Senso de pertencimento: proposta de sala de acomodação sensorial para alunos neurodivergentes em 06 campi do Instituto Federal do Piauí

Abstract

The inclusion of neurodivergent students in the educational environment requires not only pedagogical adaptations but also the design of physical spaces capable of meeting their sensory and emotional needs. Considering that excessive stimuli present in daily school life may compromise students’ well-being, permanence, and academic performance, this study aims to develop a basic design proposal for a Sensory Accommodation Room focused on the self-regulation and welcoming of neurodivergent students.

The research adopts a qualitative and exploratory approach, based on a bibliographic review on neurodivergence, sensory integration, inclusive architecture, and the sense of belonging, as well as the analysis of architectural references related to neuroarchitecture. The architectural proposal was developed from sensory design guidelines applied to visual, tactile, auditory, olfactory, proprioceptive, and vestibular stimuli, considering spatial predictability, stimulus control, and environmental comfort.

The project was applied to six campuses of the Federal Institute of Piauí (Teresina Zona Sul, Floriano, Pedro II, Parnaíba, São Raimundo Nonato, and Uruçuí) using existing classrooms adapted according to technical criteria of location, accessibility, and constructive feasibility.

As a result, the study presents a replicable architectural model capable of contributing to sensory self-regulation, strengthening the sense of belonging, and promoting more inclusive and humanized educational environments.