Abstract:
The thesis intends to define and design learning spaces for children with ADHD, and focuses on
architecture that enhances them as individuals and prepares them for the future. Children
spend 70% of their time in schools hence it becomes the major environment that molds them
into their personalities. Children suffering from ADHD may be hyperactive, unable to control
their impulses or have trouble paying attention. These behaviors not only interfere with school
but also have a major effect on their lives later on. Some children's ADHD goes unrecognized,
others follow treatment or have individualized learning that taught them to explore their
intellect suffered from severe anxiety and depression in their adult life. The main question of
the thesis is: How can the design of a school enhance a child's creativity and broaden their
intellectual horizon while breaking the notion of a tedious school routine to cater to a child's
ADHD symptoms? The research combines the requirements of future schools to meet
international standards of learning spaces as well as introduces experiential learning spaces
that promote learning from doing. It also discusses strategies by which learning isn't limited to
the walls of the classroom but is promoted through informal and formal spaces by introducing
the site as a classroom itself.
