Fostering a Positive Learning Environment: Implementing a PERMA-Based Design for Play Classrooms for Students Aged 7-11 with Autism and ADHD in a Special Education Institution at Antipolo City

BS Interior Design

Hannah Janine is an Interior Design graduate from Mapúa University, with experience across furniture design, project management, interior design, and graphic design. She is recognized for her strengths in research, leadership, and collaborative design execution. Her thesis project, Katha Banahaw, received the Best Thesis Award in the college’s Interior Design program for its PERMAbased play-classroom design for children with Autism Spectrum Disorder (ASD) and Attention- Deficit/Hyperactivity Disorder (ADHD). Her work focuses on creating inclusive, evidence-based environments that support learning, engagement, well-being, and meaningful user experiences.

Thesis Adviser

IDr. Lilia is a highly accomplished interior designer, educator, and leader known for her significant contributions to the profession both nationally and internationally. She currently serves as the Head of the Interior Design Program at Mapúa University. She is a former National President of the Philippine Institute of Interior Designers (PIID) and a four-term President of the Council of Interior Design Educators (CIDE), advancing excellence in interior design education and professional practice. A fellow of both PIID and the International Federation of Interior Architects/Designers (IFI), she continues to represent the profession globally through leadership roles in international design organizations and competitions.

College Dean

”Treat life as your ultimate project: build with the tools at hand, detail with the wisdom of experience, and blueprint the future.”

This study explores the application of Martin Seligman’s PERMA theory in the design of interactive play classrooms for learners with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Employing a mixed-methods research approach, the study evaluates how redesign initiatives informed by PERMA theory can enhance learners’ well-being and academic performance through intentional spatial interventions. The findings highlight the role of structured, flexible, and inclusive learning environments in supporting the development and independence of neurodiverse children.