents a case
study of the application of this model to the design of low sensory classrooms
and interactive learning experiences for children with an autistic spectrum
disorder.
Keywords: Learning environments, children with special educational needs, ergonomic model
