Educational architecture for children with mental disabilities. Reflections between theory and reality

• Autores: Delgado Silva Boza, Stephanie Holly, Quintanilla Gutierrez, Hilary Katline, Valdivia Loro, Arturo
• Formato: artículo
• Fecha de Publicación: 2020
• Institución: Universidad Privada del Norte
• Repositorio: UPN-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.upn.edu.pe:11537/26797
• Enlace del recurso: https://hdl.handle.net/11537/26797; https://doi.org/10.1002/gps.553110.34218/IJM.11.4.2020.068
• Nivel de acceso: acceso abierto
• Materia: Arquitectura de interiores; Diseño arquitectónico; Escuelas primarias; Niños con discapacidad; Perú; https://purl.org/pe-repo/ocde/ford#6.04.08

ABSTRACT The article aims to demonstrate the roles that an inclusive educational center must f ulfill to positively influence the cognitive development of children with mental disabilities. The physical reality of the architectural space of three educational centers destined to serve children with mental disabilities in Lima - Peru is described. It is concluded that inclusive schools must become a physical environment that serves as part of the educational method, facilitate the perception and sensation in children ’s learning sessions. They must be bioclimatic and biophilic and finally be active actors for the synergy of learning.