Citas bibligráficas
Fernandez, G., (2023). Centro de desarrollo para niños con trastorno del espectro autista en San Martín de Porres [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/668147
Fernandez, G., Centro de desarrollo para niños con trastorno del espectro autista en San Martín de Porres [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2023. http://hdl.handle.net/10757/668147
@misc{renati/405755,
title = "Centro de desarrollo para niños con trastorno del espectro autista en San Martín de Porres",
author = "Fernandez Briones, Gian Kevin",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2023"
}
This thesis analyses the existing problem related to the lack of specialized infrastructure designed for children with Autism Spectrum Disorders in San Martin de Porres district. In consequence, we propose the creation of a Development Center for children with ASDs. Since the principal users will be children with certain particular necessities, the theoretical investigation over the ASDs condition will study qualitative aspects. Also, theories based on the pedagogical, health and architectural aspects will be analyzed which show different ways to help and enhance the development of children with this particular condition. In addition, there will be made a quantitative analysis in order to obtain a digit regarding the quantity of children who suffer from this condition so that, according to the study of referral projects, the design regulation for CEBE established by MINEDU and international regulations, a number of users to be treated can be determined. On the other hand, the environment of the selected land is studied to determine the location of the project. Finally, we conclude with the proposal for the Development Center for children with ASD, which reflects the design guidelines obtained from the research, applying architectural concepts such as sensory integration through the exploration of textures, color, lighting, and the relationship between the user and nature. So that all spaces have an “educational“ function, not only the classrooms. Thus creating spaces that not only promote the development of children but also their integration and adaptation to the social environment.
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