This research studies various special-needs educational aspects and spatial composition by interviews and observational survey.
During interviews regarding architectural requirements, special-needs schools representatives reported the need for a multipurpose space while those responsible for special-needs classrooms mentioned the need for individual learning spaces. From observation, the activities of children at special-needs education facilities with different spatial composition were grasped. In special-needs schools, if there was subspace besides the main activity space, group organization and separate of activities were easily. On the other hand, in special-needs classrooms, differences in aspects of activities were confirmed in spatial composition and group organization.
