The Concept of Behavioural Architecture in the School Design for Special Needs Students – Intelectual Disabilities

Children with special needs (ABK) also have the same right to access education according to their capacity and needs. The education system in Indonesia still faces significant challenges, namely that it is not yet sufficient and does not optimally accommodate the needs of ABK. The observation method focused on individuals with intellectual disabilities, with analysis conducted on identified Behaviours of individuals with intellectual disabilities. For those with mild intellectual disabilities, they can read, perform simple calculations, write, and engage in other simple activities, with abilities equivalent to a normal 8-12 years old. For those with moderate intellectual disabilities, regular and continuous training is needed to perform activities, and only a small percentage can read, write, and count. Their intellectual abilities are more limited, they can be taught, and they have self-care skills and certain abilities equivalent to those of a normal 3-8 years old child. The principles of behavioural architecture in the Concept Design of a Special Needs School for Students with Intellectual Disabilities, applied according to their specific Behaviours, include Safety & Supervision, Safe Circulation Layout, Classroom Size & Space Ratio, Accessibility, Control of Motor Stimuli, Functional Zoning, Flexibility, Building Material & Finishing Material Selection, Easy-to-Understand Wayfinding, and Safe Evacuation Routes. The detailed concept of achieving the above 10 principles gave rise to the design of a Special School for Mild & Moderate Intellectual Disabilities, which is suitable for accommodating various student Behaviours, ensuring their safety, incorporating educational elements, and helping to improve their knowledge and skills.