The present research, from the social design approach, seeks to satisfy special human needs, in this case focusing the study on children with autism in the city of Cuenca, Ecuador, with the objective of contributing an interior design model for an inclusive classroom. This document summarizes the qualitative projective research process that was carried out in a multidisciplinary manner. In addition, it proposes guidelines and criteria to address the interiors of classrooms of educational centers and to design them efficiently; thus, by encouraging such adaptations, children with Autism Spectrum Disorder (ASD) will be able to better process spatial reality, discriminate tasks or activities in each area, and perceive adequate sensory stimulation. These guidelines can also be applicable to other educational centers and contexts that aim to provide an inclusive space for these children. The interior design model, from a perceptual, environmental and functional point of view, considers the factors that influence the environment in order to ensure that users are comfortable within a suitable environment for the development of their activities; these factors are represented by the constituent elements of the space, such as floor, ceiling, walls, and sensorily-perceived comfort level. Knowing that children with ASD have an alteration at the sensory level, these elements can potentially become barriers that affect behavior, including in the educational environment.