Classification of Premises for Buildings of General Education Schools with Inclusive Educational Trajectories for Children with ASD

Design of modern educational spaces is of great importance in our country today. Based on the foreign experience, unique schools with atriums, modern laboratories, universal classrooms, workshops have been built in the last decade. Such an architectural and planning environment meets the needs of a new generation of children and modern pedagogical challenges. However, school buildings, including standard projects, provide an up-to-date indoor environment based on their capabilities. Against this background, children with disabilities, including those with autistic spectrum disorder (ASD), demonstrate learning difficulties at educational institutions. This is due to the fact that the architectural environment of any educational space, private or municipal, located in a building built according to an individual or standard project, does not meet the current pedagogical correctional requirements, especially the nature of the surrounding space perception by children with mental disabilities. The formation of an inclusive spatial planning space that will be effective and high-quality for all categories of schoolers remains an urgent task, but it has not been sufficiently studied and highlighted in the literature. This paper mainly focuses on correctional or medical treatment facilities. Modern architects are faced with the task of organizing an inclusive secondary school that requires further investigation. Purpose: The aim of the work is to identify a new range of rooms allowing for inclusive education for children with ASD in a school building that meets the requirements of correctional educators and speech pathologists. Methodology : Theoretical and empirical methods, including the analysis of scientific literature, the study of regulatory documents, oral survey of educational specialists. Research implications: Definition of nomenclature of rooms for general education school buildings with inclusive learning will create a space in which schoolers with ASD can study and socialize with minimum difficulties, and their neurotypical peers receive high-quality education in a humane community.