@article{oai:kyukan.repo.nii.ac.jp:00000246,
 author = {西島, 衛治},
 issue = {1},
 journal = {九州看護福祉大学紀要, The Journal of Kyushu University of Nursing and Social Welfare},
 month = {Mar},
 note = {110000082275, I describe the background of the study.Until now many architectural planning of classroom for handicapped children were reported, but most of them were for mentally retarded children's classrooms. Study on the architectural planning for emotionally handicapped children has rarely reported yet.
 I pursued the survey of recent emotionally handicapped children's class education and space in March 2000. There are various education methods now, so fixed partitions or movable partitions are used for zoning, it becomes clear that classroom space is separated. Compared to the survey of 20 years ago, TEACCH program has been spread now as an educational method. In those days the program was unknown. An in dividual study room sometimes needs a partition. Because an autistic child can feel easy in a room with a partition.
 I describe the importance of space planning which included structuring. In a classroom most of the children may be autistic children. But there are psychogenic socially disadaptable handicapped children or developmental disability children caused by brain damage such as learning disability children. Space planning should be considered to each handicap characteristic. Especially autistic children have the problem of space perception, so visual sign planning (way finding) is needed to help understanding.},
 pages = {137--151},
 title = {自閉症児の教育空間の計画に関する研究 : 情緒障害学級教室の現状分析と物理的空間の構造化},
 volume = {3},
 year = {2001}
}