THE ARCHITECTURE DESIGN CHECKLIST OF CLASSROOMS FOR CHILDREN WITH COCHLEAR IMPLANT IN REHABILITATION CENTERS

This study explores the design of rehabilitation classrooms for children with cochlear implants (CI) aged one to six years old. It compares preschool classrooms for healthy students and children with CI. The research focuses on the importance of architectural elements such as layout, materials, ventilation, lighting, acoustics, and colors in supporting children with CI's normal life and integrating them into the preschool community. The study includes a questionnaire from parents, teachers, psychiatrists, doctors, architects, and acoustics engineers. The research concludes with a design checklist for the classroom's layout, furniture, colors, materials, shape, lighting, and ventilation.


INTRODUCTION
For every 1,000 live births, one to two individuals are born with congenital deafness (NICE, 2019).Cochlear implants (CIs) are frequently recommended for deaf and hard of hearing (DHH) children who have profound deafness (between 71 and 90 dBHL).In Egypt, there are roughly 1.2 million deaf and hard-of-hearing Egyptians aged five and older (Cairo Deaf Unit, 2020).The Article Disability in North Africa states that health and rehabilitation services for children and people with disabilities are scarce, of poor quality, and fall short of meeting all their requirements [2].

Rehabilitation and training are crucial for children with cochlear implant (CI)
hearing loss to achieve optimal hearing [1,3].A secure, reassuring, and loving classroom environment is essential for fostering a supportive learning environment.CI is the safest and most successful treatment for recovering hearing in severe-to-

The Space Sample Dimensions
The study compared a preschool classroom at Sager International School (SAS) in Riyadh, Saudi Arabia, and a classroom for children with cerebral palsy (CI) at Balloons Nursery in Cairo, Egypt.Both classrooms, as shown in Fig. 1 and 2, have dimensions of 6.50 m * 8.00 m and are oriented south-north.SAS's classroom features ceramic flooring tiles, windows, air conditioning, and thermal insulation, while Balloons Nursery's CI classroom has one main door, restrooms, outdoor space, and air conditioning.

Hypothesis
H1: The space architecture and environment of preschool classrooms are changed by significant architectural strategies for children with CI.

Difficulties influencing children with CI and its effect on the classroom design
Implanting a cochlear implant in children aged 0-6 can lead to various disabilities, including cognitive/learning disabilities, global development delay, speech recognition issues, seizures, and autism [21].These disorders affect their mental and physical characteristics, necessitating classroom design that considers these children's needs.This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Cognitive/Learning Disabilities
Children with learning disabilities typically struggle with cognitive function, emotional issues, and behavior adaptation.However, since infants with learning disabilities were discovered to be born deaf, these significant issues remain challenging to pinpoint.Table 1 shows the impact of cognitive/learning disabilities on children with CI inside a classroom.Furniture arrangement is one of the most essential factors as children have difficulty paying attention and concentrating to understand what is occurring around them [23].

Global Development Delay
Suppose a child under the age of five shows obvious evidence of a developmental delay but cannot be assessed for a more precise diagnosis due to their age.In that case, they are labeled with Global Development Delay, a type of intellectual impairment [24].Table 2 indicates that the materials used for classroom flooring affect the movement of CI children with global development delay.
Table 1 The impact of cognitive/learning disabilities on children with CI inside a classroom (source: authors).

Strategy Furniture Arrangement: Using rounded linked tables is better for both children's safety and sense of comfort. Child Nature
Healthy Child CI Child Design

Specification
Traditional arrangement with separate desks facing teacher's desk and board.
The teacher is surrounded by the children for learning and teaching for more proximity and inclusion.
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d Table 2 The impact of classroom flooring materials on CI children with development delay (source: authors).

Speech Recognition
The difficulties in recognizing speech and understanding are faced by either genetic or environmental factors [25].Table 3 shows the impact of speech recognition difficulties in the design of the restrooms and furniture placement inside a classroom for children with CI.
Table 3 The impact of speech recognition difficulties in the design of the restrooms and furniture placement inside a classroom for children with CI. (source: authors).

Specification
Restrooms are far from the classrooms and not inside them, which makes it difficult for them to reach.
It is essential to have a restroom inside a classroom to facilitate access to them.
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Seizures Activity
Despite the fact that cochlear implantation is often well accepted and without problems, a tiny percentage of patients may experience soft failure signs and seizures [26].Table 4 shows how design factors elements of colors and size affect the characteristics of children with CI and reduce the probability of any seizures activity.
Table 4 The impact of colors and classroom space area on the CI children with seizures activity.(source: authors).

Learning Space Discomfort
The environmental factors elements of ventilation, lighting, insulation, and acoustics may cause physical and psychological discomfort inside a classroom for children with CI that affects their performance and behaviors.Table 5 shows how the design of the classrooms may cause a learning space discomfort [16].
Color: colors can affect the children's mood and state of comfortability and calmness.Cold colors, such as blue and green, give a mood of happiness and relaxation, while warm colors, such as red and orange, give a mood of fear, intensity, and anger [27] [28].Child Nature Healthy Child CI Child Design

Specification
The red color in the classroom, whether as paint or objects, causes students to act furiously and gives a feeling of anxiety.
Using few and more comfortable colors such as white, off-white, or beige for walls or furniture is essential for children with CI to avoid any seizures activities.

Strategy
Size: Class size is an educational tool that describes the average number of students in each educational space [30].The average amount of educational space per person is 1.5 to 2 square meters.Design

Specification
The classroom, with dimensions 6.50 m * 8.00 m, occupies 12 students.
NOTE: a small number of students inside a classroom is much better than a large amount to facilitate the interactions between the children and the teachers and to avoid distractions and discomfort [31].
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Autism
Acoustics is one of the aspects that has the most significant influence on autistic students' learning performance [20].Table 6 shows how insulation and acoustics design impact children with CI.
Table 5 The impact of ventilation and lighting in a classroom on children with CI.
Table 6 The impact of classroom insulation and acoustics on autistic children with CI.
Ventilation: An essential prerequisite for mental health and subjective well-being is clean air [5].The higher ventilation rate may greatly enhance kids' ability to study.Child Nature Healthy Child CI Child Design

Specification
The windows from the north side allow natural ventilation and refresh the classroom air.
The windows from the north side allow natural ventilation and refresh the classroom air.

Strategy
Lighting: Despite the fact that the two types of lighting can be combined to provide adequate lighting for a variety of tasks in architectural spaces, it has been found that natural lighting is preferable to artificial lighting in settings like classrooms due to the psychological and physiological advantages it offers students.[19].Design

Specification
Natural lighting is essential in any educational space.
Artificial lighting should only be used when absolutely necessary.

Strategy
Insulation and Acoustics: educational spaces must be insulated (walls and floors) to avoid noise and disturbance that may cause cognitive difficulties.

Child Nature Healthy Child CI Child
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Nida for Deaf and Hearing Weakness Rehabilitation
As Fig. 3 shows, Nida is a rehabilitation center for deaf and hard-of-hearing children in Cairo, Egypt.The school accepts students from two to six years old, teaching them different learning skills and rehabilitating them to integrate into normal life for the Primary Stage in School.The selection has determined the optimum design for a classroom that students with CI inhabit as a case study nationwide to distinguish between classroom design factors.

Design Specification
Noise in the classroom can come from external sources, such as background noise, or directly from students as activity noises [22].
Using acoustical wall panels to reduce noise reflection for children with CI.
Figure 3 Design elements used at Nida Rehabilitation Classrooms This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Maryland School for Deaf
The Maryland School for the Deaf is a multicultural, bicultural community that offers an equal and exceptional education in a supportive, stimulating, and demanding atmosphere to guarantee students achieve personal excellence and develop into responsible lifelong learners.By providing instructional, developmental, and extracurricular activities, the school helps students improve their intellectual and social skills, as shown in Fig. 4. Two campuses exist at the school: one in Frederick and one in Columbia.Deaf and hard-of-hearing students can enroll at the Frederick Campus from kindergarten through grade 12.

Classification of Elements in Rehabilitation Centers
Students with visual impairments (CI) require clear visual accommodations to access the curriculum and language in the educational environment.They must maintain visual attention to teachers, translators, and peers to promote comprehension.
These accommodations reduce the need for students to split their focus between This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d instructors, peers, handouts, and slides [8].Classroom elements, as shown in fig. 5 and   6, are divided based on placement, with walls having 50% importance, floors having 20%, and ceilings having 30% importance.Specialists in the CI field prepare questionnaires to identify sub-elements scores within a classroom.

Questionnaire Survey
The questionnaire includes 48 questions divided into three categories (wall, floor, and ceiling).Each question was given a score according to its importance depending on the three classifications of design, making a 100% score.31 persons, 6 Children Audiology Doctors, 8 Communication Specialists, 5 Sound Engineers, 7 Children Neurology and Psychology Doctors, 5 Teachers, answered the questionnaire.
The results show that each element has a particular percentage of importance inside a rehabilitation classroom for children with CI.The answers varied, but all ranged in high scores with a slight difference according to the respondents' points of view.Fig. 7, 8, and 9 show the summary of the responses and statistics.This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d Figure 9 Wall elements results

Results and Discussion
Previous research on students with intellectual disabilities primarily focused on physical and psychological aspects, leaving it challenging to find relevant references.
Therefore, our study aimed to gather relevant material from references in architecture and medicine.The checklist concludes each design element that must be available within a classroom with an accuracy of 100% for the sub-optimum, 50% for the optimum, and 0% for the over-design on the checklist.Therefore, designers aiming to create a successful and healthy environment for the CI children may benefit from the checklist by implementing it to assist in satisfying the children's demands and requirements in the most optimal way possible.

Ethics approval and consent to participate
This research did not require Institutional Review Board or Committee approval because the questionnaire held does not report individual cases or case series, rather, it analyzes the importance of each element of design inside a classroom for CI children according to each participant's point of view.The participants approved their participation in the survey without any compensation.hearing loss to achieve optimal hearing [1,3] 3. Marcus Adrian [11], studies the needs and requirements for deaf children and hearing aids.He stated, in his conference with TEDx, his experiences in designing a nursery for those children achieving a good quality environment through the lenses of design.He reported his findings of the main lenses of design as guidelines for any space with deaf children or hearing aids, such as physical ability, sensory ability, cognitive ability, and social ability.These four main design lenses are the essential steps for a healthy and effective space for deaf children or hearing aids.

Consent for publication
4. Lauren M. Larrick's [12] thesis explores the early phases of the Computer-Induced Learning (CI) process, providing a foundation for designing a soundbased rehabilitation tool.The study outlines the progression of auditory, speech, and language abilities, similar to a learning hierarchy.Larrick suggests understanding the user's journey of the implanting process to transform it into a learning tool through architecture.
5. Gill Hawkins [13] provided non-statutory recommendations on setting up and developing facilities for both new and existing schools in England, all of which will contain at least a few students with special educational needs and disabilities.The study discusses all the necessary design requirements for all schools generally and for learning and social spaces, particularly for primary, elementary, and secondary stages.The findings are a checklist for designing a school classroom for children with special educational needs and disabilities.
6. Awatef Ali Bivarchi's study [7]  homestays.The study found significant differences in children's overall school adjustment between the groups, with communication barriers and low academic achievement being the primary factors causing students to switch to deaf schools.

Cochlear Implant: Clinical Overview
Children with cochlear implants are aware of what is going on around them.
Yet, their communication skills and comprehension are restricted by their muteness and limited hearing skills in their first habilitation phases.People may feel irate and agitated as a result of not being able to express their demands and emotions clearly due to speech difficulties.The effects of a cochlear implant on children are issues in their: • Social abilities: focuses on issues in communication, engagement, making friends, and interaction, assertiveness, gaining confidence, resolving issues, managing anger and anxiety, This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d • Sensory abilities: includes problems in attention due to visual barriers or noise and lack of thermal comfort • Cognitive abilities: includes difficulties in learning, language, thinking, participation, behavior, and decision-making • Physical abilities: encouraging movement and involvement with objects and space Children with CI need a comfortable environment that meets their needs and requirements.Early implantation makes rehabilitation easier, allowing them to integrate into their environment [18].Rehabilitation prepares children aged two to six for primary education, which is crucial for their development.The approach to teaching at this stage should focus on the needs of the child, including love, kindness, and opportunities for play, among other educational criteria.

Methods
This study compares classroom design for children with hearing impairments Maryland School for the Deaf) are analyzed to identify benefits and weaknesses.

Research Problem
Despite the knowledge of rehabilitation space design standards, there is a lack of studies examining the effect of RC's classroom design on children with CI, which is addressed as a research gap.

Research Approach
The research uses a comparative approach to assess the interior design of RC classrooms for children with CI, aiming to provide psychological and mental comfort by understanding their needs, identifying design requirements, and developing a design checklist.
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

The Space Sample Dimensions
The study compared a preschool classroom at Sager International School (SAS)

Hypothesis
H1: The space architecture and environment of preschool classrooms are changed by significant architectural strategies for children with CI.

Difficulties influencing children with CI and its effect on the classroom design
Implanting a cochlear implant in children aged 0-6 can lead to various disabilities, including cognitive/learning disabilities, global development delay, speech recognition issues, seizures, and autism [21].These disorders affect their mental and physical characteristics, necessitating classroom design that considers these children's needs.This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Cognitive/Learning Disabilities
Children with learning disabilities typically struggle with cognitive function, emotional issues, and behavior adaptation.However, since infants with learning disabilities were discovered to be born deaf, these significant issues remain challenging to pinpoint.Table 1 shows the impact of cognitive/learning disabilities on children with CI inside a classroom.Furniture arrangement is one of the most essential factors as children have difficulty paying attention and concentrating to understand what is occurring around them [23].

Global Development Delay
Suppose a child under the age of five shows obvious evidence of a developmental delay but cannot be assessed for a more precise diagnosis due to their age.In that case, they are labeled with Global Development Delay, a type of intellectual impairment [24].Table 2 indicates that the materials used for classroom flooring affect the movement of CI children with global development delay.
Table 1 The impact of cognitive/learning disabilities on children with CI inside a classroom (source: authors).

Strategy Furniture Arrangement: Using rounded linked tables is better for both children's safety and sense of comfort. Child Nature Healthy Child CI Child Design Specification
Traditional arrangement with separate desks facing teacher's desk and board.
The teacher is surrounded by the children for learning and teaching for more proximity and inclusion.
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976

P r e p r i n t n o t p e e r r e v i e w e d
Table 2 The impact of classroom flooring materials on CI children with development delay (source: authors).

Speech Recognition
The difficulties in recognizing speech and understanding are faced by either genetic or environmental factors [25].Table 3 shows the impact of speech recognition difficulties in the design of the restrooms and furniture placement inside a classroom for children with CI.
Table 3 The impact of speech recognition difficulties in the design of the restrooms and furniture placement inside a classroom for children with CI. (source: authors).

Strategy
Flooring Material: using soft, non-slippery material to prevent injuries or accidents, such as rugs, mats, or vinyl, must be used for children inside a classroom as it is much safer Child Nature Healthy Child CI Child Design Specification Ceramic tiles are not safe for children due to their slipperiness and hardness, thus causing injuries for kids when falling.
Rugs are a safe material that can be used inside a CI classroom.

Strategy
Restrooms: there must be at least two restrooms inside a classroom.When restrooms are distant from the classroom, it is exceedingly difficult for CI children to use it, necessitating the need of an aid.Child Nature Healthy Child

CI Child Design Specification
Restrooms are far from the classrooms and not inside them, which makes it difficult for them to reach.
It is essential to have a restroom inside a classroom to facilitate access to them.
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Seizures Activity
Despite the fact that cochlear implantation is often well accepted and without problems, a tiny percentage of patients may experience soft failure signs and seizures [26].Table 4 shows how design factors elements of colors and size affect the characteristics of children with CI and reduce the probability of any seizures activity.
Table 4 The impact of colors and classroom space area on the CI children with seizures activity.(source: authors).

Learning Space Discomfort
The environmental factors elements of ventilation, lighting, insulation, and acoustics may cause physical and psychological discomfort inside a classroom for children with CI that affects their performance and behaviors.Table 5 shows how the design of the classrooms may cause a learning space discomfort [16].
Color: colors can affect the children's mood and state of comfortability and calmness.Cold colors, such as blue and green, give a mood of happiness and relaxation, while warm colors, such as red and orange, give a mood of fear, intensity, and anger [27] [28].Child Nature Healthy Child CI Child Design

Specification
The red color in the classroom, whether as paint or objects, causes students to act furiously and gives a feeling of anxiety.
Using few and more comfortable colors such as white, off-white, or beige for walls or furniture is essential for children with CI to avoid any seizures activities.

Strategy
Size: Class size is an educational tool that describes the average number of students in each educational space [30].The average amount of educational space per person is 1.5 to 2 square meters.Design

Specification
The classroom, with dimensions 6.50 m * 8.00 m, occupies 12 students.
NOTE: a small number of students inside a classroom is much better than a large amount to facilitate the interactions between the children and the teachers and to avoid distractions and discomfort [31].
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Autism
Acoustics is one of the aspects that has the most significant influence on autistic students' learning performance [20].Table 6 shows how insulation and acoustics design impact children with CI.
Table 5 The impact of ventilation and lighting in a classroom on children with CI.
Table 6 The impact of classroom insulation and acoustics on autistic children with CI.
Ventilation: An essential prerequisite for mental health and subjective well-being is clean air [5].The higher ventilation rate may greatly enhance kids' ability to study.Child Nature

Healthy CI Child Design Specification
The windows from the north side allow natural ventilation and refresh the classroom air.
The windows from the north side allow natural ventilation and refresh the classroom air.

Strategy
Lighting: Despite the fact that the two types of lighting can be combined to provide adequate lighting for a variety of tasks in architectural spaces, it has been found that natural lighting is preferable to artificial lighting in settings like classrooms due to the psychological and physiological advantages it offers students.[19].Design

Specification
Natural lighting is essential in any educational space.
Artificial lighting should only be used when absolutely necessary.

Strategy
Insulation and Acoustics: educational spaces must be insulated (walls and floors) to avoid noise and disturbance that may cause cognitive difficulties.

Child Nature Healthy Child CI Child
This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Design Specification
Noise in the classroom can come from external sources, such as background noise, or directly from students as activity noises [22].
Using acoustical wall panels to reduce noise reflection for children with CI.
Figure 3 Design elements used at Nida Rehabilitation Classrooms This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d

Maryland School for Deaf
The Maryland School for the Deaf is a multicultural, bicultural community that offers an equal and exceptional education in a supportive, stimulating, and demanding atmosphere to guarantee students achieve personal excellence and develop into responsible lifelong learners.By providing instructional, developmental, and extracurricular activities, the school helps students improve their intellectual and social skills, as shown in Fig. 4. Two campuses exist at the school: one in Frederick and one in Columbia.Deaf and hard-of-hearing students can enroll at the Frederick Campus from kindergarten through grade 12.

Classification of Elements in Rehabilitation Centers
Students with visual impairments (CI) require clear visual accommodations to access the curriculum and language in the educational environment.They must maintain visual attention to teachers, translators, and peers to promote comprehension.
These accommodations reduce the need for students to split their focus between This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d instructors, peers, handouts, and slides [8].Classroom elements, as shown in fig. 5 and   6, are divided based on placement, with walls having 50% importance, floors having 20%, and ceilings having 30% importance.Specialists in the CI field prepare questionnaires to identify sub-elements scores within a classroom.

Questionnaire Survey
The questionnaire includes 48 questions divided into three categories (wall, floor, and ceiling).Each question was given a score according to its importance depending on the three classifications of design, making a 100% score.31 persons, 6 Children Audiology Doctors, 8 Communication Specialists, 5 Sound Engineers, 7 Children Neurology and Psychology Doctors, 5 Teachers, answered the questionnaire.
The results show that each element has a particular percentage of importance inside a rehabilitation classroom for children with CI.The answers varied, but all ranged in high scores with a slight difference according to the respondents' points of view.Fig.This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d Figure 9 Wall elements results

Results and Discussion
Previous research on students with intellectual disabilities primarily focused on physical and psychological aspects, leaving it challenging to find relevant references.
Therefore, our study aimed to gather relevant material from references in architecture and medicine.P r e p r i n t n o t p e e r r e v i e w e d the ideal classroom based on architectural methodologies.The design checklist shows every architectural and design element in the perfect configuration inside the classroom for kids with cognitive impairments.Thus, as the hypothesis suggests, there are significant architectural approaches that affect the design and arrangement of classrooms for children with CI in rehabilitation facilities.
The checklist concludes each design element that must be available within a classroom with an accuracy of 100% for the sub-optimum, 50% for the optimum, and 0% for the over-design on the checklist.Therefore, designers aiming to create a successful and healthy environment for the CI children may benefit from the checklist by implementing it to assist in satisfying the children's demands and requirements in the most optimal way possible.

Figure 4
Figure 4 Design elements used at Maryland School for Deaf Classrooms

Figure 5
Figure 5 Elements Classification inside a rehabilitation classroom

Figure 6
Figure 6 Elements Percentage According to their importance

Figure 7
Figure 7 Ceiling elements results

DECLARATIONS 1 .
INTRODUCTIONFor every 1,000 live births, one to two individuals are born with congenital deafness (NICE, 2019).Cochlear implants (CIs) are frequently recommended for deaf and hard of hearing (DHH) children who have profound deafness (between 71 and 90 dBHL).In Egypt, there are roughly 1.2 million deaf and hard-of-hearing Egyptians aged five and older (Cairo Deaf Unit, 2020).The Article Disability in North Africa states that health and rehabilitation services for children and people with disabilities are scarce, of poor quality, and fall short of meeting all their requirements[2].Rehabilitation and training are crucial for children with cochlear implant (CI)

(
CI) to healthy preschool children using a quantitative research technique.A questionnaire instrument is used to understand CI needs and issues in rehabilitation classrooms.A checklist detailing architectural factors for a rehabilitation classroom is provided, and case studies (Nida for Deaf and Hearing Weakness Rehabilitation and Riyadh, Saudi Arabia, and a classroom for children with cerebral palsy (CI) at Balloons Nursery in Cairo, Egypt.Both classrooms, as shown in Fig. 1 and 2, have dimensions of 6.50 m * 8.00 m and are oriented south-north.SAS's classroom features ceramic flooring tiles, windows, air conditioning, and thermal insulation, while Balloons Nursery's CI classroom has one main door, restrooms, outdoor space, and air conditioning.

5 . 1
Nida for Deaf and Hearing Weakness RehabilitationAs Fig.3shows, Nida is a rehabilitation center for deaf and hard-of-hearing children in Cairo, Egypt.The school accepts students from two to six years old, teaching them different learning skills and rehabilitating them to integrate into normal life for the Primary Stage in School.The selection has determined the optimum design for a classroom that students with CI inhabit as a case study nationwide to distinguish between classroom design factors.

Figure 4
Figure 4 Design elements used at Maryland School for Deaf Classrooms

7, 8 ,
and 9  show the summary of the responses and statistics.

Figure 5
Figure 5 Elements Classification inside a rehabilitation classroom

Figure 6
Figure 6 Elements Percentage According to their importance

Figure 7
Figure 7 Ceiling elements results

Table 7
the ideal classroom based on architectural methodologies.The design checklist shows every architectural and design element in the perfect configuration inside the classroom for kids with cognitive impairments.Thus, as the hypothesis suggests, there are significant architectural approaches that affect the design and arrangement of classrooms for children with CI in rehabilitation facilities.
provides the study findings as a design checklist for a classroom designed for children with CI using architectural techniques.The checklist, based on studies, questionnaires, field visits, and children's behaviors, consists of floors, ceilings, and walls.It aims to create a healthy, conducive environment for learning and development, ensuring a conducive environment for children with CI. (according to the British Code for deaf Children and hard of hearingTable 7 Design checklistBenches: At least one bench must be high enough to accommodate wheelchair access and must be 0.60m high for children ages 0 to 4 years and 0.72m high for children ages 5-8 years.ColorsFigure 8 Floor elements resultsThis preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976Pre p r i n t n o t p e e r r e v i e w e dThis preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d shortage of research on the influence of RC classroom design on children with CI, which is identified as a research gap.The study investigated the architectural features of the design of the classroom for children with CI in an attempt to develop a model of This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d . Hossam El-Dessouky's study[10]reveals that Egyptian Arabic-speaking children exhibit remarkable auditory abilities in different cochlear age groups.They develop detection skills at 1 to 6 months, identification, short-term memory, and discrimination skills at 7 to 12 months, all auditory skills at 13 to 18 months, phonological solid patterns at 19-24 months, short-term memory improvement at 25 to 30 months, and complete auditory skills at 31 to 36 months.This suggests that Egyptian children acquire all auditory, detection, and identification skills after 36 months of cochlear implantation.
. A secure, reassuring, and loving classroom environment is essential for fostering a supportive learning environment.CI is the safest and most successful treatment for recovering hearing in severe-to-This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976Preprin t n o t p e e r r e v i e w e d Current classrooms for children with CI lack essential rehabilitation elements like natural lighting, thermal comfort, noise reduction, color, texture, flooring material, and furniture arrangement[7].Traditional classrooms have design flaws, such as uncomfortable materials and distant restrooms, which make children feel depressed and uncooperative.Plain tiles without rugs, lack of insulation, fans, and inadequate natural lighting contribute to discomfort.Psychological comfort is also lacking due to excessive color usage and lack of plant-related spaces.Establishing architectural specifications and guidelines that consider the mental and physical needs of these children is crucial[8].Wadi El Neel Hospital Cochlear Implant Unit, reported that over 8,000 Egyptian children require CI surgery annually, with 1,500 undergoing cochlear implants.Around 80% of these children may have Autism or Epilepsy due to inadequate environment.This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976P r e p r i n t n o t p e e r r e v i e w e d 2

Table 7
provides the study findings as a design checklist for a classroom designed for children with CI using architectural techniques.The checklist, based on studies, questionnaires, field visits, and children's behaviors, consists of floors, ceilings, and walls.It aims to create a healthy, conducive environment for learning and development, ensuring a conducive environment for children with CI. (according to the British Code for deaf Children and hard of hearing

Table 7
Design checklist Flat walls and ceiling to avoid echoing and noise reflections on children with CI.• Clear ceiling height is between 3.0m to 3.5 m to give the children a sense of comfort and safety.Lighting 5% Artificial Lighting: a light intensity of 300 to 500 lux according to the International Energy Conservation Code (IECC).Light switches must be positioned between 0.90m and 1.10m above floor level.Light switches feature isolators, so they don't present an electrical threat.The door width is between 1.00m to 1.20m and height of 2.20m • Doors adhere to accessibility requirements.•Viewing panels installed between 0.80m and 1.80m above the floor for visibility and monitoring.•Fully glazed doors are used in situations where full height visibility from the inside to the outside is required and must have a mid-rail that is between 0.90m and 1.00m above the floor.Display boards of various heights are available in all Activity Areas.Avoid placing display boards over heaters and sinks.In order to prevent the usage of pins, display boards are covered with Velcro-compatible material.Despite the understanding of rehabilitation space design guidelines, there is a shortage of research on the influence of RC classroom design on children with CI, which is identified as a research gap.The study investigated the architectural features of the design of the classroom for children with CI in an attempt to develop a model of This preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/Thispreprintresearchpaper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976Pre p r i n t n o t p e e r r e v i e w e dThis preprint research paper has not been peer reviewed.Electronic copy available at: https://ssrn.com/abstract=4743976