Abstract: In recent years, the number of students in schools for intellectually disabled children has increased significantly, accompanied by intensifying degrees of disability. This is a result of  some children with mild disabilities being enrolled in regular schools due to the implementation of inclusive education. Meanwhile, special education schools are responsible for receiving children with moderate or severe disabilities. Children with higher severity of disabilities require more complicated special needs and need more support in terms of spatial environment. However, the research and development of school buildings for intellectually disabled children in mainland China relatively lags behind due to the late start of special education in the country. Currently, the outdoor environments in most schools for intellectually disabled children in China are constructed by imitating those in regular schools, without consideration for special needs. This negatively impacts the physical and mental recovery effect of the intellectually disabled students and the campus life quality of the students, teachers, and parents. Therefore, research on the construction of outdoor environments in schools for intellectually disabled children is urgent and has great practical significance.
　　Firstly, according to a field survey of over 70 well-constructed special schools, the problems of the outdoor environment in schools for intellectually disabled children in China are mainly manifested in four aspects: incomplete outdoor site composition, unreasonable site scale, unscientific site organization, and insufficient consideration to site detail design.
　　Secondly, the relatively mature experiences of developed countries in the construction of outdoor environments in schools for intellectually disabled children were reviewed. Two enlightenments were acquired through the analysis of these excellent cases. (1) Full consideration of the special needs of users is the key to successfully constructing outdoor environments in schools for intellectually disabled children. (2) It is necessary to design the outdoor environment of schools with "coexistence of shelter and challenge" and "multi-sensory biotropic design" for students with intellectual disabilities.
　　Next, the special needs of users in indoor and outdoor environments of schools were analyzed according to their characteristics (e.g., features of intellectually disabled students generally include physical disabilities, intellectual disabilities, social communication disorders, emotional and behavioral disorders, and common comorbidities). On this basis, special requirements of intellectually disabled students for outdoor environments can be deduced.
　　Finally, certain construction strategies for outdoor environments in schools for intellectually disabled children were proposed with references to the construction wisdom of educationally developed countries and special requirements of users to address current user problems in mainland China. These construction strategies involve four aspects, i.e., site composition, site scale, site organization, and site detail design. (1) In terms of site composition, the core functional sites composition meet the needs of special teaching and relevant activities, while the assisting functional sites meet the needs of special campus life as well as physical and psychological treatment. (2) For site scale, appropriate scales of some teaching, rehabilitation training, sports, game, and recreation sites were generally calculated according to special users, special class size, special behaviors, and special aids. (3) With respect to site organization, the organization strategies with both shelter and challenge are proposed from microscopic (among outdoor sites), mesoscopic (between indoor and outdoor environments), and macroscopic (between inside and outside the campus) levels. (4) For site detail design, some special requirements, such as safety and multi-sensory biotropic needs, were proposed from the perspectives of overall environmental facilities, facilities in different types of fields, and landscape elements.

Key words: schools for intellectually disabled children, outdoor environment, construction strategies, site composition, site scale, site organization, site detail design, special requirements

摘要： 近年来，培智学生的数量显著攀升且障碍程度愈发严重，其障碍程度越重，特殊需求就越复杂，就越需要空间环境的支持。然而，目前我国大多培智学校的室外环境仿普通学校而建，缺乏对特殊需求的考量，严重影响培智学生的身心康复成效及师生家长的校园生活品质。针对我国培智学校室外环境的现状问题，基于使用主体特征及特殊需求分析其对室外环境的特殊要求，通过借鉴教育发达国家的特殊教育学校室外环境营建智慧，从场地构成、场地尺度、场地组织及场地细节设计等四方面提出培智学校室外环境营建策略，为培智学校室外环境的新建与改扩建提供参考。

关键词: 培智学校, 室外环境, 营建策略, 场地构成, 场地尺度, 场地组织, 场地细节设计, 特殊要求