Autism Spectrum Disorder (ASD) is a
neurodevelopmental condition that creates social interaction, communication
problems, and sensory processing difficulties, which create substantial
learning challenges for children in standard educational settings. The
combination of hypersensitivity and hyposensitivity in autistic students
creates overwhelming anxiety when they experience transitions through hallways
and corridors. Research shows that
sensory-informed interior design promotes engagement, comfort, and self-regulation
for learners with ASD. Grounded in Sensory Integration Theory, this paper
reviews current research on how transition space design can be harnessed to
foster greater independence for children with autism. The methodology involved
a synthesis of interdisciplinary peer-reviewed articles covering
sensory-friendly strategies, spatial zoning, adaptive technologies, and
biophilic principles within learning environments. The research indicates that
transition spaces with carefully planned acoustic control, calming lighting,
and visual navigation tools, as well as designated spatial protection areas and
self-regulation zones, can help reduce stress levels and behavioral problems.
These design strategies enable autistic children to handle transitions more
effectively while improving their ability to navigate spaces independently. The
paper presents evidence-based design recommendations that unite theoretical
knowledge with practical applications to establish sensory-sensitive transition
areas that support the independence, active involvement, and emotional
well-being of neurodiverse children.
