Inclusive design for children with Autism Spectrum Disorder ( ASD) by akhila a

INCLUSIVE DESIGN FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)

RESEARCH PAPER, 2019-2020

AKHILA.A 08359301617 Fourth Year, 2019-2020

MBS School of Planning and Architecture

Guru Gobind Singh Indraprastha University Dwarka, New Delhi

MBS SCHOOL OF PLANNING AND ARCHITECTURE DWARKA, NEW DELHI CANDIDATE’S DECLARATION

I hereby certify that the work which is being presented in the research paper entitled “INCLUSIVE DESIGN FOR CHILDREN WITH AUTISM SPECTRUM DISORDER” as a prerequisite for the award of the degree of Bachelor of Architecture and submitted in the MBS School of Planning and Architecture, affiliated to GGSIP University, is an authentic record of my own work carried out during a period of August 2016 to December 2016. The matter presented in this research paper has not been submitted by me for the award of any other degree of this or any other Institute.

(AKHILA.A)

This is to certify that the above statement made by the candidate is correct to the best of my knowledge.

Date: (AR.ANUBHA) Supervisor

The Dissertation Viva-Voce on………………….

Examination

Research Coordinator

AKHILA.A,

has

been

External Examiner

held

ACKNOWLEDGEMENT

The success and final outcome of this research required a lot of guidance and assistance from many people and I am extremely privileged to have got this all along the completion of my research. I owe my deep gratitude to my guide AR. ANUBHA who took keen interest on my research work and guided me all along, till the completion of my research work by providing all the necessary information for developing a good result. I shall cherish for the rest of my life, the valuable interactions I had with her, which have contributed significantly in shaping this research and getting it what it is today. I consider it to be my proud privilege to have her as my guide and GURU. I respect and like to express my special thanks of gratitude to my director PROF.BIJAY DAS, for giving me all support and guidance, which made me complete the research duly. I am extremely grateful to Pratima Tiwary ,special educator at Ave Maria school, New Delhi for her benevolent help in getting me have a deeper knowledge about autistic children and as well as helped me to do my live case study on Ave Maria school at the peak time of the COVID-19 situation. I am also extremely thankful to Monica Dinesh, special educator as well as the principal of Ananth Centre for Learning and Development, New Delhi for guiding me and as well as helped me to do my live case study on Ananth Centre for Learning and Development at the peak time of the COVID-19 situation. Words fail me to thank the never ending contributions of my parent C.Anilkumar and Mrs.Sushama who have always been there with me showering kind support and encouragement, which makes me proud to be whatever I am at this stage in my life.

ABSTRACT

Centres for Disease Control & Prevention (CDC) estimates that approximately 1 in every 88 children are diagnosed with some level of Autism, (one in 54 boys) a sharp jump from the previous numbers released in late 2009. In the case of facilities for children with Autism, the line between healthcare environment and educational environment becomes blurred. Recent research has shown that the educational environments have a profound effect on learning and performance among autistic children (Mostafa, 2008). Many design solutions that target autistic individuals have been introduced for implementation in both mainstream and special education classrooms, however, only few of these design approaches have been tested via research. Autism is one such disorder which is by and far the most challenging developmental disorder which has been overlooked by the architects as a condition that influences building design. (Mostafa.M 2008) A predominant effort has been made in exploring the scope of environmental design or the autistic children with the dawn of inclusive education in the world. The present research study accentuates the need for a fresh approach in designing educational and rehabilitative spaces for a supportive environmental intervention of autistic children. After gathering information via literature study, interviews, case studies , this paper attempts to define and describe behavioural impact on lighting, acoustics, materials, safety, environment, colour and texture, visual character and spaces while designing a school for autistic children .This paper also covers the relevant theory of design proposed by famous researchers on this topic.

iii

TABLE OF CONTENT Candidate declaration………………………………………………………..i Acknowledgments ………………………………………………………….ii Abstract……………………………………………………………………..iii Table of content …………………………………………………………….iv List of Figures………………………………………………………………vi List of Tables……………………………………………………………….x

SL. NO 1.

SYNOPSIS

PAGE NO 1-5

1.1 Introduction

1.2 Need of this project

1.3 Aim

1.4 Objective 1.5 Research Questions 1.6 Architecture firm which has worked for autistic children 1.7 Scope

2 2 3

1.8 Limitation

1.9 Methodology

2.0 Conclusion

INTRODUCTION

6 - 11

2.1 Defining disability

2.2 Disability in India

2.3 Types of disability

CHAPTERS

3.1 3.2 3.3 3.4 3.5 3.6

ABOUT AUTISM What is autism? History of autism Types of autism Prevalence of autism in India Treatment for autism Educational process

3.7

Schemes by govt. of India

12 - 20 12 12 13 16 18 19 19

LITERATURE STUDY :THEORIES OF DESIGN

21 - 30

4.1 Richer & Nicoll

4.2 Khare and mullick

4.3 Humphreys

4.4 Magda Mostafa

4.5 Comparative Analysis

INTERVIEW 5.1 Interview 1

5.2 Interview 2

PARAMETER STUDY 6.1 Lightning

34 - 38 34

6.2 Acoustics

6.3 Material

6.4 6.5 6.6 6.7 6.8 7. 7.1 7.2 8. 8.1 8.2 8.3 9. 10. 11.

31 - 33

Safety Environment Colours and Textures Visual Character Spaces PRIMARY CASE STUDY New Struan, , Scotland Whitton gateway USD unit, UK SECONDARY CASE STUDY Ananth centre for learning and development, New Delhi Ave maria ,New Delhi Comparative Analysis DESIGN RECOMMENDATION CONCLUSION REFERENCES

35 36 36 37 38 39 - 47 39 44 48 - 65 48 59 64 66 - 73 74

LIST OF FIGURES

Fig 1 : Types of disability among disabled population………………………………………………….11 Source : (,data compiled from Ministry of statistic and programme Implementation) Fig 2 : flow chart showing types of autism………………………………………………………………14 Fig 3 : Plan of playroom and ward……………………………………………………………………...22 Source :(data from john m. Richer & Stephen Nicoll research paper) Fig 4 : Axonometric Plan of playroom…………………………………………………………………..22 Source : (data from john m. Richer & Stephen Nicoll research paper) Fig 5 : schematic diagram to show inlet of light in room………………………………………………34 Source:(image by author) Fig 6 : schematic diagram to show acoustical room…………………………………………………...35 Source:(image by author) Fig 7: walkway in a zig zag manner not recommended…………………………………………………36 Source: (image by author) Fig 8: straight and clear walkway is recommended…………………………………………………….36 Source:( (image by author) Fig 9: Eample for Less arousal colour pallet………………………………………………………….37 Fig 10 : visual signage boards used for direction………………………………………………………37 Fig 11 : classroom space………………………………………………………………………………..38 Source: ( image by author) Fig 12 : New Struan……………………………………………………………………………………..39 Source: (image from Aitken Turnbull architect ) Fig 13: clerestory window at atrium…………………………………………………………………….40 Source: (Aitken Turnbull architect ) Fig 14 : artificial light fixtures…………………………………………………………………………..40 Source :( New Struan school ) Fig 15 : curved walls…………………………………………………………………………………….41 Source : (New Struan school ) Fig 16 : play equipment at outdoor……………………………………………………………………...41 Source : (New Struan school ) Fig 17 : picnic tables placed at outdoor………………………………………………………………...42 Source : (New Struan school ) Fig 18 : landscaped gardens in front of school………………………………………………………...42 Source : (New Struan school )

Fig 19 :Wayfinding exterior doors……………………………………………………………………...43 Source: (image by Aitken Turnbull Architects) Fig 20 : Individual workstation in classroom…………………………………………………………..44 Source : (New Struan school ) Fig 21 : Whitton school…………………………………………………………………………………44 Source : (GA architects ) Fig 22 : roof at circular court space……………………………………………………………………45 Source : (GA architects ) Fig 23 : plan ……………………………………………………………………………………………46 Source : (GA architects ) Fig 24 : Window to circular……………………………………………………………………………..46 Source : (GA architects ) Fig 25 : Classroom picture window……………………………………………………………………..47 Source : (GA architects ) Fig 26 : Ananth centre for learning and development ………………………………………………….48 Source : by author Fig 27 : glassed window at lobby area …………………………………………………………………49 Source : by author Fig 28 : Matte finish floor at therapy room …………………………………………………………….49 Source : by author Fig 29 : Hand rails all over the area……………………………………………………………………50 Source : by author Fig 30 : visual access facility in door …………………………………………………………………..50 Source : by author Fig 31 : surrounding greenspace around the building …………………………………………………51 Source : by author Fig 32 : textured play equipment installed in garden …………………………………………………..51 Source : by author Fig 33 : gardening corner……………………………………………………………………………….52 Source : by author Fig 34 : muted colour on the wall ………………………………………………………………………52 Source : by author Fig 35 : OT ROOM (occupational room)……………………………………………………………….53 Source : by author Fig 36 : classroom with visual pinboards……………………………………………………………….53 Source : by author

vii

Fig 37: signage board…………………………………………………………………………………...54 Source : by author Fig 38: reception area ………………………………………………………………………………….54 Source : by author Fig 39: shop …………………………………………………………………………………………….54 Source : by author Fig 40: kitchen …………………………………………………………………………………………55 Source : by author Fig 41 :cafeteria…………………………………………………………………………………………55 Source : by author Fig 42: Ground floor plan………………………………………………………………………………55 Source : by author Fig 43: OT room………………………………………………………………………………………...56 Source : by author Fig 44 Computer room ………………………………………………………………………………….56 Source : by author Fig 45: Stitching room…………………………………………………………………………………..56 Source : by author Fig 46: Special education room…………………………………………………………………………57 Source : by author Fig 47: First floor plan …………………………………………………………………………………57 Source : by author Fig 48: Multipurpose hall ………………………………………………………………………………58 Source : by author Fig 49: Sensory integration room ………………………………………………………………………58 Source : by author Fig 50: Drinking area …………………………………………………………………………………..58 Source : by author Fig 51 Second floor plan ……………………………………………………………………………….59 Source : by author Fig 52: Ave maria school ……………………………………………………………………………….60 Source : by author Fig 53: Lobby area ……………………………………………………………………………………...60 Source : by author

viii

Fig 54: Visual access door ……………………………………………………………………………...61 Source : by author Fig 55: pinboard in classroom ………………………………………………………………………….62 Source : by author Fig 56: 3 divisions inside one classroom ………………………………………………………………62 Source : by author Fig 57: Plan of third floor of ave maria “ASMAAN SECTION “school ………………………………63 Source : by author Fig 58: Types of natural lighting………………………………………………………………………..67 Source : by author Fig 59: Plan showing acoustic buffer zones ……………………………………………………………69 Source : by author Fig 60: Examples of some toxic plants………………………………………………………………….70 Fig 61: subtle colour pallet……………………………………………………………………………...71 Fig 62 : Image showing two type of textures…………………………………………………………….71

LIST OF TABLES

Table 1 : census of 2011…………………………………………………………………………………7 Source:( image by author ,data compiled from Ministry of statistic and programme Implementation) Table 2 : Types of disability……………………………………………………………………………..7 Source:(,data compiled from Ministry of statistic and programme Implementation) Table 3 : percentage of categories among total population…………………………………………….16 Source:(census 2011 ,data compiled from Ministry of statistic and programme Implementation) Table 4 : According to age group………………………………………………………………………. 16 Source: (census 2011 ,data compiled from Ministry of statistic and programme Implementation) Table 5 : Statistics according to state wise…………………………………………………………….. 17 Source:(census 2011 ,data compiled from Ministry of statistic and programme Implementation) Table 6 : comparative analysis on theory of design……………………………………………………..29 Source:( made by author) Table 7 : comparative analysis of primary and secondary case study………………………………….64 Source:( made by author)

CHAPTER -1 SYNOPSIS

1.1. INTRODUCTION WHAT IS AUTISM? Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behaviour. These signs often develop gradually, though some children with autism experience worsening in their communication and social skills after reaching developmental milestones at a normal pace. Autism is associated with a combination of genetic and environmental factors. Risk factors during pregnancy include certain infections, such as rubella, toxins including valproic acid, alcohol, cocaine, pesticides, lead, and air pollution, foetal growth restriction, and autoimmune diseases. Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviours, speech and nonverbal communication. Similar to the western world, there has been an increase in the prevalence of autism in India over the years. Once considered rare, the current understanding is that autism is in fact one of the more common developmental disabilities. Recent estimated prevalence of ASD in India ranges from 0.15% to 1.01% in various studies, depending on the screening method used, and the areas surveyed. In the INCLEN study, the prevalence of ASD (then termed as PDD) was 1 in 125 in children 3-6 years and 1 in 85 in children 6-9 years of age. The prevalence in rural areas was 0.90%, 0.6% in hilly regions, 1.01% in urban areas, 0.1% in tribal areas and 0.61% in the coastal regions. Even though there has been a vast increase in the number of cases being detected, majority of people with autism in India, especially adults, still remain undiagnosed, and do not receive the services they need.

1.2. NEED FOR THE PROJECT Canters for disease control and prevention (CDS) estimates that approximately 1 in every 88 children are diagnosed with some level of autism ,(one in 54 in boys) a sharp jump from the previous number released in late 2009. Experts estimate that every 2-6 children out of every 1000 have autism .In India currently 20 million people are suffering in India. 1

The government only recognized this disorder in 2001. These increase in rates call for attention by all fields mainly in architecture, which has been ignoring the effects of built environment in their development. Attitudes toward children with disabilities, as well as a lack of resources to accommodate them compound the challenges they face in accessing education. While lack of access to school is an issue, an equal concern is the inability of the education system to ensure quality education for children with disabilities The environment in which an autistic person lives can have a major impact on their wellbeing. Their sensory experiences can mean that there are a number of modifications that should be taken into account to make an environments, buildings and architecture as autism -friendly.

1.3. AIM It is to facilitate the natural environmental learning for the development of children with autism spectrum disorder (ASD).Mainly focusing on the age group from 3 to 21 years.

1.4. OBJECTIVE To Identify their deficits and understand the role played by architectural elements in their intervention. Elements such as :1. Lightning 2 .Acoustics 3. Material 4. Safety 5. Environment 6. Colours and textures 7. Visual characters 8. Spaces To understand environmental implications for teaching strategies used for children with autism in educational spaces.

1.5.RESEARCH QUESTIONS? 1.5.1 What is a autism friendly environment? 1.5.2 What are the design for outdoor spaces for children with special needs? 1.5.3 How do they connect sensory sensitivities with environmental space? 2

1.6. ARCHITECTURE FIRM WHICH HAS WOEKED FOR AUTISTIC CHILDREN GA ARCHITECTS have been working Since 1996 ,they have been specialised in the design of environments for children and adults with ASD (autism spectrum disorder) and other learning difficulties. THEIR PROJECTS : 1. Sunfield0 Residential Unit 2. Shamah Autism Center 3. Sensory Garden 4. Whitton School 5. Autism Plus 6. Guyâ&#x20AC;&#x2122;s & St. Thomas Hospital 7. NORSACA School and Residential

1.7.SCOPE As the topic of autism is vast ,My main focus of the study and research will be on their behavioural aspects on educational environments and environments which help them in rehabilitation.

1.8 LIMITATION As the given time period for the research is for a limited period ,I restrict my study only on educational sector and not considering other sectors such as on Institution, hospitals etc.

1.9. METHADOLOGY . RESEARCH METHADOLOGY

STUDYING RELEVANT THEORIES THEORIES OF DESIGN

LITERATURE STUDY CASE STUDY

NEW STRUAN, ALLOA, SCOTLAND

LIVE CASE STUDY

ANANTH CENTRE FOR LEARNING AND DEVELOPMENT, NEW DELHI

AVE MARIA ,NEW DELHI

COMPARITIVE STUDY

WHITTON GATEWAY ASD UNIT

COMPARITIVE STUDY

ANALYSIS

2.0.CONCLUSION This research is basically done to generate a perfect design recommendation for children with autism spectrum disorder (ASD). The literature which exists with respect to designing for autistic children is not readily available to designers. Educational professionals and architects would both benefit if design guidance were available in a concise and accessible form. Design cannot cure a child with autism, but a well-designed space can break down the barriers and that may mean the child learns to speak or stays mainstreamed in a school.

CHAPTER -2 INTRODUCTION 2.1 DEFINING DISABILITY A disability is any condition that makes it more difficult for a person to do certain activities or interact with the world around them. These conditions, or impairments, may be cognitive, developmental, intellectual, mental, physical, sensory, or a combination of multiple factors. Definition given by WHO: World Health Organisation: ‘Disability is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations. ‘‘Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers’.

2.2 DISABILITY IN INDIA The Ministry of Social Justice and Empowerment has issued detailed guidelines for assessment and certification of various disabilities on 01.06.2001 Historical Perspective : 1872 to 1931 - The question on disability was canvassed in all the Censuses of India 1941 to 1971 - The question on disability was not canvassed in the Censuses 1981 - information on three types of disability (totally blind, totally crippled, and totally dumb) was collected. 1991-The question on disability was dropped in Census 2001 - The question was again included and information on five types of disability (disability in seeing, in speech, in hearing, in moving, and mental disability) was collected.

2011 - Information on eight types of disability (disability in seeing, in hearing, in speech, in movement, in mental retardation, in mental illness, any other and multiple disability) has been collected. Census: As per the Census 2011, In India out of the 121 Cr population, 2.68 Cr persons are â&#x20AC;&#x2DC;disabledâ&#x20AC;&#x2122; which is 2.21% of the total population. Among the total population there are totally 62.32Cr male population among which 1.5Cr are disabled and 58.76Cr female population on which 1.18Cr are disabled in India. `

POPULATION IN INDIA,2011

DISABLED PERSON IN INDIA,2011

PERSON

121.08Cr

2.68Cr

MALE

62.32Cr

1.5Cr

FEMALE

58.76Cr

1.18Cr

Table 1 : census of 2011( image by author ,data compiled from Ministry of statistic and programme Implementation)

2.3 TYPES OF DISABILITY IN INDIA SL.NO 1.

Type of disability In Seeing

definition 1. Cannot see at all; or 2. Has no perception of light even with the help of spectacles; 3. Has perception of light but has blurred vision even after using spectacles, contact lenses etc. A simple test is whether the person can count the fingers of hand from a distance of 10 feet in good daylight. Such persons can however, move independently with the help of remaining sight;

4. Can see light but cannot see properly to move about Independently. 5. Has blurred vision but had no occasion to test if her/his eyesight would improve after taking corrective measures.

6. One-eyed person not to be considered as disabled in Seeing 1. Cannot hear at all; or

In Hearing

2. Has difficulty in hearing dayto-day conversational speech (hard of hearing); or 3. If she/he is using a hearing aid.

4. Hearing problem in one ear not to be considered as having hearing disability. 1. Cannot speak at all or she/he is unable to speak normally on account of certain difficulties linked to speech disorder; or

In Speech

2. Able to speak in single words only and is not able to speak in sentences;

3. Stammers to such an extent that the speech is not comprehensible. 1. Do not have both arms or both legs;

In Movement

2. Are paralysed and are unable to move but crawl; or 3. Are able to move only with the help of walking aids; or 4. Have acute and permanent problems of joints/muscles that

have resulted movement

limited

5. Have lost all the fingers or toes or a thumb; or 6. Are not able to move or pick up any small thing placed nearby 7. Have stiffness or tightness in movement; or 8. Have difficulty in balancing and coordinating body movements 9. Have loss of sensation in the body due to paralysis or leprosy or any other reason; 10. Have any deformity of the body part/s like having a hunch back

11. Very short statured (dwarf). 1. Lacks understanding/comprehension as compared to her/his own age group

In Mental Retardation

2. Is unable to communicate her/his needs when compared to other persons of her/his age group; or 3. Has difficulty in doing daily activities; or 4. Has difficulty in understanding routine instructions; or 5. Has extreme difficulty in making decisions, remembering things or solving problems.

In Mental Illness

1. Is taking medicines or other treatment for mental illness; or 2. Exhibits unnecessary and excessive worry and anxiety; or 3. Exhibits repetitive (obsessivecompulsive) behaviour/thoughts; 4. Exhibits sustained changes of mood or mood swings (joy and sadness); or 5. Has unusual experiences such as hearing voices, seeing visions, experience of strange smells or sensations or strange taste; or 6. Exhibits unusual behaviours like talking/laughing to self, staring in space; or

7. Has difficulty in social interactions and adoptability. 1. If the person has a disability other than the categories mentioned above; or

Any Other

2. The respondent fails to report the exact type of the disability ;or

3. Disabilities like â&#x20AC;&#x153;Autismâ&#x20AC;? etc. (Difficulty in communicating, interacting with others; unusual & repetitive behaviours etc). 1. Multiple Disabilities means a combination of two or more specific type of disabilities.

Multiple Disability

2. The question has been designed to record a combination of maximum three types of disabilities. Table 2 : Types of disability(,data compiled from Ministry of statistic and programme Implementation)

In India, 20% of the disabled persons are having disability in movement, 19% are with disability in seeing, and another 19 % are with disability in hearing., 18% in any other category 8% has multiple disabilities. The autism comes under any other category ,which constitutes 18% of total disabled person. DISABLED POPULATION BY TYPES OF DISABILITY IN INDIA 8% 19% 18%

19%

20%

In seeing

In Hearing

In Speech

In Movement

Mental Retardation

Mental Illness

Any Other

Multiple Disability

Fig 1 : Types of disability among disabled population (,data compiled from Ministry of statistic and programme Implementation)

CHAPTER -3 ABOUT AUTISM

3.1. WHAT IS AUTISM? Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behaviour. These signs often develop gradually, though some children with autism experience worsening in their communication and social skills after reaching developmental milestones at a normal pace .Autism is associated with a combination of genetic and environmental factors. Risk factors during pregnancy include certain infections, such as rubella, toxins including valproic acid, alcohol, cocaine, pesticides, lead, and air pollution, fetal growth restriction, and autoimmune diseases.

3.2. HISTORY OF AUTISM The term autism first was used by psychiatrist Eugen Bleuler in 1908. He used it to describe a schizophrenic patient1 who had withdrawn into his own world. The Greek word ''autós'' meant self and the word “autism” was used by Bleuler to mean morbid selfadmiration and withdrawal within self. 1908 - Eugen Bleuler coined the word "autism" in 1908 among severely withdrawn schizophrenic patients. 1943 - American child psychiatrist Leo Kanner studied 11 children. The children had features of difficulties in social interactions, difficulty in adapting to changes in routines, good memory, sensitivity to stimuli (especially sound), resistance and allergies to food, good intellectual potential, echolalia or propensity to repeat words of the speaker and difficulties in spontaneous activity. 1944 - Hans Asperger, working separately, studied a group of children. His children also resembled Kanner’s descriptions. The children he studied, however, did not have echolalia as a linguistic problem but spoke like grownups. He also mentioned that many of the children were clumsy and different from normal children in terms of fine motor skills. Next Bruno Bettelheim studied the effect of three therapy sessions with children who he called autistic. He claimed that the problem in the children was due to coldness of their mothers. He separated the children from their parents. Kanner and Bettelheim both worked towards making hypothesis that showed autistic children had frigid mothers

1964- Bernard Rimland was a psychologist and parent of a child with autism. He disagreed with Bettelheim. He did not agree that the cause of his son’s autism was due to either his or his wife’s parenting skills. In 1964, Bernard Rimland published, Infantile Autism: The Syndrome and its Implications for a Neural Theory of Behaviour. 1970 - Autism came to be better known in the 1970’s. The Erica Foundation started education and therapy for psychotic children in the beginning of the 80s. Many parents still confused autism with mental retardation and psychosis. 1980 - It was in 1980’s that Asperger’s work was translated to English and published and came into knowledge. Research on autism gained momentum. It was increasingly believed that parenting had no role in causation of autism and there were neurological disturbances and other genetic ailments like tuberous sclerosis, metabolic disturbances like PKU or chromosomal abnormalities like fragile X syndrome 2. Lorna Wing, along with Christopher Gillberg at BNK (Children's NeuroPsychiatric Clinic) in Sweden in the 1980’s found the Wing’s triad of disturbed mutual contact, disturbed mutual communication and limited imagination. In the 1990’s they added another factor making it a square. The factor was limited planning ability. Ole Ivar Lovaas studied and furthered behavioural analysis and treatment of children with autism. Lovaas achieved limited success at first with his experimental behaviour analysis. He developed it to target younger children (less than 5 years of age) and implemented treatment at home and increased the intensity (a measurement of the amount of “therapy time”) to about 40 hours weekly. Lovaas wrote Teaching Developmentally Disabled Children: The Me Book in 1981. 1991 – In India ,Some parent got together a few like- minded parents and founded Action For Autism(AFA), to advocate for children and adults with autism and their families. In 1994, a school, Open Door, a specialist school or autism was started. 2001 – The Indian government recognized AUTISM in 2001

3.3.TYPES OF AUTISM SPECTRUM DISORDER

Fig 2 : flow chart showing types of autism

1. Pervasive Developmental Disorder (PDD-NOS) This refers to a series of disorders that include delays in development, including social development, communication, and the ability to use their imagination. Parents might notice a problem when their toddler is not walking, talking or developing well. Signs of PDD-NOS include : •

delays in stages of development,

•

especially communication and social development.

•

They might be confused about the world around them

•

have trouble understanding how it works.

2. Autistic Disorder Children with autistic disorder have significant difficulty with communicating and relating to other people. These kids will start to show signs at a very young age, and will continue to show further signs as they grow up. Some have below-average intelligence, but many have average or above-average intelligence and are considered “high functioning.” Autism might present with other problems, such as Fragile X syndrome or epilepsy. Signs of Autistic disorder include : •

an inability to communicate, including not meeting the eyes of others,

•

not responding to their name,

•

no change in pitch when they speak, 14

•

repetition of particular behaviors.

•

They might also become fixated on certain things, like a particular part of a toy instead of the whole toy.

•

They tend to use their peripheral vision rather than looking straight ahead a t some thing or someone, and they might have sensory issues as well, such as problems with certain textures or sounds.

3. Asperger’s Syndrome Kids who have Asperger’s syndrome are diagnosed much later, usually between the ages of five and nine, and possibly even later than that. These young people often have normal intelligence and language development, but severely impaired social skills. Signs of Asperger’s syndrome include : •

poor social interactions,

•

odd speech patterns,

•

obsessions,

•

few facial expressions,

•

a lack of understanding the body language of theirs,

•

obsessive routines,

•

extreme sensitivity to certain stimuli, and limited interests.

4. Childhood Disintegrative Disorder This complex disorder includes numerous different aspects of a child’s development. Research suggests that the neurobiology of the brain plays a significant factor. It is also associated with seizures or medical disorders of the brain. Signs of Childhood Disintegrative Disorder include : •

Most children with this syndrome tend to have normal development through the age of two, but they gradually begin to lose all they have learned after this period.

•

The loss may be gradual, but most often it happens really fast within only a few months.

•

The transition may start with sudden changes in behavior, such as agitation, or anger, which is followed by the loss of bowel or bladder control.

•

Children with CDD might repeat certain behaviors over and over, and it can be very hard to move from one activity to another.

5. Rett Syndrome This occurs almost exclusively in girls, and tends to show up at around six months of age and progress through the rest of the child’s life. Severity varies from one child to another, but typically follows a pattern of mental and physical degeneration. Signs of Rett Syndrome include : •

Symptoms often begin with behavior that seems like autism, but then progresses to sleep problems, breathing difficulties, a strange gait, teeth grinding, slow growth, seizures, and a slowing of cognitive abilities.

•

Early onset usually happens before 18 months of age and includes delays in motor skills or loss of skills that were already mastered.

•

Between the ages of one and four, the child begins to lose certain abilities, such as speaking and hand skills. Between the ages of four and 10 years, the child begins a physical decline.

•

In the final stages, the physical decline can be very severe.

3.4.PREVALENCE OF AUTISM IN INDIA Census of Autism According to category: Autism covers 18% which is 2.9 million of the total disabled population in India. Total population

2.9 million

Students Household duties Dependent Pensioner Rentier Beggar, Vagrants, etc. Others

37.4% 17.7% 35.4% 3.2% 0.2% 0.6% 4.3%

Table 3 : percentage of categories among total population (census 2011 ,data compiled from Ministry of statistic and programme Implementation)

Census of Autism According to age wise: AGE GROUP

PERCENTAGE(%)

0 – 19 years 20- 39 years 40- 59 years 60 + years

21% 20% 18% 11%

Table 4 : According to age group (census 2011 ,data compiled from Ministry of statistic and programme Implementation)

Census of Autism According to state wise:

STATES Jammu & Kashmir Himachal Pradesh Punjab Chandigarh Uttarakhand Haryana Nct of Delhi Rajasthan Uttar Pradesh Bihar Sikkim Arunachal Pradesh Nagaland Manipur Mizoram Tripura Meghalaya Assam West Bengal Jharkhand Odisha Chhattisgarh Madhya Pradesh Gujarat Daman & Diu Dadra & nagar haveli Maharashtra Andhra Pradesh Karnataka Goa Lakshadweep Kerala Tamilnadu Puducherry Andaman & nicobar islands

PERSONS 66957 29024 165607 2583 30723 116821 37013 199696 946436 431728 2459 3878 4838 8628 1914 11825 8717 87461 402921 112372 172881 76903 295035 197725 264 483 510736 409775 246721 5784 183 96131 238392 4137 838

MALE 36852 15964 96325 1554 17159 67528 21783 113458 528964 246460 1282 2080 2529 4516 1009 6505 4586 46525 228263 62136 93980 41849 166124 107415 182 266 279048 214338 133079 2933 100 49498 131150 2195 490

FEMALE 30105 13060 69282 1029 13564 49293 15230 86238 417472 185268 1177 1798 2309 4112 905 5320 4131 40936 174658 50236 78901 35054 128911 90310 82 217 231688 195437 113642 2851 83 46633 107242 1942 348

Table 5 : Statistics according to state wise (census 2011 ,data compiled from Ministry of statistic and programme Implementation)

3.5.TREATMENT FOR AUTISM Currently ,there is no treatment has been shown to cure ASD, but several interventions have been developed and studied for use with young children. These interventions may reduce symptoms, improve cognitive ability and daily living skills, and maximize the ability of the child to function and participate in the community. The differences in how ASD affects each person means that people with ASD have unique strengths and challenges in social communication, behaviour, and cognitive ability. Types of treatment include applied behaviour analysis, social skills training, occupational therapy, physical therapy, sensory integration therapy, and the use of assistive technology. The types of treatments generally can be broken down into the following categories: 1.Behaviour and Communication Approaches 2.Dietary Approaches 3. Medication 4. Complementary and Alternative Medicine 1. Behaviour and Communication Approaches Behavioural intervention strategies have focused on social communication skill developmentâ&#x20AC;&#x201D;particularly at young ages when the child would naturally be gaining these skillsâ&#x20AC;&#x201D;and reduction of restricted interests and repetitive and challenging behaviours a. Assistive Technology Assistive technology, including devices such as communication boards and electronic tablets, can help people with ASD communicate and interact with others. For example, the Picture Exchange Communication System (PECS) uses picture symbols to teach communication skills. The person is taught to use picture symbols to ask and answer questions and have a conversation. Other individuals may use a tablet as a speech-generating or communication device. b. Occupational Therapy Occupational therapy teaches skills that help the person live as independently as possible. Skills may include dressing, eating, bathing, and relating to people.

c. Social Skills Training Social skills training teaches children the skills they need to interact with others, including conversation and problem-solving skills. d. Speech Therapy Speech therapy helps to improve the personâ&#x20AC;&#x2122;s communication skills. Some people are able to learn verbal communication skills. For others, using gestures or picture boards is more realistic. 2. Dietary Approaches 3. Medications There are no medications that can cure ASD or treat the core symptoms. However, there are medications that can help some people with ASD function better. For example, medication might help manage high energy levels, inability to focus, anxiety and depression, behavioural reactivity, self-injury, or seizures. 4. Complementary and Alternative Medicine Treatments To relieve the symptoms of ASD, some parents and healthcare professionals use treatments that are outside of what is typically recommended by paediatricians. These treatments are known as complementary and alternative medicine (CAM) treatments. CAM treatments refer to products or services that are used in addition to or instead of traditional medicine. They might include special diets, chelation (a treatment to remove heavy metals such as lead from the body), biologicals (for example, secretin), or mind-body medicine.

3.6.SCHEMES BY GOVT. OF INDIA 1. The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act. 1995. This act is the most important legislation for person with disabilities. This act explain the equal opportunities, protection of right and complete involvement of disabled persons. In this act responsibilities are assigned to central and state government, local corporation and municipalities to provide the services and facilities and equal opportunities to disabled persons so that he/she may also prove himself as productive citizen of their society. Aim and objective: 1. To spell out the responsibility of the state towards the prevention of disabilities, Protection of rights, provision of medical care, education, training, employment and rehabilitation of persons with disabilities; 19

2. To create a barrier free environment; 3. To counteract any situation of abuse and exploitation of persons; 4. To make special provision of the integration of persons with disabilities into the social Mainstream Main provisions of the act : 1. Prevention and early detection of disability 2. Education 3. Employment 4. Non- discrimination 5. Research and manpower development 6. Affirmative action 7. Social security 2. The Mental Health Act of India, 1987 3. The Rehabilitation Council of India act,1993 4. The National Trust for Welfare of Persons with Autism. Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999

CHAPTER - 4 LITERATURE STUDY 4.1. JOHN M. RICHER &STEPHEN NICOLL John M. Richer & Stephen Nicoll has a published a paper on 1971 on topic â&#x20AC;&#x153;A PLAYROOOM FOR AUTISTIC CHILDREN AND ITS COMPANION THERAPY PROJECT â&#x20AC;&#x153; The paper speaks about the design recommendation in designing a playroom for autistic Children. They have achieved two main goals for playroom space. Two goals are : 1. Reduction of frustration and arousal 2. Reduction of flight behaviours and facilitation of approaches and rewarding social interactions. 1. Reduction of frustration and arousal a. The room is subdivided into connected parts. So that to keep them away from social interactive space and also from overstimulation, as the autistic child loves to be on his social space and not liking to interact much with others. b. Provision for activities such as climbing, sliding etc.so that they are likely to less over aroused and more likely interact with others c. Encouraging them in engaging into stereotyped activities such as using toys to reduce their arousal in them d. The structures were Robust, safe and most are fixed, So as to avoid the unnecessary noise and confusion caused due to the breaking ,knocking or pushing the things around them. 2. Reduction of flight behaviours and facilitation of approaches and rewarding social interactions. a. As the structures were Robust, safe and can be cleaned easily .The caretaker was less worried of children getting hurt themselves and also from damaging things in the room. b. The contact and interaction what an autistic child seek is of two ways : 1. close tactile contact (Such as sitting on the lap of an adult clinging closely) 2. a rough and tumble play (such as tickling , lifting them up ,etc) So ,A separate areas were provides for the children for contact and interaction c. Making a physical confined structure so as to engage them in activity and also increasing the social interaction between them

Fig 3 : Plan of playroom and ward (data from john m. Richer & Stephen Nicoll research paper)

Fig 4 : Axonometric Plan of playroom (data from john m. Richer & Stephen Nicoll research paper)

They attempted to construct a new playroom for autistic child with a positive therapeutic environment. The functions they added in playroom according to their survey are:

1. Retreat box. This is a dark enclosed area that the child may shut himself in. It is intended as an extreme de-stimulation/de-arousal area 2. Soft seats and pad. The soft area also provides a good area for rough and tumble play, the children may be thrown on the pad, etc. 3. Activity house. 4. The walkway. Which connects two half’s of the rooms. 5. Stimulus wall, mirrors, light box 6. Fixed tables and continuous benches 7. PVC covered foam rubber building block 8. Drinking fountain 9. Lighting fixtures: Lights are recessed into the ceiling to avoid their being broken or swung on, they are fitted with dimmer switches, out of reach of the children, to allow the room to be lit softly which helps de-arousal

4.2 RACHNA KHARE AND ABIR MULLICK Rachna Khare and mullick proposed some design guidelines for educational spaces for autistic children in “INCORPORATING THE BEHAVIORAL DIMENSION IN DESIGNING INCLUSIVE LEARNING ENVIRONMENT FOR AUTISM”. They covered four stages to this research and design project (i) Recognize environmental design considerations to address educational and behavioural aspects (ii) Define design parameters that have a strong connection to autism (iii)Develop measurement scale to evaluate design parameters (iv) Establish evidence based, universally acceptable ‘enabling environment for children with autism. After their study they came up with 18 design ‘design parameters’ that defines the enabling environment for autism and acts as a measurable quantity in the study are as follows: 1. PROVIDE PHYSICAL STRUCTURE Physical structure sets clear physical and visual boundaries to segment the environment so that each activity is clearly associated with a physical space 2. MAXIMIZE VISUAL STRUCTURE Visual structure incorporates concrete visual cues in the environment, to utilize visual strengths of individuals with autism, to make them more independent

3. PROVIDE VISUAL INSTRUCTIONS Visual Instruction is a way of giving necessary instructions or sequence of steps to follow an activity, using visual mode 4. OFFER OPPORTUNITIES FOR COMMUNITY PARTICIPATION Involvement in the community activities in every day occupations. For the children with autism the educational curriculum includes every day activities such as shopping, crossing the street, going to church or using public transport, thus, a location close to community activities is an advantage for educational spaces 5. PRESENT OPPORTUNITIES FOR PARENT PARTICIPATION Involvement of parent participation on the success growth of autistic children 6.PRESENT OPPORTUNITIES FOR INCLUSION Children with autism should be given opportunities in the educational environment to interact with able bodied peers 7. MAXIMIZE FUTURE INDEPENDENCE An environment that supports self-help, domestic, vocational and Independent Living training help children with autism to live with dignity in future 8.OFFER GENEROUS SPACE STANDARD Autistic individuals need large amounts of personal space 9. PROVIDE WITHDRAWAL SPACES Providing Withdrawal Spaces is helpful for children, to avoid unnecessary stress and anxiety in socially demanding spaces Withdrawal area is used as a place for students to get away from distractions and stimulations and regain some selfcontrol. 10. MAXIMIZE SAFETY Maximizing Safety refers to minimizing threats to the pupil within the school buildings due to their own condition, unawareness or any disaster. To provide safety avoid sharp edges, non-toxic materials etc. 11.MAXIMIZE COMPREHENSION Providing a clear layout, organization of spaces, clear zoning, simple forms, and no visual clutter may assist children with autism to perceive the built environment easily. 12.MAXIMIZE ACCESSIBILITY An Accessible Environment that supports children with physical and sensory disabilities is also helpful for children with autism. 13. PROVIDE ASSISTANCE Provision of separate spaces for assistance in different activity area such as classroom, toilet, dining area etc o teach autistic children 24

14. MAXIMIZE DURABILITY AND MAINTENANCE Architects must design easy to clean surfaces, robust finishes , strong furniture and equipment and fittings, those are serviceable and cheap to replace. 15. MINIMIZE SENSORY DISTRACTIONS Autistic children often get distracted ,so the space must be designed in such a manner that it does not cause any distractions to the children 16. PROVIDE SENSORY INTEGRATION Sensory Integration rooms or sensory areas provide multisensory opportunities in the environment that help children to integrate their senses for better understanding. Sensory integration calms children with under reactive senses and develops tolerance in over reactive children. 17.PROVIDE FLEXIBILITY Making the environment in such way that it can be flexible for incorporating activity skills and for teaching 18.PROVIDE MONITORING FOR ASSESSMENT AND PLANNING

4.3 SIMON HUMPHREYS He is an Autism specialist architect .He has specified some design guidelines in â&#x20AC;&#x153;AUTISM AND ARCHITECTURE â&#x20AC;&#x153;in 2008 which can be implemented while designing building for autistic children. He suggested for:

1. CALM AND ORDER People with autism are bombarded with sensory stimuli. They perceive everything without filtration and selection this leads to the perception of the whole scene as a single entity with all the details perceived but not processed simultaneously. They require a stable, ordered and secure environment. The autistic child simply cannot function if there are too many changes in the environment. So we must provide that order in their environment. 2.CLARITY AND SIMPLICITY For children with autism to recognise things must be exactly the same as when they initially experienced the space .Only then they will be able to adjust the environment 3.PROPORTION The author suggests trying to confer harmonious proportions on buildings and spaces designed for people with autism.

4.RESTRAINT People with autism are extremely sensitive to sensory stimuli and because of the fact they have difficulties filtering foreground and background information they are often capable of perceiving details that are unnoticed by others. 5. THE SENSES Good acoustics, even levels of natural light, texture, good ventilation, cool colours 6. OBSERVATION According to the author ,the autistic children requires a secret place so that they can retreat back to themselves. Providing a special space for autistic children to do the activities as they like without any interventions. 7. CONTAINMENT To provide a secure and protected space for individual to wander around freely within the area. 8. DISTINCTION Organic forms distinguish use and allow a gentle flow around a central form 9. MATERIAL Natural stone is used for all external vertical and horizontal planes as well as for internal public areas of the centre allowing a smooth transition from outside to inside. 10.PERCEPTION 11.MOVEMENT 12.HARMONY 13.PROXEMICS Proxemics is the measure of personal space surrounding the personal body .A child suffering from autism perceive space in a different manner .So it is important to cater proxemics in developing space.

4.4 MAGDA MOSTAFA The design which is made was according to the SENSORY DESIGN THEORY which was proposed by magda and this proposal was implemented on her further study as SENSORY DESIGN MATRIX This study was proposed to design a built environment for autism one must calm it down, break it down into manageable experiences in discrete spaces, organize those spaces in a sensory and temporally logical flow and accommodate for sensory overload escape. 26

The strategies and their consequent design index aim at one simple objective- to alleviate the autistic users sensory overload and provide him or her means to manage it when it occurs, in order to open a window of opportunity for learning, social interaction and general skill development. There are seven designed strategies for a autism aspect design are: 1. ACOUSTIC This criteria is the one of the most prominent among all. This criterion calls for the reduction of internal and external noise sources through various means such as cavity walls, sound proofing and sound absorbent materials, spatial configuration to reduce echoes and isolation of sound emitting building systems and avoidance of sound-emitting fixtures such as fluorescent lighting. 2. SPATIAL SEQUENCING: This criterion calls for the alignment of the sequential organization of space and the daily routine of the users. This should be in a series of smooth transitions from one space to another, in a manner that follows the typical daily schedule of users, and allows for as seamless and sensory non-disruptive flow as possible. 3. ESCAPE SPACE: This criterion calls for the provision of small, defined and discrete sensory neutral environments throughout the building that are easily accessible to autistic users. These spaces should be intimate in scale and can range from the completely physically and visually enclosed to the subtly defined. 4. COMPARTMENTALIZATION: This criterion outlines the organization of spaces in a series of monofunctional compartments, allowing for single activities and smaller numbers of users. These compartments can be defined and delineated from one another using various means- from complete enclosure using walls and partitions, to moderate enclosure using carefully placed furniture and variances in levels, to a minimalistic definition using perhaps colour, pattern and finishing material to define each space. 5. TRANSITION SPACES: This criterion allows for the sensory shift from one activity to another, or one sensory level to another, and helps avoid abrupt changes in function and stimulation. It helps ensure the seamlessness required when circulating from one zone to the next. 6.SENSORY ZONING : Sensory zoning calls for the grouping of spaces with similar sensory stimulation levels together, into high, moderate and low stimulation zones. Transition spaces should be used between these zones, and circulation should be planned following the daily routine as called for by the spatial sequencing criterion.

7. SAFETY: Children with autism commonly have an altered sense of spatial orientation, depth perception and general proprioception, making them prone to injury. The may also seek sensory stimulation in ways that can be dangerous such as self-injury, harmful tactile stimulation, swinging, rocking, water play and mass water consumption among many others. Safety considerations must be taken with all building systems, material choices, surfaces, protective barriers, furniture, fixtures etc. It is best that all spaces also be visually accessible to allow safe monitoring of children at all times.

4.5 ANALYSIS SL.NO

PARAMETERS

Richer & Nicoll

Rachna Khare and Abhir mullick

Humphreys

LIGHTNING

- Recessed lights in the ceiling - Fitted with dimmer lights to reduce arousal

- minimizing sensory distraction through light

- Emission of natural light evenly inside the room - Deep shadows and darkness are essential because they dim the sharpness of vision make depth and distance - Skylights and clerestory windows can help in getting diffuse lighting.

ACOUSTICS

- Incorporating acoustic material to reduce arousal

- minimizing sensory distraction through sound

- Consideration of material with good acoustic properties

- Reduction of sound inside a Building using cavity walls, sound proofing and sound absorbent material

MATERIAL

- Usage of PVC covered foam rubber pads and blocks inside the classroom

- Non usage of toxic materials inside the building

- Using a limited pallet of materials and restrained detailing - Natural stone is used for all external vertical and horizontal planes

- Good material choices for the safety

SAFETY

- Furniture used are robust , safe and fixed

- safe play equipmentâ&#x20AC;&#x2122;s with no sharp edges at corners - avoid non-toxic material

- safe boundaries around the building so as they can wander freely as they like

- Proper building systems, material choices, surfaces, protective barriers, furniture, fixtures etc. - all spaces also be visually accessible to allow safe monitoring of children at all times.

ENVIRONMENT

- Accessible Environment that supports children with physical and sensory disabilities

- They require a stable, ordered and secure environment.

COLOURS AND TEXTURES

- Provision of textured material in building as a teaching environment

- Using cool and calm colours - limitation in playing with textures

- NM-

- Stimulus wall on walk way - Textured items used such as foam

Magda Mostafa -NM-

- NM-

- minimalistic definition using colour, pattern and finishing material to define each space

VISUAL CHARACTER

-NM-

SPACES

- rooms sub divided into connected parts - proper differentiation of spaces

- form of written instructions, photographs, pictures, line drawings or visual schedules in the spaces where activities are to be performed. - Color and number coded storage area in a classroom - Picture instructions for toilet activities - Organized space to reduce Distraction - separate spaces for assistance in every activity area - clear zoning of spaces - clear layout

- all the characters induced must be simple - should have clarity

- Spaces to be organized in order - harmonious and gentle form

Table 6 : comparative analysis on theory of design( compiled by author)

- NM-

- The space from one place to another should be in series that follow the typical schedule of users - Proper sensory shift from one space to another space

CHAPTER - 5 INTERVIEW 5.1 INTERVIEW 1 Interviewee name : Pratima Tiwary occupation

: special educator and parent of autistic child

Q1. How do you define autism? Ans: Autism is a wide spectrum. I cannot give it a specific definition to this disorder. Every autistic children caters different types of symptoms ,but they can be categorized into two : 1. Hyper sensitive child 2. Hypo sensitive child Q2. Are the children able to recognize different spaces in school? Ans: There is nothing to say right or wrong. It all depends on the child to child, but majority of students do understand the spaces. Q3. Are they able to recognize visual characters which are used in classrooms? Ans: Yes, depending on the child .Autistic Children who are visual learners will learn better with pictures and some learn better through auditory stimulation and some learn by both methods. Q4. What type of spaces do they require for their treatment? Ans: The main important rooms for their treatment are: 1. Speech therapy room 2. Room with sensory output 3. OT(occupational therapy) room 4. Time out room Q5. Do these children interact with their peers? Ans: Yes ,It depends Q6. How do they react to light in their classroom? Ans: There should be a less amount of light entering inside a classroom .An autistic chid cannot bare harsh lights as it cause distractions in them. Minimal number of window openings 31

Q7. Can the autistic child tolerate to noise occurring inside a room? Ans: No, They cannot tolerate to noise around them, they require a calm environment and a sound proof classroom .Ex using carpeted floor in speech therapy room to reduce echoes Q8. How do they react to colours? Ans: They do not like bright colour, so the background must be of light colours and blank . Q9. When we talk about safety, what all measures are to be implicated in a room to create a safe environment? Ans: Safety is first most important factor. There should be no sharp edges incorporated inside the school premises.

5.2 INTERVIEW 2 Interviewee name : Monica Dinesh occupation

: principal of Ananth centre for learning and development, New Delhi

Q1. How do you define autism? Ans: There is no specific standard definition .Those children basically face issues in social interaction ,social behaviour and communication problem. They can be categorized into two : 1. Hyper sensitive child 2. Hypo sensitive child Q2. Are the children able to recognize different spaces in school? Ans: Yes, It depends on the child . Q3. Are they able to recognize visual characters which are used in classrooms? Ans: Yes, I feel giving visual instruction is very important ,It gives them a clear information to them. Ex: signage of toilets or routes marked with toilet symbol will lead the child clearly into toilet not making the child confused. Q4. What type of spaces do they require for their treatment? Ans: The main important rooms for their treatment are: 1. Speech therapy room 2. Sensory stimulation room 3. OT(occupational therapy) room 32

Q5. Do these children interact with their peers? Ans: Yes ,It depends Q6. How do they react to light in their classroom? Ans: Two categories of children react in two different ways; Hypersensitive child: Even a small amount of light can cause huge irritation in Them. Hyposensitive child: Even if the amount of light entering is more still,the child feels there is only less amount of light emitting inside the room Q7. Can the autistic child tolerate to noise occurring inside a room? Ans: No, They cannot tolerate to noise around them, they require a calm environment and a sound proof classroom .Ex using carpeted floor in speech therapy room to reduce echoes Q8. How do they react to colours? Ans: The colour used must be of a soothing colour so as to reduce the distraction in them. Bright colours make them aroused . Q9. When we talk about safety, what all measures are to be implicated in a room to create a safe environment? Ans: Safety is first most important factor. There should be no sharp edges incorporated inside the school premises.

CHAPTER - 6 PARAMETER STUDY These parameters are taken after an analysis from the literature study and through Interviews. Main Parameters that will be covered for the analysis of this research are Lightning, Acoustics, Material, Safety, Environment , Colours and Textures ,Visual character, Spaces . This chapter will basically show how these factors play an important role in the life of an autistic child .and also their interventions.

4.1 LIGHTNING Every Autistic child react to light in different ways, some children require less amount of light whereas some require more amount of light. Hypersensitive children requires less amount of light in room whereas Hyposensitive child needs more amount of light. We can reduce the amount of light by the Usage of internal blind to cut down the natural light glare in sides the room, using recessed light with dimmers, skylights, clerestory window. As people with ASD usually react with high sensitivity to any kind of flickering, the use of harsh fluorescent fittings is discouraged After analysis from literature study it is concluded that all autistic children can withstand only minimum amount of light and they cannot perceive light as a normal child can.

Recessed light with dim light

clerestory window to emits less Amount of light

skylight

Fig 5 : schematic diagram to show inlet of light in room(image by author)

4.2 ACOUSTIC Children with autism cannot tolerate echoes and harsh sounds. To avoid harsh sounds occurring in the classroom they are treated with soundproof material in rooms. Research has shown that by reducing noise levels and echo in educational spaces for children with autism, their attention spans, response times and behavioural temperament, as measured by instances of self-stimulatory behaviour are all improved. Reduction of noise can be by incorporating cavity walls, making the ceiling having a shiny surface to reflect noise. For example, activities of higher focus, or according to Sensory Design Theory, those taking place in “low stimulus zones”, should be allowed a higher level of acoustical control to keep background noise, echo and reverberation to a minimum.” Usage of carpets in the treatment rooms such as speech therapy room to avoid echoes and reverberations.

Fig 6 : schematic diagram to show acoustical room (image by author)

4.3 MATERIAL The selection of Natural Material are given importance while designing a autism friendly environment , too much of fancy materials can cause distractions in them . Materials should be non – reflective , non – toxic and have smooth surface in them The emphasis should be on to select non complicated pattern and no decorations in them and doesn’t cause any self-harm to children. Sensory elements that are soft, such as beanbag chairs, stuffed couches, swings, carpeting, have proved to be beneficial for autistic children.

4.4 SAFETY Safety is the first most priority when comes to making design for autism friendly environment. The place should be designed in such a way that it should not cause any self-harm to children. The may also seek sensory stimulation in ways that can be

dangerous such as self-injury, harmful tactile stimulation, swinging, rocking, water play and mass water consumption among many others.( Magda mostafa) Proper high rise boundaries around the site , Equipmentâ&#x20AC;&#x2122;s installed with no sharp edges, designing of spaces that it can be visually accessible to allow safe monitoring of children at all times, safe furniture and fixtures.

4.5 ENVIRONMENT The environment on which school is to be designed must be on a calm and secure place with no much distractions nearby to site. It should be developed in such a way that the child must feel safe while roaming in and around the building block. The walkway towards the school should not be in a zig zag manner it must be clear and straight. Provide a clear edge along pathways so that child is aware of the edge of the path surface.

Fig 7: walkway in a zig zag manner not recommended (image by author)

Fig 8: straight and clear walkway is recommended (image by author)

Space allotted for gardening area must be incorporated to engage them in other activities.it increase fine and gross motor skills, body awareness, and motion in addition to providing a calming connection to nature. In designing outdoor environments, incorporating signage with clear, simple pictures to communicate ideas or intended use of certain play and learning elements is an important factor.

4.6 COLOURS AND TEXTURE Colour pallet must compromise of cool and calm colours , choosing non arousal colours . Disturbing and over stimulating colours should be avoided. (Beaver) recommends careful choices to ensure a good balance between the shared and private spaces. Provision of different textures on different space to help the autistic child differentiate

the spaces located around them. It can develop their senses to read and feel the spaces they are in.

Fig 9: Eample for Less arousal colour pallet

4.7 VISUAL CHARACTER Provide plenty of visual aids and signage in and around the building to make them independent. Like picture instruction of toilets on the path towards toilets to make them easier to find toilets. Depending upon an individualâ&#x20AC;&#x2122;s ability, visual instructions may be given in the form of written instructions, photographs, pictures, line drawings or visual schedules in the spaces where activities are to be performed (khare and mullick) Provide Orientation maps that illustrate a layout of the garden or play space so users know where they are.

Fig 10 : visual signage boards used for direction

4.8 SPACES Children with ASDs are uncomfortable with change in space. Once they perceive their space and its purpose its difficult to change the meaning of the space in them. Their rooms must be in a ordered manner ,not on a clutter form. According to the literature study ASD children requires a quiet/escape space to retrieve them from disturbed behaviour and make them calm and give time for selfimprovement. The size of room should not be too small nor too big, small room they may feel congestion while big rooms can make them feel lost Ideally the spatial sequence is based on the typical scheduled use of spaces and allow a seamless transition from one activity to the next through one-way circulation. This can alleviate disruption and distraction throughout the day.

Dim recessed lights

Using Cool colours on walls Carpeted floor

Fig 11 : classroom space ( image by author)

CHAPTER - 7 PRIMARY CASE STUDY 7.1 A CENTRE FOR AUTISM - NEW STRUAN Opened in 2005, New Struan is the most advanced centre in the world for the education of children with autism. The school was designed by Aitken Turnbull architect Andrew Lester, whose daughter has autism, with the Scottish Autism Society. Architect Location Year Built Number of Students Ages Area Teacher : Student

: Aitken Turnbull Architects : Scotland : 2005 : 42 : 8-18 years : 4 acres : 1: 6 ratio

Fig 12 : New Struan (image from Aitken Turnbull architect )

New Struan is an independent school run by the Scottish Society for Autism (SSA). The building also functions nationally as an Autism Centre encompassing other functions including an autism advisory service, a centre for education and training in autism, an education outreach service and a research, diagnosis and assessment centre The features are: 1. LIGHTING : â&#x20AC;˘ The classroom section incorporates clerestory lighting, with a brisesoleil , which diffuses direct sunlight, throwing it up onto the ceiling. â&#x20AC;˘ The windows and doors below this have opaque blinds, which can be manually operated. 39

•

The system of artificial lighting mimics the source of natural light by throwing light up onto the ceiling in the same way, from above the clerestory sunbreak.

Fig 13: clerestory window at atrium (source from Aitken Turnbull architect )

•

Artificial light - wall up-lighters have been used instead of overhead, fluorescent lights and there is no discernible hum or flicker.

Fig 14 : artificial light fixtures (source from New Struan school )

2. ACOUSTICS : • Also classrooms are sound insulated to a very high standard (150 mm dense concrete masonry wall, with 19 mm thick dense plaster either side). • Large carpeted areas to reduce noise 40

3. MATERIAL : • Finishes and furniture are designed to be hard wearing, with water-based paints and sealants to reduce the building’s toxicity 4. SAFETY : • The spine runs north to south and contains a single storey atrium space of circulation with classrooms either side looking east and west into external play areas which are secure. • Curved walls will lead the children to move from one place to another and can reduce sharp angles, obstructive corners and hidden doorways

Fig 15 : curved walls (source from New Struan school )

5. ENVIRONMENT : • The outdoor areas, with cycle track, play equipment, a ball park and sensory garden have been designed to offer pupils the opportunity to play co-operatively or independently, to exercise, to socialise or to simply relax

. Fig 16 : play equipment at outdoor (source from New Struan school )

•

Pupils who choose not to play or who may want to play and socialise with others but are unsure of how to do this, can sit at picnic tables and watch. 41

Fig 17 : picnic tables placed at outdoor (source from New Struan school )

• •

The perimeter fence is low and aesthetically pleasing. This provides the clear boundary that people with ASD appreciate without appearing to be restrictive. The front of the school is designed to provide a sense of openness and accessibility with an expanse of grass ,trees and landscaped gardens.

Fig 18 : landscaped gardens in front of school (source from New Struan school )

6. COLOUR AND TEXTURE: • The classroom is designed to be muted in colour, allowing teachers to add stimuli as required. • Finishes such as carpets and wall colours are clearly coded to support the spatial hierarchy. • The architects have chosen muted ‘earth’ colours. • The atrium walls are neutral, allowing the children’s paintings to personalise the Space. 42

7. VISUAL CHARACTER : • The atrium is filled with the children’s paintings of the school making the space feel personalised as opposed to institutional. • Classrooms are visually connected through glazed panels. In this way a child can receive individual tuition without feeling removed from the social structure of the group. • Pinboard space is maximised as many autism-specific teaching methods employ visual cues. • High quality, robust and attractive furnishings • Well organised and attractive display areas

Fig 19 Wayfinding exterior doors (image by Aitken Turnbull Architects)

8. SPACE : • The building includes seven classrooms, a multi-sensory room, splash area, library, early learning centre, staff room and an area for visiting therapists. • The classrooms are integrated with the atrium space by threshold spaces or ‘lay-bys’,which are personalised and allow the children to assimilate the environmental and spatial change from the atrium space to the classroom. • The classrooms are smaller than would typically be the case, accommodating a maximum of up to six children. They also incorporate a ‘one-to-one’ space for individual or small group tuition. • The classrooms are structured around the individual with each child having their own structured workstation along the two side walls of the space • ‘Quiet room’ with curved walls to offer a sensory-controlled, calming zone or one-to-one teaching area

Fig 20 : Individual workstation in classroom (source from New Struan school )

7.2 WHITTON GATEWAY ASD UNIT Whitton Gateway ASD Unit is a specialist facility for secondary children on the autism spectrum. The unit is situated within the grounds of the existing campus of a school and also doubles up as a school community facility Architect Location Year Built Number of Students Ages Area Teacher : Student

: GA Architects : Twickenham, UK : 2008 : 15 : 11-16 years : 5500 sq. ft : 1: 5 ratio

Fig 21 : Whitton school (source from GA architects )

1. LIGHTING : • •

All picture windows to classrooms and the main court space have internal blinds to allow teaching staff to diffuse sunlight as required. These may however be susceptible to interference by the children. Artificial lighting has dimming control, which can be operated by the staff to adjust lighting levels as required. The main circular court space is naturally ventilated by a mono-draft, ‘wind-catcher’ system in the roof, rather than by any mechanical ventilation, which can be noisy and distracting.

Fig 22 : roof at circular court space (source from GA architects )

2. MATERIAL : • The building’s materials and surfaces are robust. Walls are block-work and plaster, with an extremely hard-wearing cord carpet on the floor. 3. SAFETY : • All but one of the classrooms has good visual links to the private, external play space around two sides of the building. • The external space has an extensive CCTV system utilised for security and monitoring. • Also the site is next to a busy road and so has a 2 metre high reflective acoustic fence around the two exposed sides of the building. • Windows all have electronic, magnetic locking devices so they can not be operated by the children. 4. COLOUR AND TEXTURE: • The building has a muted colour scheme which supports the spatial hierarchy utilising both green and blue colours which research shows to be calming.

5. VISUAL CHARACTER : • Classrooms have extensive use of pinboard space for visual cues. •

Classroom was capable of being sub-divided by the use of a built in sliding screen which allowed more flexibility to that particular space.

6. SPACE : • Facilities: Sensory room, theatre, outdoor play area, therapy room, access to gym and fitness center

Fig 23 : plan (source from GA architects )

•

All but one of the classrooms open directly into this court, which also is connected to the library and external green space. The space is well lit by picture and clerestory windows and is designed to be calming and noninstitutional. The circle is a strong platonic geometry and provides a powerful orientation device. The short circulation space which leads from the entrance to the court is also designed to feel non-institutional, using curved walls and is 2 m wide.

Fig 24 : Window to circular (source from GA architects )

•

All of the classrooms are considerably larger than would be the case for mainstream children, with a classroom average of 4–5 m2 per child for up to eight children, rather than 2–3 m2 for classrooms of 25–34 children. Classrooms are also designed to be clutter-free with generous integral storage. Each are well lit by a ‘picture’ window wall which looks into and provides access the private green space.

Fig 25 : Classroom picture window (source from GA architects )

CHAPTER - 8 SECONDARY CASE STUDY 8.1 ANANTH CENTRE FOR LEARNING AND DEVELOPMENT ACLD is a special school and vocation training Centre for person with developmental disabilities, it provides rehabilitation services to person with disabilities of all age groups. Person enrolled in ACLD attend full program of activities on daily basis and engage in a range of therapy, special education and vocation training suiting to their needs. Location Year Built Number of Students Ages Area Teacher : Student

: Qutab Institutional Area, New Delhi : 2015 : 85 : 8 - 17 years : 5500 sq. ft : 1: 8 ratio

Fig 26 : Ananth centre for learning and development (source by author )

1. LIGHTING â&#x20AC;˘ â&#x20AC;˘

There was even distribution of natural light throughout the building. All the classroom had windows for the intake of natural light inside the room. Provision of ribbon windows along the mid landing of staircase.

•

Huge glassed window at the lobby area for the emission of natural light at the day time.

Fig 27 : glassed window at lobby area (source by author )

2. ACOUSTIC • Acoustical treatment was incorporated in all the rooms. There was no transmission of noise from one room to another room. 3. MATERIAL • All the classrooms and therapy rooms had matte finish floor ,so that it will act as a non-slip flooring. • The lobby area and the main circulation area had flooring of tiles for ease of cleaning and for defining the spaces. • All the visual access cutout in door were of fiber glass material so that it doesn’t cause

Fig 28 : Matte finish floor at therapy room (source by author )

4.SAFETY â&#x20AC;˘ Provision of handrails all over the area ,such as Infront of class rooms, in lobby and in all the therapy rooms, this can help them for an independent living. This can encourage them to move individually without any second persons support.

Handrail

Fig 29 : Hand rails all over the area(source by author )

â&#x20AC;˘

All the door have visual access facility in it this is made . This provision is made for continuous monitoring of the room from external .

Visual access point in doors

Fig 30 : visual access facility in door (source by author )

5. ENVIRONMENT • They had well maintained and properly established surrounding environment around the building. • There was installation of textured walkway in the garden ,which had texture of stone, pebbles, grass.

Fig 31 : surrounding greenspace around the building (source by author )

Fig 32 : textured play equipment installed in garden (source by author )

•

It also has a gardening corner to engage the children with different activities. it increase fine and gross motor skills, body awareness, and motion in addition to providing a calming connection to nature

Fig 33 : gardening corner (source by author )

6. COLOUR AND TEXTURE â&#x20AC;˘ Usage of Light and muted colours on the walls of building to reduce arousal in children.

Fig 34 : muted colour on the wall (source by author )

â&#x20AC;˘

Used colour walls on occupational therapy room as it is used for refining the motor skills of children .This room is mainly for physical, sensory, or cognitive problems.

Fig 35 : OT ROOM (occupational room) (source by author )

7. VISUAL CHARACTER • Incorporation of visual pinboards and cues in every class rooms .

Visual pinboard

Fig 36 : classroom with visual pinboards (source by author )

• •

There was proper visual connectivity with other spaces and outdoor space from every room. All rooms had signage boards Infront of them which ,helps them for finding way.

Signage boards

Fig 37: signage board (source by author )

8. SPACE The building consist of three floor ,each floor has different functional use. The arrangement of rooms are in well planned manner. Ground floor - Administration First floor - Therapy room Second floor - Classrooms â&#x20AC;˘ All the rooms are arranged around the periphery of the floor, with straight circulation space .It has totally 7 classroom starting from pre primary to vocational room and many activity rooms such as stitching room, computer room, pottery, music ,dance etc. â&#x20AC;˘ GROUND FLOOR consist of reception, shop, music room, washrooms, pottery room, kitchen, cafeteria , office room, lifts and staircase.

Fig 38: reception area (source by author ) Fig 39: shop (source by author )

Fig 40: kitchen (source by author ) Fig 41 :cafeteria (source by author)

Fig 42: Ground floor plan (source by author )

â&#x20AC;˘ FIRST FLOOR consist Dr room, Early intervention room, physiotherapy room, Counsellors room, Special education room, Occupational therapy room, Speech therapy room ,computer room, dance room, stitching room lifts and staircase.

Fig 43: OT room (source by author )

Fig 44 Computer room (source by author )

Fig 45: Stitching room (source by author )

Fig 46: Special education room (source by author )

Fig 47: First floor plan (source by author )

â&#x20AC;˘ SECOND FLOOR consist Classrooms (Pre-primary , 2 Primary, Secondary, Pre- vocational , Vocational), Sensory room, Multipurpouse room, yoga room ,Principal room ,lifts and staircase.

Fig 48: Multipurpose hall (source by author )

Fig 49: Sensory integration room (source by author )

Fig 50: Drinking area (source by author )

Fig 51 Second floor plan (source by author )

8.2 AVE MARIA SCHOOL The prime location of school is at the outskirts of Delhi which is perfect place for the school for disabled children ,As these type of schools are placed away from noise and disturbances. The school has a separate section for disabled children called â&#x20AC;&#x153; ASMAAN â&#x20AC;? section. It has an OT(Occupational therapy) room, Speech therapy room, Computer room and 4 classrooms (each classroom is further divided into three divisions). Location : Bamnoli Village, Sector 28 Dwarka, Dwarka, Delhi,110061 Year Built : 2015 Number of Students : 60 Ages : 8 - 17 years Teacher : Student : 1: 5 ratio

Fig 52: Ave maria school (source by author ) 1. LIGHTING

• All the rooms are placed at the periphery of the block ,so it receives equal and even amount of light inside the classrooms. • Every classrooms has curtains installed in building so as to limit the amount of light entering. • The building has an semi - open lobby area , this area receives good amount of light and ventilation

. Fig 53: Lobby area (source by author )

2. ACOUSTICS •

Acoustical treatment was incorporated in all the rooms. There was no transmission of noise from one room to another room.\

3. MATERIAL • • •

No such particular incorporation of material was installed in building. There was no incorporation of any harsh material on walls. Installation of tactile wall on the OT room, tactile wall is a wall made with different texture for sensory integration.

4. SAFETY •

•

Every classroom door has an visual access cut out for continues monitoring of children. This is made of fibre glass so that it does not cause any harm to children while trying to self harm . The whole plot had heighted boundary wall for safety purpose.

Fig 54: Visual access door (source by author )

5. ENVIRONMENT •

There was very limited space around the building for incorporating any play area, but had proper plantation done at the periphery of the building.

6. COLOUR AND TEXTURE •

Notice that the background of all the rooms are subtle colors like cream And also the flooring uses different colours. 61

7. VISUAL CHARACTER •

Usage of pinboards in all the classrooms to give the sense of

Fig 55: pinboard in classroom (source by author )

8. SPACE • •

•

All the rooms are arranged around the periphery of the floor, with straight circulation space. The asmaan section is on third floor . It has one OT room which is used for refining and developing heir motor sills, speech therapy room to develop their pronunciation, speech , computer rooms and classrooms. Every classrooms were divided into three sections where each section can take 5 students . this will provide individual attention to children.

1 2 3 Fig 56: 3 divisions inside one classroom (source by author )

Fig 57: Plan of third floor of ave maria “ASMAAN SECTION “school (source by author )

8.3 COMPARATIVE ANALYSIS OF PRIMARY AND SECONDARY CASE STUDY

SECONDARY CASE STUDY

PRIMARY CASE STUDY

Table 7 : comparative analysis of primary an secondary case study ( made by author)

CHAPTER - 9 DESIGN RECOMMENDATION After my study of literature ,interviews , primary and secondary case studies ,I have come up with some design recommendations for designing a school for autistic childrenâ&#x20AC;&#x2122;s. My final goal is to overcome these issues with a research design that allows us to empirically test the findings and develop an autism-friendly pattern language for organizing the multi-level problem posed by designing educational spaces that work for all and are inclusive for students with ASD. Defining with each parameter:

1. LIGHTING Both natural and artificial lighting need to be well maintained throughout educational facilities. Similar to acoustic stimuli, visual stimuli and adjusted lighting levels can create active and calm zones throughout the schools and should be designed appropriately to their activities. The classroom space should be divided into lighting zones based on a level of lighting control. FOR NATURAL LIGHTING INSIDE SCHOOL ; The provision of day lighting should be the least distracting and maximize the usage of incandescent lighting. Provision of skylights, light shelf, light well , clerestory window etc, to be used instead of large normal windows. Glazing should be located high on the walls. Shades should be used to control light levels and glare.

Clerestory window

Light well

Ribbon window

Ribbon window Fig 58: Types of natural lighting (source by author )

FOR ARTIFICIAL LIGHTING INSIDE SCHOOL ; • Graded lighting with various intensities in one particular room helps them to get exposed to various types of lighting .Usage of Photo sensors will integrate electric light fixtures and provide dimming. •

High ceilings are best because they allow space for the light from indirect fixtures to have wider distributions when light reaches the working plane.

•

The front or presentation of the classroom should be well lit for general instruction but allow for dimming controls for video or computer presentations. The general work area of the classroom should be considered as a separate area or multiple areas from the rest of the classroom. The light levels should be high enough for reading and writing tasks but designed to limit eye fatigue caused from intense brightness.

•

It is better in design to control the lamps within the fixtures and reduce light levels by turning off the same number of lamps in each fixture uniformly. 67

Dimming each lamp in the fixtures will also allow for uniform control of light levels. Light Fixtures

• Incandescent lamps are best used in autistic classroom design because of their warmer colour temperature and a significant reduction in lumen output. The disadvantages of incandescent fixtures are a reduction in lamp life and efficiency, but they provide many benefits towards the goal of creating a comfortable space for students with ASD. • Usage of Incandescent lamps provide high CRI and warm colour temperature. High CRI of 85 or greater, warm colour temperature of 3000-3500K. •

Select of fixtures with a wider distribution to avoid sharp light cut-offs and will also provide general illumination on wall surfaces.

2. ACOUSTICS Among the sensory stimuli within the built environment, acoustics is the most influential factor on autistic behaviour (Mostafa, 2014, Beaver, 2006). “Further research has shown that by reducing noise levels and echo in educational spaces for children with autism, their attention spans, response times and behavioural temperament, as measured by instances of self-stimulatory behaviour, are all improved. Factors for making acoustical environment: 1. First most important factor for making a acoustical design is the selection of site. Noise from road traffic is a common problem, but in some areas noise from railways or aircraft is intrusive. Noise from such sources has been shown to affect pupils’ cognitive performance and attainments. 2. Proper planning and zoning of building ; Providing buffer zones between the classrooms which will act as sound barriers, the buffer zones can be a small store room, corridors and less sensitive rooms.

Fig 59: Plan showing acoustic buffer zones (source by author )

3. Proper insulation of roof to protect from the sounds of rain. The Mineral wool, used as thermal insulation in the ceiling , will also provide some acoustic absorption, which will have a small effect on the overall sound insulation of a roof but A denser specification of mineral wool, as commonly used for acoustic insulation, would have greater effect. 4. Sound absorbing material provided on walls Many natural materials such as (bamboo, kenaf, sisal, coco fibres) show good sound absorbing performance, while cork or recycled rubber or polymers layers can be very effective for impact sound insulation. These materials also show good thermal insulation properties. They are often light and can be less harmful to human health.

3. MATERIAL • • • •

Use of soft surfaces on floor such as carpets, rubber sheets so that it doesn’t cause any harm to the children Usage of non-toxic paints such as water based paints on walls for the ease of cleaning. All the fixed furniture such as seating in classrooms can be made of foam rubber which will not cause any harm to children while playing and moving in and around the classroom. Avoid usage of complicated and decorative patterns on walls ,which will cause distractions in them. 69

4. SAFETY Safety is first most important priority while designing a autistic school . Basic instalments required in school for the safety of children are: • Provision of handrails all over the circulation space, so that they can hold and walk without any second persons support. • Avoid incorporating sharp edges and sharp turns inside the building ,try to give smooth curves at the entrance of classrooms. • Visual access cut-out at the doors , for the continuous monitoring of children. • Boundary fences need to be of an appropriate height and non-climbable.

5. ENVIRONMENT •

Avoid planting any toxic plants such as castor oil plant, coral tree plant, Common or pink oleander

Castor oil plant

Coral tree

Common or pink oleander Fig 60: Examples of some toxic plants

•

• •

Many children with ASDs have an over- or under-responsive sensory system and react differently to sounds, textures, or visual stimuli. Kids with visual and auditory issues enjoy and benefit from a rich textural environment and vibrational elements. Instalments of equipment for Swinging, spinning, jumping, pushing, pulling, digging, heavy lifting must be incorporated for refining their motor skills Gardening activities are a great way to provide digging, lifting, pushing, pulling and familiarizing kids with different textures and scents of plants in a controlled manner. Gardening activities help to increase fine and gross motor skills

•

Provide an escape area or a corner at outside environment for the children who doesn’t want to involve in any activities and just like to sit and watch from a distance. It can be a small table chair seating ,or an hammock swings which will make them comfortable .

6. COLOUR AND TEXTURE COLOUR • A small proportion of the children (children on the lower scale of the autism spectrum) see the colour as neurotypical children do and 5% of them see muted colours i.e., they perceive every colour as grey. (Creedon, 2006). Using subtle colours in the background and contrast colours as the main activity will draw their attention. • Using subtle colour in the walls , mainly focusing on using low arousal colours Such as : peach, pastel yellow , white , beige

Peach

Beige Fig 61: subtle colour pallet

Cream

Such colours on walls will emphasise the colour of work made by the students. This will give them a sense of belonging and comfort . TEXTURE • The usage of glazed or polished tiles should minimized. Usage of matt finished tiled can be altered with textured tiles for them to distinguish between the textures. These areas will then act as “MULTI SENSORY AREAS”. • Usage of different textured tile on walls can make them easier to recognize and distinguish spaces through sight and touch.

Avoid the usage of gloss finishes

Maximize the usage of matt finishes

Fig 62 : Image showing two type of textures

7. VISUAL CHARACTER • • • •

A very simple and clutter free spaces must be designed as children with autism can very easily be distracted by confusing designs and shapes. Colour coded activity shelf to easily distinguish their own shelf. Providing proper signage boards inside the building to navigate themselves properly Proper installation of orientation map ,showing layout of the area, surrounding areas ,so that the children with ASD can move around the building freely without any help.

8. SPACES Children with ASD perceive spaces very differently from the normal children. They require an easy functional areas which abide with their routine. 1. Firstly , Having a proper Spatial Sequencing inside the building. Designing spatial sequence with respect to their typical schedule of the user and providing a one way circulation for the transition of users from one activity to another. 2. Providing proper zoning of space according to different stimulus function room such as grouping all the high stimulus function rooms together (such as :occupational therapy room, multipurpose room, music room, dance room , activity room, staff rooms) and grouping all low stimulus function room (such as : escape room, classrooms, speech therapy room ) because these room need more level of concentration. 3. Provision of buffer spaces such as escape space or store rooms can be provided between the rooms to balance between high stimulus and low stimulus rooms. Rooms that are integrated especially only in the autism school are: 1. Occupational therapy room The primary objective of occupational therapy for children is to enable them to move forward in their lives without any physical dependence on someone else. These rooms are to refine the motor skills in the children . Requirements are: 1. The room will have a floor matt with PVC covered and non-slip grip. 2. Safety coloured panels placed along the walls ,columns which is of PVC covering, easily washable etc 3. Suspension swings 4. Bobath balls 5. Wall bars 6. Cylindrical or wedge shaped forms 7. Ball pools 8. Multipurpose bed 9. Relax couch 72

2. Speech therapy room Speech therapy is a clinical program aimed at improving speech and language skills and oral motor abilities like feeding, talking etc. This means talking, using sign language, or using a communication aid. Children who are able to talk may work on making their speech clearer, or on building their language skills by learning new words, learning to speak in sentences, or improving their listening skills.. Requirements are; 1. It has a mirror installed in room so that the children can look themselves and correct their language skill 3. Sensory room A sensory room is a space dedicated to stimulating, developing and relaxing the senses. Unlike a school classroom, where children are usually expected to watch and listen to the teacher, a sensory room allows pupils the freedom and autonomy to explore the environment for themselves, in their own time, using all of their senses. Requirement are: The sensory room might include 1. low lighting and adjustable lighting projections 2. fibre optics 3. mirrors 4. bubble tubes. 5. It will typically contain a choice of comfortable places to sit, a variety of interesting objects to examine, and it might also feature sounds and soft music. 4. Escape room Escape rooms are used when a child becomes aggressive and could harm another person, at this time the child is taken into them and leave him/ her freely there . Teachers maintain visual connection through a window in the door for continuous monitoring. 5. Counsellor room 6. Physiotherapy room 7. Classrooms The classroom to be designed such a way that it can take maximum of 6 children for a continuous individual attention. It must have a student teacher ratio as 5 : 1. An organized environment can be achieved by creating stations, or segregating areas according to activities. A small space can feel suffocating, while a space that is too open can bring on a free-falling feeling. Requirements are: 1. fixed tables and chair 2. proper dimming controlled lighting 3. colour coded shelf 4. individual workstation 73

CHAPTER - 10 CONCLUSION My purpose of this research is to understand the user and to examine how the built environment effects their development on children with autism .The main aim of the research was to bridge the gap between Autism and architecture in India by analysing the examples present in the developed countries so as to provide with design guidelines suitable for Indian context. This research was done at the peak COVID-19 situation, but I have still given my best efforts in collecting information through interview and live case study, to make me understand the users very well . Lastly, the literature which exists with respect to designing for autistic children is not readily available to architects. Educational professionals and architects would both benefit if design guidelines were available in a concise and accessible form. From my research ,I have covered the design features that can be incorporated while designing a school for autistic children .It can not only be implemented for autistic school but as well as it can be looked up while designing a school for special children.

REFERENCES

E-Book & E-Journal article : •

Humphreys, S. (2005). Autism and architecture. Autism London Bulletin, 7-8.

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Beaver, C. (2010). Autism-friendly environments. The autism file, 34, 82-85.

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Khare, R., & Mullick, A. (2009, October). Designing inclusive educational spaces with reference to autism. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 53, No. 8, pp. 517-520). Sage CA: Los Angeles, CA: SAGE Publications.

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Mostafa, M. (2008). An architecture for autism: Concepts of design intervention for the autistic user. International Journal of Architectural Research: Arch Net-IJAR, 2(1), 189-211.

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Mostafa, M. (2014). Architecture for Autism: Autism ASPECTSS™ in School Design. International Journal of Architectural Research: Arch Net-IJAR, 8(1), 143-158.

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Leestma, D. P. (2015). DESIGNING FOR THE SPECTRUM: An Educational Model for the Autistic User (Doctoral dissertation).

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Christopher Beaver. “Autism-Friendly Environments.” The Autism File 34 (2010): 82–85. “Designing Environments for Children and Adults with ASD,” 2006. "Designing for Autism." SEN Magazine no. 46 (May/June, 2010): 76-79.

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