Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Distinctive architectural features of the first european educational institutions for children with mental disabilities
Introduction. At present, considerable attention in our country is paid to training children with mental disabilities (MD). The relevant studies are conducted as well as new standards and programs are implemented. However, the school building itself is not suitable for the admission of children with mental disabilities: the regulatory system does not provide for any requirements with respect to the buildings under construction, and there are no vacant premises intended for children with mental disabilities that can be used in the educational process. To create the quality internal and external architectural environment at modern schools with due regard to training of various categories of schoolchildren, it is essential to review international practices. Materials and methods. The historical records stored in the funds of Russian and foreign libraries have been studied. Methods of theoretical studies, systematization and the analysis of the received data have been used to search for practically relevant information. Results. The information on the first schools for children with MD was analyzed. Such schools were established in the middle of XIX century in the leading European countries. Progress in psychology, medicine, pedagogy along with outstanding social phenomena resulted in the foundation of institutions providing care for children with MD, as well as realization of the necessity and significance of their training. The systematization and analysis of space planning solutions of the first schools have shown that the appropriate function relations, the nomenclature of premises, due regard of premises ergonomics and abilities of children with MD were implemented even in that period. Conclusions. At the initial stage of establishment of schools for children with MD, specific space planning solutions were not developed with respect to such schools. These institutions were often located in the existing buildings and were not adapted to perform new functions. The space planning structure had both strengths and weaknesses. This study confirms that a variety of factors allowed establishing the training system for children with MD in the middle of the XIX century.
Distinctive architectural features of the first european educational institutions for children with mental disabilities
Introduction. At present, considerable attention in our country is paid to training children with mental disabilities (MD). The relevant studies are conducted as well as new standards and programs are implemented. However, the school building itself is not suitable for the admission of children with mental disabilities: the regulatory system does not provide for any requirements with respect to the buildings under construction, and there are no vacant premises intended for children with mental disabilities that can be used in the educational process. To create the quality internal and external architectural environment at modern schools with due regard to training of various categories of schoolchildren, it is essential to review international practices. Materials and methods. The historical records stored in the funds of Russian and foreign libraries have been studied. Methods of theoretical studies, systematization and the analysis of the received data have been used to search for practically relevant information. Results. The information on the first schools for children with MD was analyzed. Such schools were established in the middle of XIX century in the leading European countries. Progress in psychology, medicine, pedagogy along with outstanding social phenomena resulted in the foundation of institutions providing care for children with MD, as well as realization of the necessity and significance of their training. The systematization and analysis of space planning solutions of the first schools have shown that the appropriate function relations, the nomenclature of premises, due regard of premises ergonomics and abilities of children with MD were implemented even in that period. Conclusions. At the initial stage of establishment of schools for children with MD, specific space planning solutions were not developed with respect to such schools. These institutions were often located in the existing buildings and were not adapted to perform new functions. The space planning structure had both strengths and weaknesses. This study confirms that a variety of factors allowed establishing the training system for children with MD in the middle of the XIX century.
Distinctive architectural features of the first european educational institutions for children with mental disabilities
Elena Yu. Strelnikova (Autor:in) / Irina S. Truflyak (Autor:in)
2020
Aufsatz (Zeitschrift)
Elektronische Ressource
Unbekannt
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