<![CDATA[This study examines the management of inclusive educational infrastructure in early childhood education for children with Autism Spectrum Disorder (ASD) at the EDUfa Autism Therapy Center. Using a qualitative case study design, the research investigates how physical learning environments are planned, utilized, and adapted to support children’s sensory, social, and learning needs. Data were collected through observations, semi-structured interviews with therapists, parents, and administrators, and document analysis, and were analyzed thematically. The findings reveal that EDUfa integrates educational and therapeutic functions through sensory-responsive classroom design, transition spaces, and life-skills-oriented facilities. Infrastructure management is characterized by adaptability, collaborative decision-making, and continuous evaluation involving multiple stakeholders. However, financial limitations and shortages of specialized personnel remain significant challenges. The study underscores that effective infrastructure management is central to inclusive, child-centered early childhood education and offers practical insights for institutions seeking to develop inclusive learning environments in resource-constrained contexts.]]>
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