Smart ADHD-friendly university educational spaces-the synergy of architecture-design-digital assistive technologies in supporting the performance of studentswith attention deficit/hyperactivity disorder-

Abstract

Objectives: Hidden or invisible disabilities are often overlooked in the design of higher education spaces. ADHD is a neurodevelopmental disorder that persists in adults in a significant percentage of cases, with defining symptoms such as attention difficulties, mental and physical hyperactivity, impulsivity. The paper investigates the ways in which architecture and design of contemporary university educational spaces, in synergy with digital technologies, can intelligently support the performance of students with ADHD, in the spirit of an inclusive and resilient academic community. Prior work: In the university environment, students with ADHD frequently face difficulties caused by attention deficits, mental hyperactivity, executive function deficits and the presence of ADHD-related mental disorders. Research in the field of ADHD-friendly architecture is still in its infancy, the present work starts from existing concepts such as: user-centered design, accessibility, inclusivity, bringing into discussion aspects related to optimization through digital technologies.
Approach: The research is a narrative review and investigates, interdisciplinary, the types of interventions on the physical environment, including digital technologies - in relation to educational interventions - that support the good results of students with ADHD. Case studies are used, examples of good practices for ADHD-friendly educational spaces. Results: Therapeutic behavior in young adults with ADHD involves drug treatment, psychological interventions and environmental adaptations, for which strategies were identified for an ADHD-friendly university educational space, with an emphasis on architecture, formulating eleven principles: 1. Providing a "calm" environment, in soothing colors, without unnecessary decorations or visual and auditory distractions, to improve concentration; 2. Possibility of adjusting the degree of illumination, both natural and artificial; 3. Designing enclosed, soundproof spaces, avoiding distracting elements; 4. Maintaining a spatial routine and minimizing surprises; 5. Specific configuration of classrooms, laboratories and seminars for focused attention; 6. Using materials that provide a neat and tidy appearance; 7. Using organizational, ergonomic, comfortable furniture in spaces dedicated to practical work, seminars; 8. Inclusion of a quiet space / quiet room in the planimetric-functional configuration of the educational building; 9. Ensuring thermal comfort and the possibility of easily adjusting the temperature; 10. Encouraging spending time outdoors for both learning and relaxation; 11. An ADHD-friendly architecture is an inclusive architecture, friendly for all users. Currently there are few examples of ADHD-friendly universities in terms of physical environment, most of them responding rather to special educational requirements. The architecture can intelligently include natural and interactive interfaces, monitoring and regulation technologies (e.g. smart furniture with sensors, soundproof rooms equipped with BCI technologies), Information and Communication Technologies (ICT), digital play/training areas. Implications: The management of ADHD in students requires a multidisciplinary and personalized approach, involving pharmacological treatment, psychological interventions and environmental adaptations / accommodations. An ADHD-friendly university space effectively supports the transition period from adolescent to adult, is inclusive, supportive, using architectural tools and assistive digital technologies harmoniously and intelligently, in order to facilitate the performance and well-being of all users. Value: The work integrates architectural and clinical expertise, giving the study an optimized interdisciplinary value on the subject of ADHD-friendly university environments.