Uczestnictwo dziecka ze specjalnymi potrzebami edukacyjnymi w przestrzeni architektonicznej a funkcja socjologiczna rodziny

Abstract

The article discusses the problem of relations between the physical, architectural, and social space in the context of the family and of the development of a child with special educational needs. It defines the notion of space that functions in numerous spheres of life and puts special emphasis on the social sphere in relation to the physical and metaphysical surroundings that are created by the architecture. Based on the research and literature, the article demonstrates that the perception of space as well as observation of how a child functions within that space and perceives it might serve a basis for an early diagnosis. The role of parents in this respect is to pay attention to the architectural stimuli that affect the child. The article shows that in order to achieve the best results and spatial conditionings the architectural and urban design should be based on the idea of integration and participation. It would thus increase the quality of life and improve social relations of children with special educational needs and their families as well as facilitate integration with the local community.