Authors :
NKONO AMBASSA Marie-Stéphane; BWEMBA Charles; MOHAMADOU Hafis; Architect HQE
Volume/Issue :
Volume 9 - 2024, Issue 10 - October
Google Scholar :
https://tinyurl.com/yzhb3e89
Scribd :
https://tinyurl.com/mrvxbt87
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24OCT1396
Abstract :
In Cameroon, although efforts have been
made to improve access to education, children with
autism spectrum disorders (ASD) often remain excluded
from the traditional school system, particularly in the
northern regions where access to specialized
infrastructure is limited. This article presents the results
of a study on the design of a school complex adapted to
autistic children in Ngaoundere, incorporating the
principles of neuro-architecture. The survey conducted
with specialists, parents, and educators provided crucial
insights to create an inclusive and calming educational
environment that meets the sensory and cognitive needs
of the children. The site analysis in the Adamawa region,
considering climatic and geographical constraints,
confirmed the relevance of the location. The
architectural design, focused on diverse spaces such as
classrooms, sensory withdrawal zones, and common
areas promoting inclusion, not only enhances the social
integration of autistic children but also raises awareness
in the community about the importance of their
education. This project, rooted in an ecological and
cultural approach, represents a sustainable and
innovative initiative for Cameroon’s education system.
Keywords :
Neuro-Architecture, Autism, Inclusion, Education, Ngaoundere.
References :
- Author(s), Year. Title of the book/article. Journal/Book Title. Place of publication: Publisher
- climadata.org, 2021. Tableau climatique de la ville de Ngaoundéré. Available at: https://www.climadata.org (Accessed: 12 October 2024).
In Cameroon, although efforts have been
made to improve access to education, children with
autism spectrum disorders (ASD) often remain excluded
from the traditional school system, particularly in the
northern regions where access to specialized
infrastructure is limited. This article presents the results
of a study on the design of a school complex adapted to
autistic children in Ngaoundere, incorporating the
principles of neuro-architecture. The survey conducted
with specialists, parents, and educators provided crucial
insights to create an inclusive and calming educational
environment that meets the sensory and cognitive needs
of the children. The site analysis in the Adamawa region,
considering climatic and geographical constraints,
confirmed the relevance of the location. The
architectural design, focused on diverse spaces such as
classrooms, sensory withdrawal zones, and common
areas promoting inclusion, not only enhances the social
integration of autistic children but also raises awareness
in the community about the importance of their
education. This project, rooted in an ecological and
cultural approach, represents a sustainable and
innovative initiative for Cameroon’s education system.
Keywords :
Neuro-Architecture, Autism, Inclusion, Education, Ngaoundere.
