Children with Autism Spectrum Disorder (ASD) frequently encounter sensory sensitivities in school settings that diverge from those experienced by adult stakeholders, such as parents, teachers, and professionals. This research examines the disparities and commonalities in spatial preferences between children with mild ASD and adult stakeholders, aiming to utilize these insights to guide the design of autism-friendly educational environments. Employing a two-phase mixed-methods approach comprising interviews and questionnaires, this study engaged 210 participants: 80 children aged 9-18 with ASD (14 in Phase 1 and 64 in Phase 2) and 130 adult stakeholders (32 in Phase 1 and 98 in Phase 2). Thematic analysis conducted in Phase 1 and factor analysis in Phase 2 identified several critical spatial factors, including stability and constancy, a calm and subdued atmosphere, prominent classroom views, spacious learning environments, familiarity and predictability, large classroom windows, and gradual exposure. While there were some areas of overlap with adult perspectives, notable differences highlighted the necessity of incorporating children's viewpoints in school design. Based on this premise, the study introduces an integrated model for designing autism-friendly schools informed by these findings. This model aims to propose strategies for creating learning environments that support the well-being and educational needs of children with ASD.
