Available Online at www.e-iph.co.uk Indexed in Clarivate Analytics WoS, and ScienceOPEN AcE-Bs2021KotaBharu https://www.amerabra.org; https://fspu.uitm.edu.my/cebs; https://www.emasemasresources.com/ 9 th Asian Conference on Environment-Behaviour Studies Perdana Kota Bharu, Kelantan, Malaysia, 28-29 Jul 2021 eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i17.2803 71 The Knowledge of Awareness on Designing Physical Learning Environment for Autism Roslinda Ghazali 1 , Siti Rasidah Md Sakip 2 , Ismail Samsuddin 3 , Heba Samra 4 1 Department of Post-graduate, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA Perak Branch, Seri Iskandar Campus, 32610, Perak, Malaysia. 2 Department of Landscape Architecture, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA Perak Branch, Seri Iskandar Campus, 32610, Perak, Malaysia 2 Green Safe Cities Research Group, Universiti Teknologi MARA, Shah Alam Campus,40450, Selangor, Malaysia. 3 Department of Architecture, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA Perak Branch, Seri Iskandar Campus, 32610, Perak, Malaysia. 4 Faculty of Fine Arts, Helwan University Cairo – Zamalek, 4 Mohamed Thakeb. St Zamalek, Cairo, Egypt. lindakeruing@gmail.com, sitir704@perak.uitm.edu.my,, ismai578@perak.uitm.edu.my, Heba.abdelhafeez@f-arts.helwan.edu.eg Tel of 1 st Author: 0135185148 Abstract Autism occurs in every racial and ethnic group gives a life-long impact to their affected relative. Conducive physical learning environment deliver benefit and helps autistic children improve their skill and performance. This research aims to develop a framework of the Physical Learning Environment and determine the respondent knowledge of awareness on physical learning environment for designing autism. In summary, there are nine components involved: building scale, accessibility, wayfinding, toilet provision, window, ventilation/heating, threshold, legibility, and furniture. The significance of this research could contribute to creating a quality environment for autistic children within the Malaysian context. Keywords: Autism; physical learning environment; descriptive analysis. eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i17.2803 1.0 Introduction Autism Spectrum Disorder (ASD) is the broad term for a complex neurodevelopmental disability that impaired verbal and non-verbal communication and social interaction. The learning environment has become significant because research has proven that the quality of educational facilities affects learning outcomes toward the individuals within the building (Nazri & Ismail, 2016). To enhance the development of children with autism, they stressed that it is crucial to ensure that the building is practical, convenient, fit and feasible for all children to use, especially for children with autism (C.S. Martin, 2014). Therefore, an architect's role and responsibility is to provide a design that responds to all society members, especially autistic. Architects need to understand the experience of those who are most sensitive to their surroundings. The built environment could be overwhelming, alienating, and challenging to negotiate. The sensory and social difficulties characteristic of the disorder would provide the surrounding environment with increased significance as a source of stimulation and distraction. This issue can be a barrier to learning, hampering the child's development