Design Strategies Research Of Schools For Students With Developmental Disabilities Based On Their Psychological Features

Currently, China has a large population and ratio of disable children. Special schools on which special education and settlement rely directly influence the justice of our society. Among schools and other education institutions, special schools for children with developmental disabilities(DB), whose students have an enormous difference from the others, are institutions for all special children except the blind and deaf. Therefore, due responses and managements play a significant role in architecture design.Compared with blind and deaf students, those with developmental disabilities are mostly influenced by their social activity, emotion, behavior, language, perception and cognition, instead of physical and sensory defects. Consequently, based on relevant psychology study, author analyze the features of emotion, behavior, perception and cognition, which are greatly influenced by physical environment, and site investigation to propose specific design strategies.First chapter is defined as introduction that introduces the background, purpose, meaning, object and framework of this study; Second and third chapter are respectively concentrate on theoretical and investigation research. The former introduce the users of special schools for children with DB, and analyzes their psychological features. The latter introduce the notion of special schools for children with DB and analyzes their current status; Fourth and fifth chapter propose the main design strategies, which aim at students' psychological features. The former proposes silence, safety and flexibility strategies, and the latter proposes accessible, intuitive and intelligibility ones. The last chapter summarizes research findings and slightly looks into the future studies. The shortages and defects are also proposed there.