Abstract

This study investigates observational methods, interpretative frameworks, and assessment criteria for evaluating interior design in kindergartens catering to children with Autism Spectrum Disorder (ASD). Recognizing their distinct sensory, social, and spatial needs, the research employs a qualitative methodology, combining structured and unstructured observations, expert interviews, and case study analysis to assess the effectiveness of interior design elements in ASD-friendly educational environments. The methodology involves a comprehensive literature review to establish a theoretical foundation, followed by the development of structured observation protocols that focus on children’s behavioral responses to spatial configurations, lighting, acoustics, and material selections. Observational data is analyzed using content analysis techniques, capturing patterns in how children interact with their physical environments. In addition, expert interviews with child development specialists, psychologists, interior designers, and educators provide insights into best practices for ASD-sensitive design. This study contributes to the field by addressing a gap in existing research; while prior studies often focus on isolated design aspects, such as lighting or acoustics, this research integrates multiple environmental factors into a holistic and standardized assessment model. The findings aim to support the development of sensory-sensitive and inclusive learning environments by offering structured evaluation criteria that can inform architectural and educational design practices. By bridging the gap between observational research and applied design solutions, this study advances understanding in the field of sensory-sensitive educational spaces and contributes to creating environments that better accommodate the needs of children with ASD.