Heba M. Abdou, Nashwa A. Younis
This study examines the perceived impact of sensory and interactive architectural design in inclusive learning environments on the sensory–emotional responses and behavioral–academic outcomes of children with neurodevelopmental disorders—namely Autism Spectrum Disorder, Down Syndrome, and Attention-Deficit/Hyperactivity Disorder—during early childhood within the Egyptian educational context. Adopting a perception-based, non-causal analytical perspective, a descriptive–analytical, survey-based design was implemented using a validated questionnaire developed from an architectural–educational conceptual framework grounded in relevant literature. The study involved (N = 202) parents, teachers, therapists, and caregivers who evaluated the perceived influence of environmental design elements on children’s sensory responses, behavior, social interaction, and academic performance, based on observational and experiential assessments rather than objective environmental performance measurements. The results indicated high perceived impacts on sensory–emotional responses (84.8%) and behavioral–academic outcomes (82.0%). Movement–spatial attributes showed the strongest influence, followed by balanced natural lighting, calming colors, natural materials, and low-noise acoustic conditions, while natural elements and sensory gardens played a regulatory role in supporting emotional stability and social interaction. The study concludes that sensory- and emotionally responsive architectural design, when understood as a supportive component of the educational experience rather than an independent causal factor, and integrated with appropriate pedagogical practices, contributes to inclusive learning environments accommodating neurodevelopmental diversity, while informing the development of an applied, evidence-informed architectural design framework that translates perceptual–correlational findings into structured and operational design guidelines adaptable to the Egyptian educational context.