Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder: A Case Study of Adaptive and Child-Centered Facility Governance
DOI:
https://doi.org/10.12928/ijemi.v7i1.14951Keywords:
Autism Spectrum Disorder, Educational Inclusive, Educational Infrastructure, Educational managementAbstract
Background. This study addresses the need for effective management of inclusive educational infrastructure for children with Autism Spectrum Disorder (ASD). While inclusive education research has largely focused on pedagogy and instructional practices, there has been limited attention paid to infrastructure management as a central component of inclusive educational governance, particularly in early childhood settings. Appropriate infrastructure is essential for supporting both learning and therapeutic processes for children with ASD.
Method. This research employed a qualitative case study design at the EDUfa Autism Therapy Center. Data were collected through systematic observations, in-depth interviews with therapists, parents, and administrative staff, and document analysis. This approach enabled a contextual understanding of how inclusive infrastructure is planned, utilized, and managed within an integrated educational therapeutic environment.
Result. The findings show that EDUfa’s infrastructure, such as calming therapy rooms, flexible learning spaces, sensory transition zones, and educational toilets, is intentionally designed to accommodate the sensory, cognitive, and emotional needs of children with ASD. Infrastructure management practices are characterized by responsiveness, adaptability, and collaborative stakeholder involvement in planning and evaluation. Simple innovations, such as daily facility condition reports and low-tech monitoring systems, support the sustainability and functionality of facilities.
Conclusion. The study concludes that inclusive educational infrastructure management extends beyond technical operations to reflect inclusive educational values. Theoretically, it contributes to inclusive educational management by positioning infrastructure as an active managerial element in inclusive early childhood education. Practically, the EDUfa model offers replicable strategies for creating responsive, child-centered learning environments.
References
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Siemsen, H., & Reschke, C. H. (2012). Can one learn to think like Drucker? Lessons in personality and management education. Management Research Review, 36(8), 767–787. https://doi.org/10.1108/MRR-12-2012-0259
Siller, M., Morgan, L., Wedderburn, Q., Fuhrmeister, S., & Rudrabhatla, A. (2021). Inclusive Early Childhood Education for Children With and Without Autism: Progress, Barriers, and Future Directions. Frontiers in Psychiatry, 12, 754648. https://doi.org/10.3389/fpsyt.2021.754648
Squires, G. (2023). INCLUSION: Responding to diversity and ideological confusion. Inclusion and Diversity: Communities and Practices Across the World, 260–278. https://doi.org/10.4324/9781003379034-20
Srivastava, P., & Hopwood, N. (2009). A Practical Iterative Framework for Qualitative Data Analysis. International Journal of Qualitative Methods, 8(1), 76–84. https://doi.org/10.1177/160940690900800107
Syarifudin, F. (2025a). DISPARITIES IN ACCESS AND SUSTAINABILITY IN INCLUSIVE. August, 33–42.
Syarifudin, F. (2025b). Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder : A Qualitative Case Study in Early Childhood Education. 6(2), 165–180.
Tobita, I. (2025). The Value of Case Study Methodology in Nursing Research. Creative Nursing, 31(1), 8–12. https://doi.org/10.1177/10784535251321017
Yang, F. (2024). Communication disorders in children with autism spectrum disorder from a speech-language pathology perspective. Zhongguo Ertong Baojian Zazhi, 32(3), 233–247. https://doi.org/10.11852/zgetbjzz2024-0114
Adenya, E. A. (2009). Integrated water and sanitation life skills approaches: The Zambian case study. Water, Sanitation and Hygiene: Sustainable Development and Multisectoral Approaches - Proceedings of the 34th WEDC International Conference, 44706.
Azizah, N., Mumpuniarti, Rudiyati, S., & Evans, D. (2024). Elementary teachers’ pedagogical competencies in supporting students with learning difficulties. International Journal of Evaluation and Research in Education, 13(2), 723–730. https://doi.org/10.11591/ijere.v13i2.26345
Bartolo, P. A., Kyriazopoulou, M., Björck-Åkesson, E., & Giné, C. (2021). An adapted ecosystem model for inclusive early childhood education: a qualitative cross-European study. International Journal of School and Educational Psychology, 9(1), 3–15. https://doi.org/10.1080/21683603.2019.1637311
Birkhead, C., & Hand, M. C. (2024). Follow which leader? Spatial mimicry and broad-based equity- and profit-sharing plans. Human Resource Management Journal, 12578. https://doi.org/10.1111/1748-8583.12578
Blewitt, C., Morris, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Strengthening the quality of educator-child interactions in early childhood education and care settings: a conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care, 190(7), 991–1004. https://doi.org/10.1080/03004430.2018.1507028
Bright, K., & Egger (is-design GmbH), V. (2008). Using visual contrast for effective, inclusive environments. Information Design Journal, 16(3), 178–189. https://doi.org/10.1075/idj.16.3.02bri
Buser, J. K., Cheng, Y. J., & McLaughlin Parkins, R. A. (2023). Thematic Analysis. Reimagining Research: Engaging Data, Research, and Program Evaluation in Social Justice Counseling, 153–178. https://doi.org/10.4324/9781003196273-8
Canlı, M. (2025). Observational Methods and Assessment Criteria in Interior Design for Children with Autism Spectrum Disorder in Kindergartens: Developing Interpretative Frameworks for Sensory-Sensitive Educational Environments. International Journal of Design in Society, 19(2), 105–123. https://doi.org/10.18848/2325-1328/CGP/v19i02/105-123
Carbines, M., Dickinson, A., & McKenzie-Green, B. (2017). The Parenting Journey: Daily Parental Management in Families with Young Children. Comprehensive Child and Adolescent Nursing, 40(4), 223–239. https://doi.org/10.1080/24694193.2017.1373161
Černiševs, A., Medne, A., & Lapiņa, I. (2024). Promoting the Quality in Higher Education Institutions: Aspects of an Inclusive Environment. Proceedings of the 28th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2024, 117–123. https://doi.org/10.54808/wmsci2024.01.117
Connor, C., & Wheat, V. (2023). The use of universal design for learning (udl) to enhance the learning of students of all abilities. The Impact and Importance of Instructional Design in the Educational Landscape, 207–227. https://doi.org/10.4018/978-1-6684-8208-7.ch008
Dalkilic, M. (2019). A capability-oriented lens: Reframing the early years education of children with disabilities. Disrupting and Countering Deficits in Early Childhood Education, 67–82. https://doi.org/10.4324/9781315102696-5
Gaines, K. S., Curry, Z., Shroyer, J. A., Amor, C., & Lock, R. H. (2014). The perceived effects of visual design and features on students with autism spectrum disorder. Journal of Architectural and Planning Research, 31(4), 282–298.
Harkin, B., & Efron, D. (2022). Children with autism spectrum disorder: Consultation tips for GPs. Medicine Today, 23(3), 59–62.
Hwang, S., Birken, S. A., & Nilsen, P. (2024). Implementation science research methods. Implementation Science: Theory and Application, 127–134. https://doi.org/10.4324/9781003318125-13
Ibrahim, H., & Al-Dabbagh, S. (2023). Designing Sensory Integration Spaces in Autism Centers (A Descriptive Approach). The Iraqi Journal of Architecture and Planning, 22(1), 48–62. https://doi.org/10.36041/iqjap.2022.134207.1044
Kapesa, T. (2024). Infrastructure Financing and Financial Sustainability of Local Governments. Financial Sustainability of Local Governments in Southern Africa, 168–197. https://doi.org/10.4324/9781003498230-10
Khougar, A., Baba Ahmadi, P., Ranjbar, H., Ahadi, M., & Ahadi, P. (2023). Exploring the varied manifestations of structural violence in the lives of children on the autism spectrum and their families: a qualitative longitudinal study in Kurdistan, Iran. International Journal for Equity in Health, 22(1), 12939. https://doi.org/10.1186/s12939-023-02078-z
Li, Z., & Rao, N. (2023). Advancing Equity in Early Childhood Development in China: Progress in Meeting Sustainable Development Goal Target 4.2. International Journal of Chinese Education, 12(2), 2212585. https://doi.org/10.1177/2212585X231175499
Matjošaityte, L. (2024). Legal Challenges in Managing Human Resources in the Public Sector. Economic Innovations and Technological Developments in HRM, 161–200. https://doi.org/10.4018/979-8-3693-4412-5.ch008
Nurazelina, A., Aryanti, T., & Kusuma, Y. (2024). Making school home: A therapeutic design for students with intellectual disabilities. IOP Conference Series: Earth and Environmental Science, 1404(1), 12024. https://doi.org/10.1088/1755-1315/1404/1/012024
Pahwa, M., Cavanagh, A., & Vanstone, M. (2023). Key Informants in Applied Qualitative Health Research. Qualitative Health Research, 33(14), 1251–1261. https://doi.org/10.1177/10497323231198796
Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning Through Play at School – A Framework for Policy and Practice. Frontiers in Education, 7, 751801. https://doi.org/10.3389/feduc.2022.751801
Pd Purwadhi, M. (2019). The role of educational management, learning and teaching, and institutional climate on the quality of education: Evidence from Indonesia. Management Science Letters, 9(9), 1507–1518. https://doi.org/10.5267/j.msl.2019.5.002
Popescu, C. R. G., Yu, P., & Wei, Y. (2023). Achieving the Sustainable Development Goals through infrastructure development. Achieving the Sustainable Development Goals Through Infrastructure Development, 1–303. https://doi.org/10.4018/979-8-3693-0794-6
Puentes Borges, A. E., Beatriz, D., Bencomo, P., & Rangel, E. (2018). Objetividad en la triangulación del diagnóstico Objectivity in diagnosis triangulation. Revista Cubana de Investigaciones Biomédicas, 37(1), 6860.
Siemsen, H., & Reschke, C. H. (2012). Can one learn to think like Drucker? Lessons in personality and management education. Management Research Review, 36(8), 767–787. https://doi.org/10.1108/MRR-12-2012-0259
Siller, M., Morgan, L., Wedderburn, Q., Fuhrmeister, S., & Rudrabhatla, A. (2021). Inclusive Early Childhood Education for Children With and Without Autism: Progress, Barriers, and Future Directions. Frontiers in Psychiatry, 12, 754648. https://doi.org/10.3389/fpsyt.2021.754648
Squires, G. (2023). INCLUSION: Responding to diversity and ideological confusion. Inclusion and Diversity: Communities and Practices Across the World, 260–278. https://doi.org/10.4324/9781003379034-20
Srivastava, P., & Hopwood, N. (2009). A Practical Iterative Framework for Qualitative Data Analysis. International Journal of Qualitative Methods, 8(1), 76–84. https://doi.org/10.1177/160940690900800107
Syarifudin, F. (2025a). DISPARITIES IN ACCESS AND SUSTAINABILITY IN INCLUSIVE. August, 33–42.
Syarifudin, F. (2025b). Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder : A Qualitative Case Study in Early Childhood Education. 6(2), 165–180.
Tobita, I. (2025). The Value of Case Study Methodology in Nursing Research. Creative Nursing, 31(1), 8–12. https://doi.org/10.1177/10784535251321017
Yang, F. (2024). Communication disorders in children with autism spectrum disorder from a speech-language pathology perspective. Zhongguo Ertong Baojian Zazhi, 32(3), 233–247. https://doi.org/10.11852/zgetbjzz2024-0114
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