Role of Sensory Design for Autism

DISSERTATION Year: 2019-20 Batch No. 17

Role of Sensory Design for Autism

Undertaken by: Aayushi Goyal Enrollment No.: 15E1AAARF40P003 V Year B.Arch (A)

Prof. Arvind Kumar Gupta

Prof. ARCHANA SINGH

GUIDE

COORDINATOR

Aayojan School of Architecture ISI-4, RIICO Institutional Block, Sitapura, Jaipur-302022

APPROVAL The study titled “Role of Sensory design for autism� is hereby approved as an original work of Aayushi Goyal, enrollment no. 15E1AAARF40P003 on the approved subject carried out and presented in manner satisfactory to warrant its acceptance as per the standard laid down by the university. This report has been submitted in the partial fulfillment for the award of Bachelor of Architecture degree from Rajasthan Technical University, Kota.

It is to be understood that the undersigned does not necessarily endorse or approve any statement made, any opinion expressed or conclusion drawn therein, but approves the study only for the purpose it has been submitted.

7 December,2019 Jaipur

Prof. K.S. MAHAJANI EXTERNAL EXAMINER 1

PRINCIPAL

Prof. ARCHANA SINGH EXTERNAL EXAMINER 2

COORDINATOR

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DECLARATION I, Aayushi Goyal , here by solemnly declare that the research work undertaken by me, titled ‘Role of Sensory design for autism’ is my original work and wherever I have incorporated any information in the form of photographs, text, data, maps, drawings, etc. from different sources, has been duly acknowledged in my report.

This dissertation has been completed under the supervision of the guide allotted to me by the school. Further, whenever and wherever my work shall be presented or published it will be jointly authored with my guide.

AAYUSHI GOYAL V Year B.Arch. (A) Aayojan School of Architecture, Jaipur

CERTIFICATE This is to certify that the research titled, Role of Sensory design for autism’ is a bonafide work by Aayushi Goyal of Aayojan School of Architecture, Jaipur. This research work has been completed under my guidance and supervision in a satisfactory manner. This report has been submitted in partial fulfillment of award of BACHELOR OF ARCHITECTURE degree from Rajasthan Technical University, Kota.

This research work fulfills the requirements relating to the nature and standard laid down by the Rajasthan Technical University.

Prof. Arvind Kumar Gupta Guide Aayojan School of Architecture, Jaipur

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ACKNOWLEDGEMENT

This study was made possible by the efforts and guidance of many individuals whose assistance is greatly appreciated. Thanks, are extended to Aayojan Team without whose assistance and guidance I wouldn’t have been able to complete my research study.

I am also thankful to Prof. K.S. Mahajani (Principal) who has given me the platform to discuss and complete my work. I am also thankful to Prof. N.S. Rathore (Dean of Academics) and Co-ordinator Prof. A.S. Rathore for being highly co-operative and providing timely guidance and feedback on my work.

I would also like to extend my thanks to my Guide Prof. A.K. Gupta for giving me the freedom to select a dissertation topic which was unique to my abilities and provided me with wise guidance whenever I needed it. Words fail to express the gratitude I own to him. It was he who showed me the right path.

I would also like to thank the staff of various Autism centers that I visited, who were so patient with a lost architecture student.

Last but not the least I would like to thank my parents and sister whose support, love and encouragement kept me going even when I thought it was impossible.

Aayushi Goyal V Year B.Arch. (A) Aayojan School of Architecture, Jaipur

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ABSTRACT It is estimated that 1 in every 68 children (Centre for Disease Control and Prevention, Hyderabad) fall within the spectrum for Autism disorder in India. Despite these startling number Autism is minimally discussed in Architectural Design codes and Guidelines. The research is based on designing for autism children based on their behavior, how the condition of the child can be altered positively.

Autism is not a single disorder but a spectrum of closely related disorders, therefore it is important to understand the type of students who will be using this facility. The Educational process for those with autism differs greatly from neurotypical student.

Autism behavior is characterized by repetitive behavior, limited communication skill, challenges in social interaction – may be result of a malfunction in sensory perception. This malfunction may take form of hyper- sensitivity and hyposensitivity, in its various degrees and across the scope of all the senses. According to recent theories, the key to design for autism that can accommodate both the characters seems to revolve around the issue of sensory environment and its relation to autistic behavior.

The research was carried out by way of a review of existing relevant literature, a critical analysis of relevant case studies and interviews, with teachers, parents, principal and Psychologist (NIMH, Hyderabad) who have firsthand experience of individuals with Autism Spectrum disorder. The research analyses the scenario of various Educational Institutions for Autism in India such as Action for Autism, Delhi, Sparsh special school, Hyderabad and in various developed countries to form a comparative platform.

The research analyses two types of educational institutions designed based on behavior and some which are designed in neurotypical way and then evolving the guidelines.

Considering the environment, social and cultural barriers, the research then concludes by giving solutions and guidelines for designing based on their behavior.

The most common design issues noted are- the use of transitions; partitioning of space; the reduction of distractions; the use of natural lighting, ventilation and materials; access to outdoor play spaces; adjustability; organization and independence.

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CONTENTS Page No. Approval

i

Declaration

ii

Certificate

ii

Acknowledgement

iii

Abstract

iv

Contents

v-vi

List of illustrations

vii

List of tables

x

CHAPTER 1: INTRODUCTION 1.1

Background of the study

1.2

Criteria of selection

1.3

Hypothesis

1.4

Aim

1.5

Objectives

1.6

Scope

1.7

Methodology

1-3

CHAPTER 2: UNDERSTANDING AUTISM SPECTRUM DISORDER 2.1

Background/ History

2.2

Prevalence of Autism in India

2.3

Education process for those with ASD

2.2

Understanding the User

CHAPTER 3: UNDERSTANDING BEHAVIOR OF AUTISTIC CHILD 3.1

Interview with Psychologist

3.2

Interview with Parents

3.3

Interview with Teachers

3.4

Autism Spectrum Disorder Key Deficits

3.4

Categorization of Autistic children

v

4- 6

7-12

CHAPTER 4: THEORIES OF DESIGN FOR AUTISM 4.1

Richer and Nicoll

4.2

Khare and Mullick

4.3

Humphreys

4.4

Cristopher Beaver

4.5

Magda Mostafa

4.6

Two approaches for Autism centers

13-18

CHAPTER 5: IDENTIFICATION OF PARAMETERS

19-21

CHAPTER 6: SCHOOLS FOR AUTISM

22-36

6.1

The Advance School for Autism

6.2

Eden Institute, Princeton, NJ

6.3

Northern School for Autism

6.4

Hazelwood School, Glasgow, U.k.

6.5

Development Learning Center for Autism, N.J.

6.6

Action for Autism, Delhi

6.7

Sparsh Special School

CHAPTER 7: ANALYSIS

37-38

CHAPTER 8: CONCLUSIONS & RECOMMENDATIONS

39-43

8.1

Conclusion

8.2

Recommendations

GLOSSARY OF TERMS

xi

BIBLIOGRAPHY

xii

vi

List of Illustrations Figure 2.1 Figure showing prevalence of Autism in India

4

(image by author, data from Centre for Disease control)

Figure 2.2 Figure showing Autism Education Enrollment growth

4

(Image by author, data from Centre for Disease control)

Figure 2.3 Figure showing Prevalence of Autism in India

5

(Image by author, data from Centre for Disease control)

Figure 2.4 Figure showing Prevalence of Autism in India

5

(Image by author, data from Centre for Disease control)

Figure 2.5 Figure showing the Spectrum of Autism Disorder

6

(Image by author)

Figure 2.6 Figure showing Features of Autism and symptoms

5

(Image by author, data from NIMH)

Figure 3.1 Figure showing Autism Spectrum Condition

8

(Image by author)

Figure 3.2 Diagram of Autism Spectrum Disorder (ASD) Key Deficit

11

(Image by author)

Figure 3.3 Diagram of Social communication and interaction Deficits

11

(Image by author)

Figure 3.4 Diagram of Restrictive, Repetitive Patterns/ Behavior

11

(Image by author)

Figure 3.5 Common difficulties with sensory system – observable behavior

12

(Image by NIMH)

Figure 5.1 Figure showing designing according to the routine of user

19

(Image by Kristi Gaines)

Figure 5.2 Figure showing the diagram of Sensory Zoning

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(Image by author)

Figure 5.2 Figure showing the diagram of Sensory Zoning

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(Image by author)

Figure 5.3 Figure showing Escape Spaces

20

(Image by author)

Figure 5.4 Figure showing role of Compartmentalization

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(Image by Spero Academy)

Figure 5.5 Figure showing Transition

20

(Image by author)

Figure 5.6 Figure showing designing for way-finding

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(Image by Kristi Gaines)

Figure 6.1 Figure showing view of the Advance school for Autism

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(Image by Arch daily)

Figure 6.2 Figure showing plan of Advance Centre for Autism

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(Image by Progressive Architects)

Figure 6.3 Figure showing walkways to help students in transition

23

(Image by Progressive Architects)

Figure 6.4 Figure showing view of Sensory Garden (Image by Progressive Architects)

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Figure 6.5 Figure showing elevation

23

(Image by Arch daily)

Figure 6.6 Figure showing view of Eden Institute for Autism

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(Image by KSS Architects)

Figure 6.7 Figure showing Education and Outreach center Entry

24

(Image by KSS Architects)

Figure 6.8 Figure showing plan of Eden Institute

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(Image by KSS Architects)

Figure 6.9 Figure showing Entrance lobby of Eden Institute

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(Image by KSS Architects)

Figure 6.10 Figure showing courtyard at Eden Institute

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(Image by KSS Architects)

Figure 6.11 Figure showing gym area including Sensory activities

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(Image by KSS Architects)

Figure 6.12 Figure showing corridor with posters for wayfinding

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(Image by KSS Architects)

Figure 6.13 Figure showing view of Northern school for autism, Australia

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(Image by Hede Architects)

Figure 6.14 Figure showing plan of Northern school for Autism, Australia

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(Image by Hede Architects)

Figure 6.15 Figure showing plan of Learning Unit

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(Image by Hede Architects)

Figure 6.16 Figure showing Courtyard at Northern school

27

(Image by Hede Architects)

Figure 6.17 Figure showing Internal view of classroom

27

(Image by Hede Architects)

Figure 6.18 Figure showing view of Hazelwood school, Glasgow, U.K.

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(Image by Alan Dunlop Architects)

Figure 6.19 Figure showing curved wooden walls

28

(Image by Alan Dunlop Architects)

Figure 6.20 Figure showing view of Larch timber boarding

28

(Image by Alan Dunlop Architects)

Figure 6.21 Figure showing material study of Elevation

28

(Image by Alan Dunlop Architects)

Figure 6.22 Figure showing conceptual planning of Hazelwood school

29

(Image by Alan Dunlop Architects)

Figure 6.23 Figure showing unique sensory “trail rail wall�

29

(Image by Alan Dunlop Architects)

Figure 6.24 Figure showing use of contrasting colors and different tactile floor

29

(Image by Alan Dunlop Architects)

Figure 6.25 Figure showing sensory garden with walkways

29

(Image by Alan Dunlop Architects)

Figure 6.26 Figure showing floor plans of Hazelwood School (Image by Alan Dunlop Architects)

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Figure 6.27 Figure showing Snoezelen room

30

(Image by Alan Dunlop Architects)

Figure 6.28 Figure showing separate flooring for different spaces

30

(Image by Alan Dunlop Architects)

Figure 6.29 Figure showing high windows to avoid distraction

30

(Image by Alan Dunlop Architects)

Figure 6.30 Figure showing cork clad wall with high windows

30

(Image by Alan Dunlop Architects)

Figure 6.31 Figure showing North Elevation

30

(Image by Alan Dunlop Architects)

Figure 6.32 Figure showing South Elevation

30

(Image by Alan Dunlop Architects)

Figure 6.33 Figure showing view of Development learning center

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(Image by USA Architects)

Figure 6.34 Figure showing sketch of the main street at learning center

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(Image by USA Architects)

Figure 6.35 Figure showing the main street at learning center

31

(Image by USA Architects)

Figure 6.36 Figure showing interior view of the pool at learning center

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(Image by USA Architects)

Figure 6.37 Figure showing Floor plans of development learning center

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(Image by USA Architects)

Figure 6.38 Figure showing Diner at Development Learning center

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(Image by USA Architects)

Figure 6.39 Figure showing front faรงade clerestory window

32

(Image by USA Architects)

Figure 6.40 Figure showing main street sky at learning center

32

(Image by USA Architects)

Figure 6.41 Figure showing the window looking onto main street

32

(Image by USA Architects)

Figure 6.42 Figure showing location map of Action for Autism school

33

(Image by author)

Figure 6.43 Figure showing front entrance of Action for Autism school

33

(Image by author)

Figure 6.44 Figure showing front faรงade of Action for Autism school

33

(Image by author)

Figure 6.45 Figure showing Swimming pool of the school

34

(Image by author)

Figure 6.46 Figure showing Floor plans of Action for Autism school, Delhi

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(Image by author)

Figure 6.46 Figure showing Floor plans of Action for Autism school, Delhi

34

(Image by author)

Figure 6.47 Figure showing Front faรงade of Sparsh special school (Image by author)

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35

Figure 6.48 Figure showing View of Sparsh special school

35

(Image by author)

Figure 6.48 Figure showing View of Sparsh special school

35

(Image by author)

Figure 6.49 Figure showing ground floor plan of school

36

(Image by author)

Figure 6.50 Figure showing first floor plan of Sparch school

36

(Image by author)

Figure 6.51 Figure showing Low functioning classroom

36

(Image by author)

Figure 6.52 Figure showing High functioning classroom

36

(Image by author)

Figure 6.53 Figure showing Physiotherapy Room

36

(Image by author)

Figure 6.54 Figure showing High functioning classroom

36

(Image by author)

Figure 8.1 Figure showing spatial consideration while designing for autism

40

(Image by author)

Figure 8.2 Figure showing design implementation of escape spaces

40

(Image by author)

Figure 8.3 Figure showing design implementation for transition spaces

41

(Image by author)

Figure 8.4 Figure showing design implementation for Predictability

41

(Image by author)

Figure 8.5 Ways in which built environment can distract students with autism

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(Image by author)

Figure 8.6 Figure showing Design implementation to control lightning

42

(Image by author)

Figure 8.7 Figure showing Design implementation to control color

42

(Image by author)

List of Tables Table 1 Common difficulties with sensory system

12

(Image by author)

Table 2 The impact of autistic children on design (Image by author)

x

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1.Introduction Individuals with Autism Spectrum Disorders are part of a growing population that is usually ignored in design. The needs of those with ASD are eliminated from all building codes and design guidelines. This is a serious concern, since these individuals are more sensitive to their physical surroundings than the average person. When an individual is unable to understand or adapt to their environment, negative behaviours typically ensue. Although the surrounding environment has such a strong influence over people with ASD, there is very little information available to us on how to design spaces for these individuals.

Another prominent challenge involved in designing spaces for individuals with ASD is that no two cases are alike. ASD is referred to as a spectrum disorder because everyone has different symptoms, different sensitivities, and a different level of functioning. Symptoms vary from mild to severe; some children on the spectrum have intellectual disabilities or impaired speech, while others do not. Ideally, spaces would be designed for each individual case and the space would accommodate each unique symptom but also help individual with ASD build tolerance to environmental stimuli.

McCallister states that environments for individuals on the spectrum should prepare them for the challenges and problems they will face in everyday life: “Cocooning the ASD pupil from all external situations will not necessarily help them reach their full capabilities in life. Hence, designers should not overly cater to users with ASD and create unrealistic environments that will leave them unprepared to face another environment.

Individual with Autism Spectrum Disorder (ASD) are particularly sensitive to the surrounding environment, primarily because of sensory processing deficits. For many, sensory processing deficits, such as sensitive eyesight or hearing, can make the built environment a distracting and even frightening place.

In her autobiography, Temple Grandin described autism as “seeing the world through a kaleidoscope and trying to listen to a radio station that is jammed with static at the same time. Add to that a broken volume control, which causes the volume to jump erratically from a loud boom to inaudible”. Many individuals on the spectrum employ coping mechanism in the form of rigid and repetitive behaviours to deal with incoming sensory stimuli. To an outsider, these behaviours appears like an inappropriate tantrum when in actuality, they are the result of an “imbalance between the environment and an individual’s ability to adapt to it”.

Architecture and interior spaces can be modified to positively influence the behaviour individuals with ASD often exhibit by modifying factors such as colour, texture, sense of closure, orientation acoustics, ventilation, etc.

1 | ROLE OF SENSORY DESIGN FOR AUTISM

1.2. Criteria of the Selection • • •

•

Expert estimate that every 2-6 children out of every 1000 have autism.

The rate of autism in India is 1 in 250 (figure may vary as many cases are not diagnosed) and currently 10 million people are suffering in India from ASD. A serious problem among individual with ASD, particularly children, may be lack of motivation in academics and learning. Academic task may be too challenging for students.

Modifying the design of educational institution for students can improve learning experiences of a child, reduce negative behaviour, and can increase the attention span.

1.3. Hypothesis Designing of spaces for autistic individual are subjected to their behavioural pattern.

1.4. Aim The aim is to draw architectural guidelines for the design of a special school for children with autism which is hoped to aid architects who will work with similar architectural programs in the future. The research conducted aims to explore how architecture can enhance the daily experience of autistic children and their teachers by decreasing the stress factor thus allowing them to be more open to education and interaction.

1.5. Objective • •

•

To understand the behaviour of autistic children.

To understand the spatial sequencing of educational institution for autism.

This criterion is based on the idea of the affinity of individuals with autism to routine and predictability.

To understand the characteristics of escape spaces, light and ventilation and safety.

To understand the role of Sensory Zoning in autism school Grouping spaces according to their sensory quality rather than their programmatic function, which is a typical approach, spaces should be organized into zones of High stimulus activities and Low stimulus activities.

1.6. Scope and Limitation •

•

Studying the mentality of an autistic children is a very broad subject thus this topic limit itself to study the behavioural study in educational environment only and environment which helps in rehabilitation process.

Attempts to define quiet spaces, sensory zoning, importance of green space, therapy areas and intervention areas.

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1.7. Methodology Selection of Topic and Need of the study

Aim-To explore the role of behaviour for designing an educational model for the Autistic users

Formulation of Objectives

-To understand the behaviour of autistic children

-To understand role of sensory zoning while designing for autism

-To understand spatial sequencing of educational institution for autism

-To derive guidelines for designing for autistic user on the basis of behaviour Data Identification

Primary source

Secondary sources

1.Experience of teachers, parents and psychologist

1.Northern school for autism, Australia

2.Sparsh school, Hyderabad visit

2.Advance special school, Egypt

3.Action for Autism, Delhi

3.Eden Institute, Princeton, NJ 4. Hazelwood School, Glasgow 5. Development Learning centre for Autism, NJ Analysis

Formulating the Framework

Conclusion and Recommendation

3 | ROLE OF SENSORY DESIGN FOR AUTISM

2. Understanding Autism Spectrum Disorder 2.1. Background / History Autism is a development disorder that affects the functioning of the brain. Individuals with ASD are identified as having difficulty with social interaction, communication skills, and as having a small range of interests. IQ levels of individuals on the spectrum can vary in range from gifted to severe mental disabilities. At the mild end of the spectrum, ASD may be nearly indistinguishable from the general public. These individuals are commonly referred to as high functioning. Others with ASD exhibit severe or life-threatening behaviour is uncommon in individuals with ASD but may include head banging or biting oneself.

According to recent reports, cause of Autism Spectrum Disorders is on the rise.

Whether the increase is due to ASD becoming more prevalent or because autism spectrum awareness and detection has broadened is unknown. Some researchers believe that the rise is because the diagnostic criteria for ASD now include pervasive developmental disorder (PDD) and Asperger’s syndrome. Whatever the reason the increase in reported cases qualifies as a serious public health concern. Some fear that the rise in cases could lead to an ASD epidemic. There are a variety of treatment but, at present, no known cure. Experts do not yet fully understand how or why the disorder even occurs.

2.2. Prevalence of Autism in India According to the Centre for Disease Control the number of students with autism is growing rapidly. From 2001 to 2010 the prevalence of autism has gone up from 1 in 150 to 1 in 60.

The need for schools which are designed to accommodate the autistic student is growing.

As more students are identified as autistics their needs to be more facilities to educate the students, their parents and teachers as well as school administrators and designers.

2.1 Figure showing Prevalence of Autism in India (image by author, data from Centre for Disease Control)

2.2 Figure showing Autism Education Enrolment Growth (image by author, data from Centre from Centre for Disease Control

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2.3 Figure showing Prevalence of Autism in India (image by author, data from Centre for Disease control)

2.3. Education process for those with ASD The education process for those with ASD differs greatly from that of a neurotypical student. The education services begin earlier and last longer than those in a typical program, where the age range is from 5 to 18. The age range for students with disabilities is often from birth to 21.

Individualized Education Programs The IEP is a legal document which outlines the child’s special education plan and goals for the school year, services needed to help the child meet those goals, and a method for evaluating the student’s progress.

Early Intervention Stage The early intervention stage takes place between birth and two years of age.

Research has shown that the sooner a child receives early intervention services, the greater likelihood for positive outcomes. Early intervention addresses five main developmental areas- physical, cognitive, communication, social and emotional, and adaptive skills.

Preschools Services The preschool services are the stage when children with autism are first in an environment dedicated to and designed for learning.

Schools Services The IEP program starts during the school years of 6-21. The program for the student is based on his/her individual needs and what the student will respond to best.

Transition The purpose of the transition plan is to prepare students receiving special education services for meaningful employment, schooling, and independent living after high school.

Age of Majority The age of majority is the age when a child is legally considered an adult normally at 18. This includes the right to vote, marry, and sign contracts. The child will have complete control over his or her education.

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2.4 Timeline of services with Autistic Children (image by author data from autism speak)

2.4. Understanding the User To understand the specific accommodations and requirements of a user it is imperative to understand the type of student who will be using this facility.

Autism is not an individual disorder, but a spectrum of related disorders, though with a common core of symptoms.

The spectrum identifies disorders ranging from less severe to more severe and includes Asperger Syndrome, Atypical Autism or Pervasive Developmental Disorder not otherwise specified (PDD-NOS), Childhood Disintegrative Disorder, and Autism Syndrome. Every person on the autism spectrum has problems to some degree with social skills, compassion, interaction. Within and between the spectrums the different classifications can vary from more severe to less severe.

2.5 The Spectrum of Autism Disorders (image by author)

2.6 Features of autism and symptoms (image by author data from NIMH guidelines for autism)

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3. Understanding the Behaviour of Autistic Children 3.1. Interview with Psychologist Name-Mrs N. Vijaya Lakshmi Designation-Autism department psychologist 1) What is autism spectrum disorder?

Autism spectrum disorder (ASD) is an advancing disorder that affects communication and behaviour and connection to outer world.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a guide created by the American Psychiatric Association used to diagnose mental disorders, people with ASD have: ⊲ Difficulty in understanding simple things and social interaction with other people ⊲ Confined interests and obsessed with repetitive behaviour. ⊲ Symptoms that affect the person to function in educational, work environment, and other areas of life.

2) What are the signs and symptoms of ASD? Social communication/interaction behaviours may include: ⊲ Making little or inconsistent eye contact ⊲ Having a tendency not to look at or listen to people ⊲ Failing, or being slow to respond when someone calling their name or to other attempts to gain attention ⊲ Having facial expressions, actions, and body language that do not match what is being said Restrictive/repetitive behaviours may include: ⊲ having unusual behaviours, such as repeating words or phrases (a behaviour called echolalia) ⊲ Having a lasting intense interest in certain topics, such as numbers, details, or facts ⊲ Get easily distracted by small gestures, such as with moving objects or with parts of objects 3) What are the methods in treating with Autism?

There is auditory training, vitamin therapy, Facilated interaction, music therapy, occupational therapy, physical therapy and sensory integration.

Behaviour and communication approaches A) Occupational Therapy- Occupational therapy teaches skills that help the person to live independently. Skills might include as simple as dressing, eating, and even include life skills such as small vocational activities which help the children in real world such as candle making, cutting vegetables etc.

B) Sensory integration therapy: Helps the person to deal with sensory information such as sights, sounds and smells. Sensory integration therapy could help a child who is bothered with certain sound or does not like to be touched.

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C) Speech Therapy-It helps to improve the persons communication skills. Some people can learn verbal communication skills. For others using gestures or pictures boards is more realistic.

D) Picture Exchange Communication system (PECS) PECS uses picture symbols to teach communication skills. The person is taught to use picture symbols to ask and answer question and have a conversation.

4) Is there a categoric classification for Autism?

3.1 Autism spectrum Condition (image by author)

How much development is expected after a child’s treatment?

Development differs from one child to another on the depending on the severity on the spectrum. Some children show improvement quickly with occupational therapies and vocational skills teaching whereas some children with barely start speaking 2 words after therapies. It depends on the child’s grasping capacity and his/her response to the treatment and management of behaviour.

Any suggestions for an autistic education center?

1. Divide children in the school according to their position in spectrum,their behavior rather than divding them on the basis of their age-groups .

2. Good level of natural light 3. Reduction of detail (easy navigation throughout the campus 4. Provide more quiet rooms and green areas

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3.2. Interview with Parent Name- Anita Reddy School attended by child-Sparsh Special school, Hyderabad 1.At what age your child was diagnosed?

He was diagnosed at the age of 3 years 6 months 2.What did you do after the confirmation?

I took almost 3 months to accept the fact that he was not normal. I was devastated then I looked for help. We enrolled the kid into a special school and visit almost daily to understand how to deal with my child long with that we started seeing psychologist also. We started with some simple speech therapies.

3.Anything in specific that bothers your son?

Our son doesn’t like talking to strangers and he gets really bothered by specific routine if we miss. Haircuts, doctor and dentist visit really bothers him. Sometimes he would suck his lower lip so much that it would get swollen.

4.Does he like going to natural places? Like gardens, swimming pool?

Yes, it depends on his mood sometimes he really like visiting various parks but sometimes he gets irritated by seeing so many people and sometimes he is quite oblivious to his surroundings.

5.Was there a breaking point?

At around age 7 and 8 when we shifted, he had violent behaviour. It was his most difficult age. He became aggressive. At times I thought he will end up at home or some institution. But after a year or two he got much better.

6.Does he need your assistance while eating, bathing and using washroom?

Physically no but sometime for intellectual task he requires assistance. He finds it difficult whenever we are at a new place, we must direct him towards washroom he is not able to find it at new places and he gets irritated.

8.How did you prepare him for real life?

-Sometimes I take him to vegetable shopping, supermarkets and sometime even to malls. He has even joined an art class from last 6 months. It works as a therapy for him.

Since then he has calmed down a bit. He works on academics, cleaning also.

9.Does he feel scared when he is with other kids?

- He doesn’t show anxiety unless something really bothers him. He is uncomfortable with people who want to talk a lot because he can’t make sense easily.

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3.3. Interview with Teacher Name- Manju Singhal Name of the institution- Sparsh Special School 1) Since when are you working in this institution?

I am working for last 4 year with this institution, I didn’t have any background knowledge before joining this institute by from the experience and with the guidance of principal mam now I understand the behaviour of an autistic child and how different are they from a neuro-typical student.

2) How many students do you address daily?

Daily I address almost 10 students, initially we had 3 to 4 students in one class but now we have almost 7to 8 students in one class which sometimes get difficult as all are assigned different task according to his/her capabilities.

3) Describe the variety of students. Like how they behave in classroom.

They all are very different from each other. Some students easily grasp the things they are taught but some of them take a lot of time to understand. Each kid has their own speciality. That usually depends on their position in spectrum some find mild difficulties in reading and writing while in some cases they face major difficulties but by using pictures and different activities we try to calm them down.

4) How many of them are at low functioning aspect of spectrum. Do they get violent easily? How others cope with them.

30 percent of kids in our school at low functioning spectrum, we give special attention to them. We basically keep their classrooms away from high functioning kids in accordance to safety and security. Yes, some children do get violent according to me it is a phase which gets passed after some years of proper interventions.

5) Are there any parent-child activities in the school?

Yes, there are lots of activities in which presence of parents are very important because these children spend their maximum time in home if they don’t receive proper environment at home then our therapies also won’t work properly. In order to avoid that we give proper training and even prepare sessions for parents to teach them how to deal with the students.

6) Why there is a need for special school?

-Special schools are very important in the life of autistic children to train them how real-world works, it’s very important for them to spend some time away from home, their safe zone. Specially as soon as child start receiving the early interventions the more the child has chances to perform better in normal school. Every year we send almost 2-3 students to normal school after observing his or her needs and progression.

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3.4. Autism Spectrum Disorder Key Deficits (On the basis of interviews) Autism is commonly broken down into two main deficits, “The first is that they have to have significant difficulties with social and emotional communication and behaviour. the second is that they have problems with restrictive and repetitive behaviours or interests.� Within these two general deficit groups there are a variety and range of traits/features.

3.2 Diagram of ASD key deficits (image by author)

3.3 Diagram of Social Communication and interaction Deficits (image by author)

3.4 Diagram of Restrictive, Repetitive Patterns/ Behaviour (image by author)

Social-emotional communication deficits refers to lack of understanding regarding reading and using body language and gestures, to poor eye contact and total lack of facial expressions. There is a common breakdown in suitable behaviours in social contexts, minimising the ability to make friends, to the absence of showing interest in amongst their peers.

Restricted, repetitive patterns of behaviour such as lack of any disruption to routines and rituals such as eating habits and traveling the same route without diversions.

Fixation or preoccupation with one point of focus, this could be their favourite toy or building blocks a like, at an early age which could transition into a lifelong specialty.

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3.5. Categorizing Autistic Children by their Behaviour After talking to various Psychologist, parents and teachers, autistic children can be categorized in two types1) Hypo sensitive (Under sensitive) 2) Hypersensitive (Over sensitive) • • • •

•

Individual with ASD are either hypo-sensitive or hypersensitive to certain information pertaining to smell, sight, taste, sound, or touch.

Hypo sensitivities cases appear to be under-responsive, as if certain information go unnoticed or certain senses are impaired.

Young children who were later diagnosed with ASD and had hypo-sensitive auditory tendencies were often thought to be deaf as infants.

Hypo sensitive cases are often qualified as “sensory seeking” meaning they often create or generate their own sensory experiences either for pleasure or to block-out other unpleasant stimuli.

Conversely, hyper-sensitive cases are over responsive to sensor stimuli.

Children with hyper-sensitivity can be easily overwhelmed by incoming sensory information. The environment can be terrifying at times because loud or sudden noises feel physically painful to hypersensitive individuals.

One individual on the spectrum reported that “Most people have a mind like a flashlight, with an area of high focus, and a larger area for partial awareness; my mind is more like a laser pointer, that highlights only a small dot.

Table-1 Common difficulties with sensory System (image by author)

3.5 Common difficulties with sensory systemobservable behaviour (image by NIMH)

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4. Theories of Design for Autism- Literature Review 4.1 Richer and Nicoll One of the first journal on autism was that of Richer and Nicoll in 1971. They attempted to achieve two main objectives through a designing playroom space. The authors aimed to achieve two main goals: reduce the frustration and reduce the flight behaviours.

Reduce frustration •

• •

Dividing spaces into smaller areas allowed overstimulation and an excessive number of social communications are avoided. A retreat box was also provided in which the child could distract themselves from the stimulus.

Space for activities for motor development such as climbing, moving, sliding, etc. was provided.

Toys were used to calm the child for their repetitive behaviour.

Reduce flight behaviours •

•

Structures and fixtures were vigorous and safely installed, so that there was no need to disturb the children’s games with instructions from the parents and caretakers.

Two types of play areas were provided- one with smooth tactile texture and one with rough texture to help them to understand the difference between both.

The design criteria employed by Richer and Nicoll can be summarized into: • • • • • • •

Segmentation of spaces A supervised sensory experience in segmented spaces Use of light dimmers to allow staff to control lighting within the room Inclusion of a retreat boxes Minimizing the involvement of teachers or assistants as much as possible to give children the freedom to play in whichever whey they want Safety of furniture and fixtures Elements and materials that are durable and safe

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4.2 Khare & Mullick Khare and Mullick have explored how to create the universal design for educational spaces for autistic children. The following design principles were gathered from the experimental environmental design considerations created by the two authors: • • • • • • •

• • • • •

• • •

Provide physical structure: Areas should be organized with a clear division that defines different spaces for different condition Maximize visual cues: organize spaces by means of clearly- defined visual cues.

Provide visual instructions: indicate the steps to perform certain actions though visual instructions of different spaces Offer opportunities for public participation: students should be involved with the real world by performing simple task in day-to-day life Opportunities for parent participation: parents should be allowed in school activities along the children Opportunities for inclusion: Allow the children with autism to interact with neuro-typical children which helps in mutual understanding Future independence: Provide opportunities such as vocational training for children with autism which will help them to become independent in future and even helps with the concept of inclusion Offer generous space standards: People with autism need generous amount of personal space as compared to a neuro-typical individual Provide withdrawal spaces: Quiet areas should be provided which helps the children a cocoon space whenever they get overwhelmed with outside world.

Maximize safety: Safety is very important for autistic group because sometimes they failed to understand the dangers, they can put themselves into Clear Path: clear arrangement of spaces which are clutter-free should be provided Provide accessibility: enough spaces should be provided for autistic children so that they can also participate in daily activities without any hindrance by the society Durability and safety: equipment, furnishing, fixtures and materials should be durable and not harmful for these children Minimize sensory distractions: elements which can cause sensory stimulation such as fluorescent lights should be avoided which can irritate the individual Provide flexibility: In autism no two cases are like therefore flexibility should be provided to accommodate the needs of both the group in educational environment.

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4.3 Humphreys Humphreys creates a variety of design criteria which are to be considered in deigning building for autistic individuals. He suggests:

Calm order and simplicity The first and the foremost criteria when creating any kind of space for autistic individual is to create a calm and simple space. These criteria should not be only limited to planning aspect but should even be considered in the use of material in built structures.

Minimal details Unnecessary detailing should be avoided at any cost, as too much detailing can sometimes create sense of frustration and distraction in the minds of individual and it even helps the teachers to create the level of stimulus according to the child’s need as it will be different for hypo-sensitive and hypersensitive group.

Proportions Harmonious proportions should be used while designing for autism or for any user but special consideration should keep in mind while dealing with this special group, as large spaces can create sense of insecurity in the mind of individual but at the same time, they require more personal space as compared to neuro-typical.

Natural light Natural light is the key while designing for autistic children it should be as seamless as possible as dazzling sun or harsh rays can create a sense of over stimulation. Artificial lights that flicker should be avoided as it distracts the user easily. Celestory windows and skylights can be provided which helps in obtaining the diffused light from the sun.

Proxemics Autistic individual require more personal space and even more social space as clutter spaces can give them a sense of uneasiness

Containment The concept behind this aspect is to create a balance between controlling the environment for autistic children in terms of safety at the same time proving enough freedom to walk around without any assistance

Observation Without interfering the independence of individual proving safe environment

Acoustics: Special consideration should be given to acoustics as some group can get easily distracted by even a small noise and some do not react even to heavy sounds.

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4.4 Christopher Beaver Christopher Beaver is a British architect, he has worked on various projects with autistic users and he has also written about the subject dealing with designing for autism group considering their needs.

He has described the strategies used by him by him along with intense case studies when designing a residential-educational building which can be summarised in the following points; •

•

•

•

• • •

•

•

•

•

Corridors should be used as spaces for play and work and it should not be used as a mere form of circulation, this strategy will help the autistic individual to interact with their surroundings.

Separate personal space should be provided to the students with a generous proximity with each other and enough space should be provided for different activities.

Curved spaces are generally liked by autistic individual as it gives them a sense of way finding with tactile textures, sharp angle should be avoided as they can be harmful and are unwelcoming.

Harsh polished material should be avoided as they are not good for acoustic for autistic users as they reflect maximum sound, although carpets are used but they are hard to clean.

Pipes and fixtures should not be exposed as an autistic individual can easily harm themselves along with this safety of perception is also important.

Excessive noise created by ventilation system should be avoided- underfloor heating and cross ventilation can be provided to reduce noise.

Windows should be placed very carefully as sometimes they become a major safety concern, proper locks controlled by caretakers should be provided, glazing should also be selected in such a way that they are not easily broken by the students.

Hidden lighting should be used as it helps to get diffused illumination. Beaver specifically mentioned to avoid fluorescent light as the flicker affects more to an autistic individual as compared to a neuro-typical child Quiet rooms also help to create a positive environment as it helps the child to get a breakdown space isolated from outdoor world and even helps the other children from getting affected by their friend’s behaviour Sensory rooms and gardens play a very important role while designing for autism and the space should have the capability to crate different level of stimulus for different users.

Over stimulating colours should be avoided. Calm, earthly and muted colours help the individuals to focus and soothe their minds.

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4.5 Magda Mostafa The Sensory Design Theory was developed by Magda Mostafa while designing the first education centre for autism in Egypt. The theory was built around the aim to provide a sensory environment to the individual with autism considering both Hyposensitive and hypersensitive, and how built structures could be used to improve the behaviour of autistic children in educational environment. According to Mostafa “Sensory design theory presents modifying and versatile medium which acts as an incentive for design development criteria for architecture principals based on sensory qualities and considering the needs of an autistic individual.”

This statement was further assisted by additional resources, revealing architectural design implications and programme requirements.

• Sensory sensitivities - sensory rooms and multi-sensory environments • Acoustics • Spatial sequencing – including movement and wayfinding • Escape spaces - Natural Sensory Havens • Compartmentalisation • Transitions • Sensory zoning • Colours and Textures • Lighting and Heating • Safety - staggered exits, car parking • Sensory gardens • Music - a very powerful tool - Music therapy • Riding therapy - farm/animals • Water - calming and therapeutic - Water therapy • Responsive and adaptive environments (control - avoid unpredictability) • Hammock, beanbags, wobble cushions, rocking chairs • Visual material for communication • Speech therapy, singing lessons • Hypo vs. Hyper • Sense of closure and orientation • Over excitement issues • Play/productions to learn social cues and communications

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4.6 Two Approaches for Autism Centres and Educational Spaces Present design methods for autism treatment centres concentrate either on skill development (Sensory Design Theory) or rigid adaptation to day-to-day circumstances (Neuro-Typical Approach). In accordance with treatment plans, the two major design approaches have been created, both based on the perception issues of people with autism, and also possessing features almost opposite to one another.

1) Sensory Design Theory: •

• •

The Sensory Design Theory, which stipulates that favourably altering the sensory environment, can be conducive to positive and constructive autistic behaviour, particularly in learning environments.

It focuses on creating a controlled sensory environment that makes autistic people feel comfortable, therefore facilitating skill acquirement.

It offers Low stimulus environment, adaptable to severe autism and focused on skill acquirement. It may limit integration for less severe cases and requires more effort and well-trained therapists.

2) Neuro- Typical Approach: • •

• • •

The Neuro-Typical Approach is centred on direct integration to different typical urban and public situations.

It proposes the immersion of the autistic user in as typical and stimulating an environment as possible, in order to encourage adaptation to the overstimulation so typical of the disorder and to replicate the level of stimulation found in the real world.

It would best prepare the autistic user for the generalization of his or her skills, particularly those acquired in a learning environment, to the outside world.

It offers High stimulus environment, inadequate for severe autism, focused on adapting to environment.

Results are relevant on a long-term therapy, limited skill development, and underestimates autistic sensory deficiencies.

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5. Identification of Parameters From all the research carried out during this knowledge gathering section and from the list above, eight key design aspects were derived that encapsulated the most important qualities.

Parameters1) Spatial sequencing 2) Sensory Zoning 3) Escape Spaces 4) Compartmentalization 5) Transition Spaces 6) Colour and Texture 7) Light and Ventilation 8) Wayfinding 1) Spatial Sequencing This criterion is based on the concept of capitalizing on the affinity of individuals with autism to routine and predictability. Spatial Sequencing requires that areas be organized in a logical order, based on the typical scheduled use of such spaces. Spaces should flow as seamlessly as possible from one activity to the next through one-way circulation whenever possible, with minimal disruption and distraction, using Transition Zones which are discussed below.

5.1 Designing according to the routine of user (image by Kristi Gaines)

2) Sensory Zoning This criterion proposes that when designing for autism, spaces should be organized in accordance to their sensory quality, rather than the typical architectural approach of functional zoning. Grouping spaces according to their allowable stimulus level, spaces are organized into zones of “high-stimulus” and “low stimulus”.

The former could include areas requiring high alertness and physical activity such as physical therapy and gross motor skill building spaces. The latter could include spaces for speech therapy, computer skills and libraries.

5.2 Diagram of Sensory Zoning (image by author)

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3) Escape Spaces The objective of such spaces is to provide relief for the autistic user from the overstimulation found in their environment. Such spaces may include a small partitioned area or crawl space in a quiet section of a room, or throughout a building in the form of quiet corners.

4) Compartmentalization The philosophy behind this criterion is to define and limit the sensory environment of each space, organizing a classroom or even an entire building into compartments.Each compartment should include only one and clearly defined function and consequent sensory quality. The separation between these compartments need not be harsh and 5.5. Transition Spacesbut (image by author) directly visible, can be through furniture arrangement, difference in floor covering, difference in level or even through variances in lighting. The sensory qualities of each space should be used to define its function and separate it from its neighboring compartment.

5.3 Escape spaces (image by author)

5.4 Role of compartmentalization (image by Spero academy)

5) Transition Space -Working to facilitate both Spatial Sequencing and Sensory Zoning, the presence of transition zones helps the user adjust their senses as they move from one level of stimulus to the next.

-Such zones can take on a variety of forms and may be anything from a distinct node that indicates a shift in circulation to a full sensory room that allows the user to adjust their sensory stimulation level before transitioning from an area of highstimulus to one of low-stimulus.

5.5 Figure showing Transition (image by author)

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6) Colour and Texture Colour is one of the most influential aspect of an environment with both physiological and psychological reactions. Walls, floors, and decorative elements where colour may be applied. Personal preference is important. For the visually hypersensitive bright and bold colours could be distracting. Visually hypersensitive individuals can focus on extraneous detail and become distressed by high number of colours. For visually hypo-sensitive students, colour can be used for wayfinding or as a tool to locate objects.

7) Lighting Many scientific researches show a direct correlation between an improved lighting design in schools and the performance of students. For a school designed for children with autism, lighting should be more carefully studied considering the tremendous effects of the quality of light on its users. Autistic children may react differently to the intensity of light coming into the building. One who has difficulties in vision might struggle to see properly in a poorly illuminated room, for another one who has greater sensory processing problems, too much glare might disturb his/her eyes so much that it causes fear and great deal of discomfort.

8) Wayfinding The importance of this issue cannot be over-emphasized. When coupled with sensory zoning, the issue of conducive way finding and navigation may greatly aid the special needs user in gaining various skills and independence while freeing staff and faculty. Without such an approach to design, faculty and staff become responsible for guiding children throughout their day as they move from one activity to another.

This is not only time-consuming but robs the child of skill development opportunities.

Using circulation schemes related to the visual daily schedules and picture exchange communication (PEC) systems used in the educational programs also enhances active learning of communication skills as it provides the child with an opportunity to apply his or her skill to a real-life situation.

5.6 Designing for way finding: Clearly defined architectural forms and finishes help those with ASD find their way (image by Kristi Gaines)

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6. Schools for Autism 6.1. The Advance school for Autism The Advance Centre for Special Needs is in Qattameya Cairo.

The school is designed to house 100 students, all of whom are within the autism spectrum. The planned teacher to student ratio is 1:3.

6.1 View of The Advance School for Autism (image by arch daily)

-The Advance Centre for Special needs is the full-time educational service provided by the Egyptian Society for the Developing Skills of Special Needs Children in Egypt.

-The objective of the centre is two-fold. Mainly it deals with skill development of children with developmental delays with a focus on autism, which comprises 70% of its student body. Goal is maximum independence of its students, and hence integration into society.

- In addition, it aspires to raise the awareness of the community with regards to special needs in general, and autism specifically.

- The age groups addressed in the services of this centre range from children of 2 years to adults of 21 years and above. Children of the centre will not “graduate� in the traditional sense of the term but will be provided with support in the form of continued education and therapy as well as employment opportunities at the centre and assistance towards inclusion in the community.

-The total plot is approximately 4200 m sq. with a permissible footprint of 30% or 1200 m sq. The maximum allowable height is 13 m or 3 stories, creating a maximum built-

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up area 3600 m sq. above ground. When completed the centre should provide fulltime educational services to 70 students, as well as part-time support and supervision to at least 50 others.

The Sensory garden at the heart of the project acts as a natural transition zone between different levels of sensory stimulation. Comprised of an edible garden of organic produce, cultivate by the students, the garden provides training opportunities in sustainable practises such as urban gardening.

6.2 Plan of Advance centre for Autism (image by Progressive architects)

6.3 Walkway helps students in transition (image by Progressive architects)

6.4 View of Sensory Garden (image by Progressive architects)

6.5 Elevation (image by arch daily)

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6.2. Eden Institute for Autism, Princeton, N.J.

6.6 View of Eden Institute for Autism (image by K.S.S Architects)

Architect-KSS Architects Location-Princeton, NJ Size - 38,000 sq. ft No of students - 55 Ages - 3-21 Size - 38,000 sq. ft -The education and outreach centre is located in mixed-use complex that includes retail, offices, and restaurants, enabling students to feel included within a broader community.

-Students can make use of the complex’s facilities such as the swimming pool at the health club. Additionally, a convenience store, open part-time to the public, located within the building is staffed by supervised students. According to the architects, the intent is to foster connections between students and the public in a “real world” context.

-The main building is organized around a large courtyard, with clear circulation running the length of the U-shaped plan. The institute connects to a large park by a curving pathway, creating a series of interlocking exterior and interior spaces. Several corridors are lined with floor-to-ceiling glazing strengthening the connection to the outdoor courtyard. Coloured tiles mark classroom entrances to support wayfinding.

Classrooms are located along a single corridor to the northwest, each connected to a series of individual therapy rooms. This sequence allows for a gradual transition from higher to lower sensory spaces and from group spaces into progressively more individualized spaces. The architects took steps to further eliminate distractions by using indirect natural light, acoustical separations and neutral colours.

6.7 Education and Outreach Centre Entry (image by K.S.S. Architects)

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6.8 Plan of Eden Institute (image by K.S.S. Architects)

6.9 Entrance Lobby (image by K.S.S. Architects)

6.11 Gym area including Sensory activities (image by K.S.S. Architects)

6.10 Courtyard at Eden (image by K.S.S. Architects)

6.12 Corridor with posters for Wayfinding (image by K.S.S. Architect)

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6.3. Northern School for Autism, Australia

6.13 View of Northern School for Autism, Australia (image by Hede Architects)

The Northern School for Autism is in Australia and is one of two campuses. There are total of 144 students attending the school, all of whom are diagnosed within the spectrum. The teacher to student ratio is 1:3.

Reflects the desired learning environment With a large range of age- groups the brief required the students in separate sub school based on their position in the spectrum scale. The students are divided into 4 groups-Senior school, early school, middle school and intermediate school.

Support variety of learning styles for delivering instruction: Internally classrooms have limited windows aimed at the outside, limited internal distraction and subdued earthly colour. The design of this school enables students to develop skills in self-calming through the provision of small learning spaces and access to the outside.

Support the learning environment activities: This school groups the student learning spaces around central courtyard and provides individual access direct to play for all learning areas. Classrooms are assembled around strong curved circulation routes that are purposefully noninteractive with learning area to reduce distractions.

Appropriate use of materials, systems: Bike trails and sand pits are provided in all play areas as these elements are highly regarded by students with ASD for sensory activities. The colour scheme selected used earthly, subdued colours as students are very sensitive to environmental factors.

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u

6.14 Plan of Northern School for Autism, Australia (image by Hede Architects)

6.15 Plan of Learning Unit (image by Hede Architects)

6.16 Courtyard at Northern school (image by Hede Architects)

Each learning unit has 1)Main learning area (intermediate) 2)Withdrawal room (Quiet Learning) 3)Outdoor Withdrawal Zone 4)Undercover Area (Roofline)Undercover but with north sun access and access to the sub school space 5)Outdoor Play Area-Deliberately free from trees and landscaping due to student’s prosperity to eat/destroy them. However, bike riding, climbing and sand play are highly enjoyed by students.

6)Circulation 7)Independent Access and Plan

6.17 Internal view of classroom (image by Hede Architects)

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6.4. Hazelwood School, Glasgow, U.K.

6.18 View of Hazelwood School, Glasgow, U.k. (image

by Alan Dunlop Architect

The school caters for 60 students with multiple disabilities, aged from 2 to 19. Each student has a combination of two or more of the following impairments: acute visual impairment, hearing impairment. All the pupils are autistic, they will never be able to lead totally independent lives, and each will require lifetime support. “Hazelwood is a beautiful building in which to work and learn. As soon as you enter you feel the vibrancy and sense of warmth that the building exudes.� The new school plus a small Life Skills House (150 square meters) is 2660 square meters.

- The single storey structure is built in natural material.

- The school contains eleven classrooms in a single-story structure, providing nursery from secondary education.

- The distinctive curving interior spine meets the complex demands for an intuitive way finding system.

- Design of the sensory gardens, trampoline area, and Hydrotherapy pool created opportunities for children to explore, extend their skills, and gain confidence.

6.19 Curved wooden walls serve to reduce the visual scale, the timber offers sensory stimulation: smell and touch grounds

6.20 Larch Timber boarding Tactile and textural cladding material

6.21 Material study of Elevation (image by Alan Dunlop Architect

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1. Carpark 2.Entrance Foyer, Assembly, dinning 3. Administration 4.Hydrotherapy pool & gymnasium 5. Nursery 6. Junior, middle classroom 7.Senior classrooms 8.Shared classroom, art room, music room, cooking classroom 9. Life skill house.

6.22 Conceptual Planning of Hazelwood School (image by Alan Dunlop Architect)

Access Vehicular access to the school is off the more quiet and safe streets to the north of the site.

Internal Organisation Users and visitors enter directly into large foyer. This space divides the classroom wing from gym/pool area and the administration area. This division allows the pool and gym area to be used after hours while the classroom area stay closed/ secure.

Acoustic Protection A high slate wall protect site from the heavy traffic noise from Dumbreck road.

Classroom face north and open onto quietest part of the site.

Light and Views Fully glazed curved circulation space faces south and look over the large gardens.

Classroom take advantage of north light.

6.23 Unique Sensory “trail rail wall� clad in cork weaves throughout the school helps children in navigation.

6.24 Use of contrasting colours and different tactile floor finishes enable children to navigate independently and safely.

6.25 Sensory Garden attributed with walkways, play yard, swings create a park- like setting for the school grounds (image by Alan Dunlop Architect)

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6.26 Floor Plan 1. Hydrotherapy Pool 2. Changing Room and Toilets 3. Gym 4. Physiotherapist Room 5. Doctor’s Room 6. Kitchen

6.27 Snoezelen Room 7. Head Teacher 8. Staff Room 9. Staff meeting room 10. External Storeroom 11. Foyer 12. Reception and Admin

6.28 Separate Flooring for different spaces

13. Dining / Assembly 14. Parent interview room 15. Nursery classes 16. Quiet Room/ Therapy room 17. Teacher’s resource store 18. Snoezelen Room

6.29 High Windows to avoid distraction

19. Junior classrooms 20. Senior classrooms 21. Toilet / changing rooms 22. Senior classes 23. Special classrooms 24. Library

6.30 Cork clad wall with high windows

25. Therapy room 26. Art Room 27. Home economics 28. Music Room 29. Exhibition area 30. Nurses room

31. Double Bedroom for students 32. Living room 33. Kitchen 34. Sensory gardens

6.31 North Elevation (image by Alan Dunlop Architect)

6.32 South Elevation (image by Alan Dunlop Architect)

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6.5. Development Learning Centre for Autism

6.33 View of Development Learning Centre for Autism

Location- Warren, New Jersey (image by USA Architects) Built Year- 2007 Area- 15607 m.sq.

Users- 200-250 students Division Type- a preschool/ primary wing (ages 3-5, 5-8), an intermediate wing (ages 9-13) and a secondary wing (ages 14-21) Spaces- Classrooms, learning labs, atrium, health and fitness, cafeteria and diner, kitchen, administrative offices, storage and mechanical / electrical rooms.

Architecture philosophy- to replicate the environments and social settings that students would normally travel off- campus to experience and so students can learn in ‘real’ world settings if they will ever have a chance to use their acquired skills outside of the classroom.

Layout of the facility 1.Core level was created for the students which is simple and easy to navigate.

2.Way-finding elements were placed throughout the campus to visually instruct children for easy navigation.

3.Spaces have logical order and flexible configurations to minimize travel.

The heart of the campus: “Main street the central linear corridor of the school with Natural light sources.

The main corridor is designed as” replica of a typical American main street “.

6.34 Sketch of the Main Street (image by USA Architects)

6.35 Main Street at Learning Centre (image by USA Architect)

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The Vocational Room: Present at the intermediate wing, through both individual and group instruction, students learn general vocational skills and workplace culture. The goal of the Vocational Room is to provide students with independent skills needed in workplace environments. These skills incorporate manufacturing small objects such as candles, crafts.

The school cafeteria: The centre features a “diner”, rather than creating the typical school cafeteria, including the checkerboard touches and several style booths consistent with a real diner. The diner helps to make the students more comfortable with a traditional restaurant setting.

Two indoor swimming pools: which are developmentally appropriate for both beginner as well as advanced swimmers.

The pools provide the natural environment for swimmers to overcome their fear of water while improving their muscle strength and endurance through hydrotherapy.

Light and colour: 1.A calming ambient environment by natural and artificial light, acoustic control and thermal comfort, pleasing exterior and interior colours, as well as tactile surfaces and indirect lighting fixtures.

2.Passive solar design incorporates energyefficient lights, clear-story windows that provide abundant natural daylight, and building orientation and angled roofs intended to maximize the advantage of the sun.

6.38 Diner at Learning Centre (image by USA Architects)

6.36 Interior View of the Pool at Learning Centre (image by USA Architects)

6.37 Floor Plans of Learning Centre (image by USA Architects)

6.39 Front Façade 6.40 Main street sky at clerestory window DLC

6.41 Window looking onto main street

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6.6. Action for Autism, New Delhi

6.42 Location Map of Action for Autism School (By author)

Location: Pocket 8, Jasola Vihar, New Delhi Area: App 600 sq.m.

Founded in 1991, this parent organisation began with the goal to "put autism on the Indian map." Awareness of autism in India has grown tremendously in the past decade, and their activities have also changed to meet current needs in India.

6.43 Front Entrance of Action for Autism School (By author)

Action for Autism (AFA), New Delhi is the pioneering, national and non-profit autism society of India. The organisation provides support and services to individuals with autism and those who work with them in South Asia. The centre was started by Merry Barua along with other parents whose children are autistic, in a small room at Chiragali. Currently she is the Head of the institution which comprises of 60 students and 25 teachers individuals of age 3years to 34 years.

6.44 Front Facade of Action for Autism School (By author)

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These 4 storeyed centres comprise of 8 classrooms for the secondary children, 5 Parent- child intervention rooms, 2 Sensory rooms, 2 Occupational therapy rooms, a library and a Research unit. The centre caters to 60 individuals of age 3years to 34 years.

-The classroom is approximately 10sq.m and accommodates 6 children per classroom with a teacher student ratio of 1:6. The classroom has spaces for sitting, weaving, computer education and storage space. There is a look through window from the corridor so that parents can look at the activities by the children without disturbing the class.

6.45 Swimming pool is used during summer which is an effective way to teach sensory skills. (By author)

6.46 Floor Plans of Action for Autism School, Delhi (By author)

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6.7. Sparsh Special School, Hyderabad

6.47 Front Faรงade of Sparsh Special School (by author)

6.48 View of Sparsh Special School (by author)

SPARSH is a multi-service school that provides educational, therapeutic and recreational services for children with special needs thereby fostering their physical, educational, emotional and social development and thus enabling them to play, learn, live and function in the real world.

The school divides children based on their mental abilities into 3 categories: 1) Early Intervention- Children under the group of 3 to 7years 2) Special Education- Low functioning autistic children who require special care.

3) Rehabilitation Classes-High functioning autistic children who require less help.

The following are the training and therapies provided by the school.

1- Special education 2- Speech and language therapy 3- Occupational therapy 4- Sensory integration therapy 5- Behaviour modification 6- Applied behaviour analysis 7- Discrete trail training 8- Physiotherapy 9- Cognitive behavioural management 10- Remedial teaching for children with learning problems 11- Parent training programme Classroom space- The school has 8 classrooms divided amongst 3 categories of children. Every classroom is furnished with cupboards, drawers, tables, chairs. Every room has a mirror for enhancing the skills of the child. Each classroom caters to minimum 2 children and maximum 7 children. All the classrooms have an area approx. 12sq.m.

Lighting and ventilation- Classrooms are naturally ventilated with ample day lighting.

Artificial lighting is also used in classrooms as the views from windows often distract the children and are closed with curtains.

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6.50 First Floor Plan of School (by author)

6.49 Ground Floor Plan of School (by author)

6.51 Low Functioning Classroom (by author)

6.52 High Functioning Classroom (by author)

6.53 Physiotherapy Room (by author)

6.54 High Functioning Classroom (by author)

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8. Conclusion & Recommendations 8.1 Conclusion This dissertation investigates the relationship between the behaviour of an autistic individual and built environment. The observation of the needs of this specialized group in Educational environment helps to develop an understanding the importance of sensory design theory. This knowledge was used to analyse different educational institutions those with ASD users to explore various architectural elements which respond positively to differing perceptual experience of these individuals.

After examining the different precedents, similarities in the ways that schools are designed for those with autism became apparent. As seen in the previous analysis section of different educational institution for Autism , the common themes among the different plan layout includes: a central organizing space, a clear distribution of different programs, a separation of high stimulus and low stimulus areas, escape spaces for the students, and a connection to green space. Many of the building share similar features in terms of lightning, amenities, colour and required program.

The most important conclusion that can be drawn from this study are the principles which will act as a catalyst for the development of design guidelines which can be used in designing educational environment and learning spaces.

It is hoped that the thought presented in this dissertation will begin a move towards listening with all our senses to the needs of these individuals and motivate us to develop the knowledge to design more appropriate spaces for these individual on the basis of their behavioural pattern.

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8.2 Recommendation Principles of Design Some design principles are created through the analysis of literature, precedent studies and interviews. These principles are designed to be applied to any building that will house an autistic user. The principles are broken into three categories: distractibility, materiality, and spatial organization. The principles of distractibility relate to the stimuli that student can receive within the building and a way to control the various stimuli. Materiality relate to the way the building is physically put together and the materials involved. Spatial organization refers to how the spaces of the building are organized in relationship to each other and how someone moves through the space.

8.2.1 Spatial Organisation

Escape Spaces

Predictability

Transition

8.1 Spatial consideration while designing for autism

A) Escape Spaces Design Implementations • The spaces should provide a neutral sensory environment with minimal stimulation • Escape spaces should allow a degree of customization for the user • Walking paths and gardens on the school ground create soothing outdoor environments which help to calm students down • Spaces should also allow areas for the children to exercise.

8.2 Design implementation of Escape spaces (image by author)

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B) Transition Spaces Design implementations • Transition spaces should activate all the senses- sight, sounds, smell and touch.

• Spaces could be anything from a node to a shift in circulation to a full sensory room which allows the student to reorient themselves.

• The spaces should allow students to anticipate the environment in which they are headed.

8.3 Design implementation for transition spaces (image by author)

C) Predictability Design Implementations • Patterns and materials can be used to help guide students through a space by clearly defining circulation paths • Children should be allowed to view into spaces from a safe vantage point, so they are able to see where they are going and what to prepare for • Rooms should have easily identifiable markers such as colours and patterns • Landmarks should be used to orient spaces and allow individuals to orient themselves using spaces such as a courtyard.

8.4 Design implementation for Predictability (image by author)

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Distractibility

Colours and Texture Light 8.5 Ways in which built environment can distract students with autism

A) Light

Design Guidelines: • •

• •

Natural light should be provided in all rooms and used as much as possible Windows should be placed above eye level, such as skylights and clearstories to reduce the view to the exterior, or should be translucent to allow light in but block views Lights in classrooms should be equipped with dimmers to allow greater control over the lighting Florescent lights should never be used

8.6 Design implementation to control Lightning (By author)

B) Colours Design Guidelines: • Cheerful colours, whether subtle or bold depending on user population, eliminate the users’ and visitors’ impression of institutionalism and create a better environment. Cooler colours such as blues, greys and tints of purple have a calming effect on students • Wall surfaces should be simple and devoid of geometric or complex patterns

8.7 Design implementation to control Colour (By author)

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Parameters

Criteria based on Behaviour

Avoid

Predictability

To reduce dependency

-Complicated Planning - Crowded Space

- Curved walls to give a sense of friendliness - clearly defined circulation path

Transition

To reduce overstimulation

-Complicated planning

- High and low stimulus zones separated by transition spaces such as sensory gardens

Wayfinding

To avoid getting disoriented or lost

Complex layout, long corridors and frequent changes of levels

Ensure that circulation around the school is as clear and as comprehensible as possible

Escape Space

To reduce disrupting behaviour when they get over stimulated

Over-Stimulation environment

A small partitioned area or crawl space in a quiet section of a room or throughout a building in the form of quiet corners

Lighting

To reduce distress Flickering light, and anxiety reflections, glare from direct sunlight and shadow patterns of interior spaces

Allocation of window at high and low level in classroom.

Colour

To reduce anxiety and distress

Neutral calming colours and use of natural material

Disturbing and overstimulating colours

Compartmentalization To reduce Need not to uncertainty and be harsh and sense of strict uneasiness

Suggestion

- Through Furniture arrangement, difference in floor covering, difference in level

Table 2- The impact of autistic children behaviour on design (by author)

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Glossary Autism Spectrum Disorder: Autism Spectrum Disorder are complex developmental disorders marked by social and communication deficits, repetitive behaviour, sensory processing difficulties, and cognitive inflexibility. ASD is referred as a spectrum disorder because each individual varies in types of symptoms, severity, and level of functioning.

Behaviour: Behaviour includes anything that an organism does involving action and response to stimulation. This includes the response of an individual, group, or species to its environment.

Hyper-Sensitive: Individuals with ASD that have hyper arousal toward or are overreactive to stimuli pertaining to the five senses. Children that are hyper-sensitive are more easily aroused by their environment and are much slower to adjust to the environment than other children.

Hypo-Sensitive: Individuals with ASD that have hypo-arousal toward or are underreactive to stimuli pertaining to the five senses. Children with hypo-sensitive autism often appear to have visual or hearing impairment, as they sometimes do not respond to stimuli at all.

Repetitive Behaviours: Include stereotyped and repetitive body movements, compulsive or ritualized behaviours, insistence on sameness in the environment and routines, strict focus on parts or details, narrow interests, and self- injurious behaviours.

Sensory Design: Sensory design means designing for all the senses. Sound, touch, odour is treated as equally important as sight.

Snoezelen Room: Also referred to as multi-sensory rooms or sensory integration spaces, Snoezelen rooms are highly simulative environments that allow individuals to engage with the space through different smells, sights and sounds.

Way Finding: The process of navigating an environment and finding a desired point of destination.

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