Standard

Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders. / Tokarskaya, Lyudmila v.; Bystrova, Tatyana yu.
In: Changing Societies & Personalities, Vol. 7, No. 1, 2023, p. 149-172.

Research output: Contribution to journal › Article › peer-review

Harvard

Tokarskaya, LV & Bystrova, TY 2023, 'Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders', Changing Societies & Personalities, vol. 7, no. 1, pp. 149-172. https://doi.org/10.15826/csp.2023.7.1.223

APA

Tokarskaya, L. V., & Bystrova, T. Y. (2023). Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders. Changing Societies & Personalities, 7(1), 149-172. https://doi.org/10.15826/csp.2023.7.1.223

Vancouver

Tokarskaya LV, Bystrova TY. Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders. Changing Societies & Personalities. 2023;7(1):149-172. doi: 10.15826/csp.2023.7.1.223

Author

Tokarskaya, Lyudmila v. ; Bystrova, Tatyana yu. / Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders. In: Changing Societies & Personalities. 2023 ; Vol. 7, No. 1. pp. 149-172.

BibTeX

@article{df22076e026c4588a6c0d536a21b4ee8,
title = "Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders",
abstract = "The article describes the results of interdisciplinary research focusing on the concept of sensory well-being and its application to construct sensory-friendly learning environments. The article analyzes the relationship between sensory characteristics of a learning environment and its impact on children's well-being and progress. It is shown that the current standards for learning environments in Russian schools fail to meet the sensory needs of children with autism spectrum disorders (ASD). The study relies on the case study method to compare the sensory needs a student with ASD and the characteristics of the classroom environment where she studies. The assessment encompasses auditory, visual, olfactory, tactile, vestibular, and proprioceptive modalities. Based on the data obtained, the authors formulate a set of markers that can be used to build a sensory-friendly learning environment. These markers can be used by specialists when designing new or renovating the already existing environments at schools and other educational institutions.",
author = "Tokarskaya, {Lyudmila v.} and Bystrova, {Tatyana yu.}",
year = "2023",
doi = "10.15826/csp.2023.7.1.223",
language = "English",
volume = "7",
pages = "149--172",
journal = "Changing Societies & Personalities",
issn = "2587-6104",
publisher = "Федеральное государственное автономное образовательное учреждение высшего профессионального образования {"}Уральский федеральный университет им. первого Президента России Б.Н. Ельцина{"}",
number = "1",

}

RIS

TY - JOUR

T1 - Markers of Sensory Well-Being in the Learning Environment for Children With Autism Spectrum Disorders

AU - Tokarskaya, Lyudmila v.

AU - Bystrova, Tatyana yu.

PY - 2023

Y1 - 2023

N2 - The article describes the results of interdisciplinary research focusing on the concept of sensory well-being and its application to construct sensory-friendly learning environments. The article analyzes the relationship between sensory characteristics of a learning environment and its impact on children's well-being and progress. It is shown that the current standards for learning environments in Russian schools fail to meet the sensory needs of children with autism spectrum disorders (ASD). The study relies on the case study method to compare the sensory needs a student with ASD and the characteristics of the classroom environment where she studies. The assessment encompasses auditory, visual, olfactory, tactile, vestibular, and proprioceptive modalities. Based on the data obtained, the authors formulate a set of markers that can be used to build a sensory-friendly learning environment. These markers can be used by specialists when designing new or renovating the already existing environments at schools and other educational institutions.

AB - The article describes the results of interdisciplinary research focusing on the concept of sensory well-being and its application to construct sensory-friendly learning environments. The article analyzes the relationship between sensory characteristics of a learning environment and its impact on children's well-being and progress. It is shown that the current standards for learning environments in Russian schools fail to meet the sensory needs of children with autism spectrum disorders (ASD). The study relies on the case study method to compare the sensory needs a student with ASD and the characteristics of the classroom environment where she studies. The assessment encompasses auditory, visual, olfactory, tactile, vestibular, and proprioceptive modalities. Based on the data obtained, the authors formulate a set of markers that can be used to build a sensory-friendly learning environment. These markers can be used by specialists when designing new or renovating the already existing environments at schools and other educational institutions.

UR - https://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=tsmetrics&SrcApp=tsm_test&DestApp=WOS_CPL&DestLinkType=FullRecord&KeyUT=000996163800009

UR - https://elibrary.ru/item.asp?id=53793005

UR - http://www.scopus.com/inward/record.url?partnerID=8YFLogxK&scp=85163731567

U2 - 10.15826/csp.2023.7.1.223

DO - 10.15826/csp.2023.7.1.223

M3 - Article

VL - 7

SP - 149

EP - 172

JO - Changing Societies & Personalities

JF - Changing Societies & Personalities

SN - 2587-6104

IS - 1

ER -

ID: 40039105