SENSORY ARCHITECTURE: SPACES THAT REGULATE STIMULI FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN THE SCHOOL ENVIRONMENT

Abstract

This study aims to understand how sensory architecture can contribute to the development of children with Attention Deficit Hyperactivity Disorder (ADHD) in the school environment. The research is characterized as bibliographic, exploratory, and qualitative, based on authors from neuroscience, pedagogy, and architecture. The investigation analyzed the effects of sensory design on the human body, the characteristics of ADHD, the impact of this disorder on the learning process, and architectural strategies that may support school inclusion. The results indicate that the integration of sensory elements, such as natural lighting, acoustic comfort, spatial organization, and the use of appropriate colors, contributes to the regulation of stimuli, increased concentration, and the well-being of children with ADHD. It is concluded that school environments designed according to the principles of sensory architecture can minimize cognitive overload, stimulate creativity, and foster socialization, thus promoting a more inclusive and efficient space for learning.