Research On The Design Of Teaching Space In Mentally Retarded School

The popularization of special education is an important quota of measuring a country’s achievement in basic education.Special education in China has been rapidly advancing in recent years,and mentally retarded schools need to be constructed urgently,but correlated design philosophy on mentally retarded school was still at its preliminary stage.The disconnection between construction and correlated theory will increase the cost of the construction and management spent on mentally retarded school.The particularity of their perception & behavior determined that children with mental retardation need special education environment.Method of EBS(Environment Behavior Study)was used to analysis behavior and space,and method of planning was used to make a generalization.Design patterns and strategies on the design of teaching space in mentally retarded school were put forward in this study.The evolution trend of teaching space in mentally retarded school was obtained after analyzing mental retardation education evolution,designing and using problems of mentally retarded school was received after analyzing built teaching space,students’ behavior(behavior in the class& behavior out of class)was analyzed to find the relationship between students’ behavior and the teaching space,the elements affecting the design of teaching space in mentally retarded school was analyzed,and the design philosophy of teaching space in mentally retarded school in Japan was extracted to form the design patterns and strategies adapted to the mental retardation education in our country.The construction of “basic activity unit”,the basic constitution of the teaching space,the selection of the overall arrangement in teaching space,the flexible designstrategies in teaching space were contain in the design patterns and strategies,which used to guide the environment to be a flexible and diverse space and enhance the design adaptation of teaching space in mentally retarded school.