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

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Date
2020-04-30
Author(s)
Delgado Silva Boza, Stephanie Holly
Quintanilla Gutierrez, Hilary Katline
Valdivia Loro, Arturo
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Abstract
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.
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URI
https://hdl.handle.net/11537/26797
Bibliographic citation
Delgado, S. ...[et al]. (2020). Educational architecture for children with mental disabilities. Reflections between theory and reality. International Journal of Management, 11(4), 711-721. https://doi.org/10.1002/gps.553110.34218/IJM.11.4.2020.068
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