Developing a Multisensory Learning Space Model Based on Universal Design Principle to Promote Development of Preschoolers at Risk for Developmental Delay

Abstract

The purpose of this research and development was to 1) examine the conditions and utilization of outdoor learning spaces for Nursery–K1 students at a school (Age 2-4 years old), and 2) develop a multisensory outdoor learning space model for at-risk children with developmental delays (Age 2-4 years old), based on Universal Design principles. The study was conducted in two phases. In Phase 1, participants included five Nursery–K1 teachers and four Nursery–K1 children at risk of developmental delay. Research instruments consisted of interviews, behavioral observation, and area surveys, covering five learning stations and three pieces of playground equipment. Findings revealed that existing space presented limitations in terms of Universal Design, particularly in equipment placement, size appropriateness, and the diversity of sensory experiences provided through play. In Phase 2, a design sketch of the outdoor learning space was developed and evaluated by three experts in special education, occupational therapy, and toy design. Evaluation results showed that the first round of assessments rated the design sketch as good (= 3.86, SD= 0.79) while the second round rated it as very good (= 4.78, SD= 0.31). These results suggest that applying Universal Design principles to learning space development can effectively reduce barriers and enhance developmental outcomes through play for young children at risk of developmental delays.