School for children with autism(Part 2)

Product: Sink

Location: Everywhere

Product name/number: Miseno 19-1/2" Oval Undermount Bathroom

Sink with Front Overflow

Miseno MNO1714OU* White

Size/dimensions: Overall Height: 7-1/2" (bottom of sink to the top of the rim)

Overall Width: 16" (back outer rim to the front outer rim)

Overall Length: 19-1/2" left outer rim to the right outer rim)

Basin Width: 14-1/2" (back inner rim to the front inner rim)

Basin Length: 17-3/8" (left inner rim to the right inner rim)

Basin Depth: 5-1/2" (center of basin to the rim)

Finish: Bright White

Material: High grade clays are mixed to create a semi-flexible compound which is kiln forged and finished with an ultra tough glaze resulting in a non-porous, durable, chip resistant sink

Aesthetics: Undermount sinks offer a degree of elegance, and give the appearance of the sink being integrated into the counter. They also make counter cleanup a snap, since there are no creases where the sink meets the counter top

Installation: Rear Drain Location with Integrated Overflow

A rear drain location increases storage under the sink by locating the drain pipe further back in the cabinet, and the integrated overflow gives you peace of mind knowing that you will never flood the bathroom while filling your sink

Mounting clips and a cut-out template are included in the box, so you won't have to hunt around in a big-box home store to find the parts you need for installation

Website: https://www.faucetdirect.com/miseno-mno1714ou19-1-2-oval-undermount-bathroom-sink-with-front-overflow/ p4004801?source=miseno_MNO1714OU

Product: Faucet

Location: Handwashing Station

Product name/number: Kohler K-77965-8A-CP Kohler Components 1.2

GPM Widespread Vessel Bathroom Faucet with Tall Tube Spout, Rocker

Handle, and Pop-Up Drain Assembly

Size/dimensions: Overall Height: Height: 14-7/16" (deck to top of faucet)

Spout Height: 10-1/8" (deck to spout outlet)

Spout Reach: 6-11/16" (faucet base to spout outlet)

Flow Rate: 1.2 gallons-per-minute

Faucet Centers: 10, 11, 12, 13, 14, 15, 16, 8, 9" (distance between centers of outside faucet holes)

Maximum Deck Thickness: 2" (cannot mount on thicker decks)

Faucet Hole Size: 13/16"

Faucet Holes: 3 (minimum number of holes required for installation)

Finish: Premium metal construction

Kohler finishes resist corrosion and tarnish

Widespread or remote valve

Material: Polished Chrome

Aesthetics: Tall height is ideal for vessel-style sinks

Laminar flow aerator delivers a graceful stream while conserving water

Installation: 1.2 GPM (gallons per minute) maximum flow rate at 60 psi

Includes metal touch-activated drain with 1-1/4" tailpiece

Coordinates with Components faucets, shower trim, and accessories to complete your bathroom

Premium metal construction

Kohler finishes resist corrosion and tarnish

Widespread or remote valve

For 8" - 16" centers

Single Rocker handle allows for both volume and temperature control Package includes K-77965 and K-77963-8A

Website: https://www.build.com/kohler-k-77965-8a/ s1695822?uid=4109075

Product: Terrazzo

Location: Handwashing Station

Product name/number: Concord Terrazzo Company

Precast Epoxy Terrazzo Countertops

Size/dimensions: Thickness 2cm or 3 cm

Material: Precast Epoxy Terrazzo Countertops

Aesthetics: Ground and Polished to Specified Diamond Grit Finish

Installation: Utilizing TERRAZZCO® EZpour 158 Epoxy Matrix

Minimum 10,000 PSI Compression & 4,500 PSI Flexural

Manufactured to within 1/16” of Dimension on Approved Shop Drawing

Website: https://terrazzco.com/products/

LEED Credits:

MRc1.2 - Building Reuse - Maintain Interior Nonstructural Elements

MRc2 - Construction Waste Management

MRc4 - Recycled Content

MRc5 - Regional Materials

IEQc4.1 - Low Emitting Materials - Adhesives and Sealants

IEQc4.3 - Low Emitting Materials - Flooring Systems

Classrooms

Product: Children's Study Light

Location: Classrooms

Product name/number: SLEEK BAR SWING ARM SKU WS19021 WH

Size/dimensions: 8.375"Hx3"Wx22.375"D

Aesthetics: For your office or beside your bed, our Sleek Bar Swing Arm is easy and convenient to use with its dimming switch backplate. This adjustable light can extend and retract back fully to its backplate as you work on your current tasks. In stylish, modern finishes, find the best to match your professional or homey setting.

Material: Aluminum

Installation: No assembly required

Website: https://www.shadesoflight.com/products/sleek-bar-swingarm?color=Black

Product: Children's Pillow

Location: Classrooms & Hallway

Product name/number: Decorative pillow

Size/dimensions: 12'' x 18'' ( 30cm x 45cm)12'' x 21'' (30cm x 55cm)

14'' x 36'' (35cm x 91cm)16'' x 16'' (41cm x 41cm)18'' x 18'' (45cm x 45cm)20'' x 20'' (51cm x 51cm)22''x 22'' (55cm x 55cm)24'' x 24'' (61cm x 61cm)26'' x 26'' (66cm x 66cm)28'' x 28'' (71cm x 71cm)

Aesthetics: Linen is the material that have better breathability are characterized by increased hypoallergenic properties and give the most pleasant sensations. The low security and degree of choice and the natural linen material give the child a comfortable touch and visual sensation. The replaceable pillowcase is easy to change and wash.

Material: Linen

Installation: Machine wash gentle/dry gentle/iron is not recommended

Website: https://www.linenhomedecor.com/listing/598504277/linenpillowcase-linen-pilow-cover

Product: Light Channel .6 Surface Mount

MFR ID: LCS.6-2W-12-D27K-SA

ITEM #: EDG635049

Finish: Satin Aluminum

Location: Hallway

Shade Color: Diffused Lens

Size: 12"L x 0.7"W x 0.61"H

Total Wattage: 15 watts

Lamp Color: 2700K

Color Rendering: 95 CRI

Luminous Flux: 728 lumens

Lumens/Watt: 48.53

Lamp Life: 50000 hours

Installation: The Light Channel .6 Surface Mount is a slim profile channel available in 12 inch increments up to 120 inches. Finish in Satin Aluminum with a white diffuser lens (eliminates LED dots) or a clear lens (will show LED dots) for maximum light levels. Available in a 2, 5 or 7 watt per foot option with eight color temperature options including Warm Dim. Requires a remote electronic low voltage (ELV), Universal (UNI), 0-10V, or Lutron Hi-Lume power supply (see attached manufacturer specification for dimmer compatibility). The PS-60L-ELV-24VDC power supply will fit inside junction box. Included components: Light Channel .6 Surface Mount, 96 inch solderless Snap & Light Power Connector (one per fixture), 24VDC LED Soft Strip, Light Channel .6 Surface Mount Assembly, mounting clips (included with every 2 feet of channel), end caps, lens, and a 96 inch power cord. ETL listed. 5 year warranty. Product is built to order. Required power supply, dimmer control, and optional mounting accessories sold separately. Title 24 compliant

Website: https://www.lightology.com/index.php?module=prod_ detail&prod_id=635049&option_id=635335&utm_content=LCS.6-5W36-C27K-SA&gclid=Cj0KCQjwspKUBhCvARIsAB2IYut5htcPF3g6Us3 wx_V3LGZ1LXBcNHDUIYY6K96nr2XKOavNhp7NR1QaAsHqEALw_ wcB

Product: Acoustic and DIY pannel

Location: Classrooms & Hallway

Product name/number: Coligo acoustic panels

Size/dimensions: Small - 12" x 12" Large - 24" x 24"

Absorption: Average NRC 0.85 (subject to thickness and mounting conditions)

Material:100% polyester fiber acoustic felt.

Eco-Friendly: 60% recycled PET materials, 40% new material, non-toxic, non-allergenic, non-irritant, no coatings or sprays which degrade over time.

Fire Rating: ASTM E84 Class A Fire Spread rating is permanently achieved by infusing 40% new material into the panel. MPS never uses sprays or coatings that degrade and lose their rating status.

Material: Linen

Installation: Coligo Hexagon acoustic panels are flat wall-mounted geometric shapes that provide beautiful inspirational energy, reflecting the colors of the workspace, while providing significant sound absorbing benefits.

Website: https://mpsacoustics.com/design_tool/design-your-coligo/

Ground Floor Reflected Ceiling Plan

Building Systems Approach

HVAC Diagram

Design Process

Scheme 1: Balance

Create a flowing balance of levers in public spaces, teacher spaces and children spaces. Provide options for children with autism to have different levels of privacy within the space, creating soft spatial sensory changes through visual and auditory spatial zoning and natural environments.

The design maintains the visibility and simplicity for children's space circulation with autism to avoid disruptive stimuli to the child from unpredictable complexity.

Autistic children's circulation：

The design maintains the visibility and simplicity for children's space circulation with autism to avoid disruptive stimuli to the child from unpredictable complexity. Greenery：

Front and back exterior gardens were created for the site through 2 added spaces on the existing building.The entrance garden near the road is used for public use. The north outdoor becomes a playground for children only.

Second Floor Plan

Greenery Diagram

Circulation Diagram

Front of House Back of House

View From Interface between old and new

View From Eetrance

Scheme 2: In-between

The design aims to provide a gentle spatial movement and to maximize the blurring of indoor-outdoor spaces. The goal is to cue the child before moving to the next space and to provide a smooth transition space between low and high stimulation areas.

Multi-entry：

Provide couple entrances for different groups. In particular, the ground floor activity space for autistic children has a separate exit to the outdoor garden.

Architectural form：

Externally "occupying" a portion of the entry road. Provides a signal to children entering the campus area to enter the school.

The newly added space creates an atrium in the center of the site that "contains" the outdoor space into the building.

Mulyi-entry Diagram

Explore the school (parent and child perspective)

Review Reflection

Make the space more naturally interconnected with the outdoor space. Continue to enhance the feeling of the inbetween scheme.

Pay further attention to the spatial experience of different types of autistic children, and try to design for one type of autistic children.

Avoid the misconception of minimalism in interior design. Use soft and natural colors to decorate the space.

Focus on the connection between new and historic buildings. Develop a deeper understanding of the construction phase of existing buildings and consider the relationship between the new spaces and the existing buildings.

Reference case:

Museum of Military History Dresden

Location: Dresden, Germany

Architectural design: Daniel Rebskin

The Morgan Library & Museum

Location: New York, USA

Architectural Design: Renzo Piano & Benjamin Wistar Morris

Sami Chohan

Peter Keyes

Scheme 1: Balance (revision)

Create a flowing balance of levers in public spaces, teacher spaces and chil-dren spaces. Provide options for children with autism to have different levels of privacy within the space, creating soft spa-tial sensory changes through visual and auditory spatial zoning and natural envi-ronments.

The design maintains the visibility and simplicity for children's space circulation with autism to avoid disruptive stimuli to the child from unpredictable complexity. Multi-entry

Autistic children's circulation:

The design maintains the visibility and simplicity for children's space circulation with autism to avoid disruptive stimuli to the child from unpredictable complexity.

Greenery:

Front and back exterior gardens were created for the site through 2 added spaces on the existing building.The entrance garden near the road is used for public use. The north outdoor becomes a playground for children only.

Scheme 2: In-between (revision)

The design aims to provide a gentle spa-tial movement and to maximize the blur-ring of indooroutdoor spaces. The goal is to cue the child before moving to the next space and to provide a smooth transition space between low and high stimulation areas.

Multi-entry

Provide couple entrances for different groups. In particular, the ground floor activity space for autistic children has a separate exit to the outdoor garden.

Architectural form

Externally "occupying" a portion of the entry road. Provides a signal to children entering the campus area to enter the school.

The newly added space creates an atrium in the center of the site that "contains" the outdoor space into the building.

Each classroom has a separate exit for students to access the natural space at all times. At the same time, the classroom space will be flexible and simple, and provide movable sight screens to support the different activities taking place in the space at the same time, ensuring children's concentration. Each classroom will be directly adjacent to a sensory room, providing an emotional outlet and temporary "escape space" for children who feel uncomfortable in their environment.

Perspective - Hallway

Maintain the original central entrance of the building. Re-arrange the program according to the sensory level of the space

Drama room change to Art room

Add break space to the interior

Choose soft carpet as the flooring material

Replace two entrances with one. And keep the bright and warm intimacy in other areas as well like the hallway rendering

Rethink whether the space on the addition is perfect and whether more extensions can be made vertically.

The public space on the second floor can be used more

The noisy program can be put all on the second floor

Play with views and movement

Sami Chohan

Catherine Johnson

Virginia Cartwright

Perspective - Classroom

Perspective - Hallway

Perspective - Libirary

Perspective - Dinning Hall

You can be a little richer in the use of materials and colors, adding some low-saturation colors that children will like. Think further about suitable interior materials for children with autism, such as replaceable carpet panels.

The fluidity and organic lines of the space are great, and I hope you can add this organic element to the entire building space, rather than just limiting it to the classroom space.

It is very good to see that the research you did upfront is closely connected to your design. The curvature of the interior walls can be extended further outside the classroom, turning the interior walls into an element that continues outside (landscape element)

Consider making the public entrance fire stairs more interesting, for example by separating them from the main wall so that windows can be added. Enrich the public experience.

Samantha Ruddy

Emily Temple

Peter Keyes

Project Reserch

Interviewees: B

Position: Early Childhood Special Education Specialist/ Lead teacher&Service coordinator for 3-5 years old with ASD

Job responsibility: Teaching young children with autism who do not speak to learn how to use school space

Location: Eugene

Chang: Do you agree the architecture space is really important for Autistic Children?

B: Very much so.

Chang: Have you made adjustments to your own environments (home, class, office, therapy space) to make it more effective for the autistic user?

B: Yes, we have a lot of changes to how to set up furniture inside the classroom. Two things: we want to be able to see(children) really well in all areas. We also want to control the flows so there are not a lot of open spaces. Because open space in a classroom is very hard to get students to sit down and learn. So we really careful about the furniture layout to make sure there are different small spaces for children to learn but one bigger space for us together.

Chang: Can you give me one type of furniture that you think is super helpful?

B: All of our furniture is child size. In the “work with teacher” areas, we use dividers, when children are in the work areas they don't see running around children.

Chang: The height of the dividers? Is that tall enough to block children's view but not teachers?

B: Right, the dividers are over children's eye level when they are sitting down.

Chang: Are all those dividers movable?

B: Yes moveable, but still to ensure the stability of the partition, so the child running around will not push it down. We always have to think about whether the child will climb and push over when we use the furniture.

Chang: Is there will be a small space provided in the classroom for children to calm down?

B: Yes we call it “the break area”, in that area we have bean bags and blankets. Pinwheel that they can blow

Chang: What about the size of the break room?

B: Pretty small, one kid at the time. Probebaly 5 feet by 4 feet total.

Chang: There are many kinds of children with autism, some will be sensitive to their surroundings but some not, how do you balance their varying preferences and needs for space?

B: We were always careful with the lighting, the classroom I was in was very much a light source and I always had to avoid the space being too bright. For example, if one child in the classroom suddenly feels sad and cries, the other children will be affected and frustrated. At this time, I dim the lights and play quiet music so that the children can relax.

Chang: What's the your favorite space you every seen for autistic children?

B: It is a new classroom with better room temperature regulation and more flexible regulation of room lights. The walls are neat and tidy, with no hanging decorations. The shelves are covered up so as to avoid excessive visual distractions. All interior colors are natural colors, such as green and blue. In addition, it is important to have a bathroom that can be

accessed directly from the classroom and an outdoor space adjacent to the classroom. Ideally, there should be a lot of natural light.

Chang: Because you mentioned a lot of organic and natural elements, do you think it would be helpful adding houseplants indoors?

B: Yes, the greenery that we have in our space now is easy to grow. I think the thing to note about finding the right greenery for an autistic child's space is that it's good to keep and safe for children. Ideally, having lots of greenery would be great!

Chang: The last question is about the staff, what would you like to have in your office?

B: Everyone has different preferences, and for me, I don't mind the size of the classroom. My current office is great, it's close to the classroom and has a viewing window to see the classroom. This allows me to hear the classroom and see what's going on inside while I'm in the office. So I know if I'm going to help in the classroom.

Chang: If it is close to the classroom then it means there will be noise, do you mind it?

B: Because I am the lead teacher, I can leave the office and go to the conference room if I feel noisy. But I want to be able to hear what is going on in the classroom at all times so I can be aware of what is going on in the classroom.

Chang: So your office has one window looking out to the view and one window looking into the classroom, right?

B: Yes.

Chang: Do you have anything else want to share?

B: Yes, the sensory classroom. We have a 15 by 15 sensory room connected to the classroom and separated by a door. Here we have different kinds of swings and some soft pods to climb on. This classroom can be used both to relax children like the break area mentioned before and also to use this space to exercise children's sensory skills and make them more tolerant of the complex environment around them. Because autistic children need to squeeze something and swing to get their bodies back into a regular routine.

Chang: Will parents pick up their children from school at the classroom door? Or will they pick them up at the school's outdoor entrance?

B: Before the outbreak, they would come into the building to pick up the children at the classroom door. But now they need to stand outside the door and wait. Before the outbreak, I would show parents when they picked up their children what they had done at school today so they could see the environment in which their children were attending. And after the outbreak picking up and dropping them off at the front door made the child more reluctant to leave their parents and the child would feel more comfortable if the parent could drop them off and hug them.

Chang: It looks like it would be helpful to have a transition corridor in between the interior and exterior.

B: Yes sure!

Interviewees: H

Position: A Chinese mother of children with autism

Location: Melbourne

Chang: What does your child's daily schedule look like?

Helen: She starts school at 8:45 every day, but I will drop my child off at 8:30 (because she takes longer to adjust), and then at 3:00 p.m. she will leave school a little earlier than the other kids.

Chang: What facilities does the school have to help children adapt and relax well?

H: The teacher would take the children to the playground every day before the class started to play, such as swinging and climbing frames, etc. Since her language skills are weak, she has a tutor who follows her all the time (shadow teacher: follows her all day long). The outdoor space helps the child to relax.

Chang: Does the child get along well with the other children in the class?

Helen: Some children with autism like to interact with other children, but my daughter is the type that is more distant and less motivated to interact with others. From our perspective as parents, some people may feel that your child is sad that he or she doesn't have children to play with. But on the contrary, the child who is upset is the one who is rejected. The involvement of other children can break the rules of play for children with autism. So at parent-teacher conferences, I have to explain to the moms that my daughter doesn't dislike other children. She doesn't like or dislike anyone, she just doesn't realize what friendship is for a while or hasn't developed the idea of making friends for a while.

Of course, the school has been very deliberate in putting her together with other children to play games, but she doesn't obviously like or dislike this. She is a low-needs type of child who is not particularly sensitive to stimuli around her.

At first, I didn't know much about autistic children, and I took my daughter on trips, but it didn't do anything for her. Environmental changes had no effect on her. She didn't feel any difference. So it was very easy for me to take care of my baby.

Chang: What adjustments have you made to your home environment to make it more child-friendly?

H: The most important thing is that the house is neat and clean, such as bedrooms, clothes, etc. are clearly separated. We have a big room for her to play in and another room for her to study. This makes the sense of spatial boundaries clearer and makes her aware that different spaces require different activities so that at school the child will develop the habit of sitting at her desk while studying. If we move, I will add a cabin in the backyard for the child, zoning is important.

Chang: I see you take your child to many parks, is there a public space that she particularly likes? Can you describe it specifically?

H: She really likes to climb. We are fortunate that many children with autism have perceptual deficits, such as not being able to tell height from height and falling over easily. But my daughter's motor skills are in line with nonautistic children, so she doesn't need to learn to play on a scooter, and she can use it very quickly. She prefers the feeling of being high.

I have an autistic kid I know whose parents bought climbing mats to set up

in the room, and a full complement of protective gymnastics mats, which are very cool. If you're designing a school, these things are much needed.

I was just playing ping pong with my daughter and then realized she wasn't even watching the ball. So I used a table and ping pong balls to work on her attention span, and these simple routines are very helpful for a child's development. I am an autism therapist myself, and all the children I train with autism have to be trained to shoot the ball.

Chang: Have you seen a significant improvement in her concentration during these trainings?

H: Because she doesn't look at the ball, it runs. I made it a rule that she had to catch all ten before she could "get out of class" and then gradually increased it to twenty. On the surface, it looks like the child can catch more, but it means that the child's concentration goes from five seconds to ten seconds, and even to twenty seconds.

With this kind of training, you can notice a significant improvement in all their learning abilities. Because children with autism lack Join Attaintion, for example, I'm telling you the same thing right now, children with autism don't have Join Attaintion with other people. That's why they have a hard time interacting with other children, and while others are talking about one topic, children with autism are thinking about something else. In the long run they don't fit into the group, which is why they need to be trained in two-way movement/group movement. This training helps them develop the underlying logic that they should listen carefully to what others are saying. On the other hand, it is also very important to improve their concentration. Establishing these two aspects can help them integrate better into society and live independently.

Chang: The remaining questions are about your insights as a mother of an immigrant child with autism who has settled overseas. Do you feel and have the will to integrate into the local community?

H: Of course, it's very important. The school I found for my child is a private school with all local people, so things are different from what the Chinese are used to. Especially for vulnerable people like her, I helped my child build her network. My child may not care about events like birthday parties, but I do take her to them because I need to build rapport with other parents. The organizer of the last parent-teacher conference was very good at communicating with me, so I got a lot of inside information about the school, so I could know earlier what was going to happen at the school and help my daughter prepare in advance. Fortunately, my English is very good, whereas immigrant parents who do not speak English well would not be able to communicate with other parents in this way.

Chang: Do you belong to any local organizations for children with autism? Whether it's in Chinese or English?

H: I have organized a group chat for Chinese children with autism on WeChat, which includes Chinese mothers of autistic children from all over the world. My daughter's teacher is also in the group and can answer parents' questions. There are some better teachers, and I organize talks for parents. We all share our experiences together in the group.

The most important thing is that many parents of autistic children have depression, and in this group chat we can empathize and understand each other. We share our stress and anxiety with each other.

We also have another group called "Play Together". But this group is not only for children with autism but also for other children. The purpose of this group is to serve as a link to promote interaction and friendship between children and children.

Chang: Do you think if put this online format into real life, which means it becomes an actual event venue, then do you think these immigrant moms overseas would like it? Because I know Asian cultures are more introverted, which means that some moms are reluctant to communicate about their children in public. What do you think about that?

H: It depends on the personality of the parents because I know some parents who are very willing to meet with me privately, but they are not willing to go to any multi-person gatherings. Because some autistic children have milder conditions, it's not obvious that the child has autism if they don't emphasize it. So they are reluctant to admit it, or for anyone to say that the child has autism. But I can be pretty sure that every parent of an autistic child wants to be recognized and understood, even if they disguise themselves, but they must need to find an emotional outlet.

Chang: So if there was a space like this, with a collection of cafes, psychotherapy clinics, and public events, that would mean that it wasn't just for families with autism to participate. Would this be protection for parents of children with autism and make them feel more secure?

H: On the other hand, if you are a professional organization, they will not be excluded. On the contrary, if it's a place like a gathering of friends, then some parents may not want to join.

Chang: I was thinking of something like a painting exhibition where parents could bring their children and help them make more friends.

H: I would really like to have this kind of space because these parents really need someone to talk to who can relate to them.

Chang: If there was a space like this, with a collection of cafes, psychotherapy clinics, and public events, that would mean that it wasn't just for families with autism to participate. Would this be a protection for parents of children with autism and make them feel more secure?

H: On the other hand, if you are a professional organization, they will not be excluded. On the contrary, if it's a place like a gathering of friends, then some parents may not want to join. For example, some children with autism will eat indiscriminately, and if it looks like other parents are not watching their children, they may feel that the parents are not watching their children. But the reality is that these children with autism are very difficult to teach. This situation seems very understandable to parents of children with autism.

After talking to parents of children with autism who have experienced the same thing, these parents feel understood and relaxed. There are so few people paying attention to this field, and we as parents would like to see more attention paid to the study of children with autism.

Photos provided by Helen Wu

Interviewees: M

https://earlychildhoodcares.uoregon.edu/maiko-hata/

Position: Equity-minded Early Intervention Specialist at Early Childhood CARES, University of Oregon, with experience in Autism/Bilingualism. Co-Founder/Initial Chair, TESOL Supporting Students with Disabilities Interest Section.

Job responsibility: Teaching young children with autism who do not speak to learn how to use school space

Location: Eugene

Chang: Do you think the environment in which children with autism live helps a lot in their treatment and healthy development?

Bekah: Yes, it can be.

Chang: I heard that you said you have been helping the disabled children and also have experience at school as a teacher, have you made any adjustments to your teaching space?

M: As a teacher, we do adjustments all the time, you know 5 senses, right? So like how can we reduce the amount of sensory input that's coming in Kokitos on ourselves. So that we can stay regulated and focused. Why is the Site like what you see right? For example lighting, teachers often use a cover for the light. I really like the teacher turning the lighting cover on and off, the harsh light can irritate children.

The crossword cards and stickers on the walls of most schools are very stressful and distracting for children with autism.

I don't actually do teaching, I spend most of my time training teachers and staff for children with autism. Another thing is when we want to Promote communication if there are too many toys It's distracting. Like I work with families, to reduce the toys first. For example, this is my favorite toy for children (a toy in a plastic box with a lid), because the child does not have direct access to the toy. So if they want to use the toy, then the process is the child, the teacher, and then the toy. They need to ask the teacher for a toy to play with.

We modify the environment so that some of the kids really get comforted by different activities. Often times we had a big cushion or a quiet place, a trampoline place can be active, or areas with water or sand that they can play with because that's very soothing. So that was a little more tactile like touching senses.

Additionally, I tried to minimize the noise, ecause too much noise can make children anxious and disturbed. Oppositely, we will use sound as a signal transitions. For example, okay this is al ldone, now we're going to do something else. Like sand timer.

Smell is important, it can be too smelly but most of the teachers or families who don't notice it back because they don't have autistic characteristics. So we tried to reduce the smell.

Chang: I agree that it is very important to provide different spaces for children to move around. In a previous interview I heard a teacher of children with autism mention that the school would include a "break room". Can you describe a break room that is successfully designed and enjoyed by the children?

M : It is important that we do not assume that children will understand straight away that they need to break space when they are frustrated, we need to do a lot of repetition to get them to develop this pattern of behavior.

If you Google Break box, there will be a lot of similar furniture that comes up.

Chang: Of course, I saw a lot of boxes that could be moved and small spaces under bookcases. I wonder which one is the kids' favorite?

M: A large room, break space will also be relatively large. Small space of course with the break space will also be smaller. Some times break space is not even a separate space, but composed of some deviders.

Chang: You must spend a lot of time in the office every day, do you have some ideas for improving your office space?

M: I like to have spaces where I can easily communicate with the teachers so that I can always talk to them about my child's emergencies. It's like being able to have random conversations with other teachers.

Chang: I know that children with autism are like a spectrum and that each child has different characteristics and circumstances.I would like to know what kind of space would help teachers to better pacify most of their students and save their own energy.

M : Before designing, I think you have to put the child's needs first and provide a high degree of flexibility for the space. Because it would be very helpful if the whole design had very distinct zoning. Because the child's behavior management needs to be considered and designed in advance to avoid a lot of anxiety for the child, which means the situation can become unmanageable. So it is very important how we can fix the area and order of the child's daily activities to ensure that the child's mood is stabilized.

Chang: Is there a difference between a normal school bathroom and a bathroom for children with autism?

M: Many schools, both kinds of children. That's why it's important to design a bathroom that works for all children. The size of the bathroom needs to match the classroom space.

In most cases, the teacher and the child will not use one bathroom.

In most cases, the classroom will be very close to the bathroom, and some classrooms will have bathrooms attached.

Interviewees: MB

https://earlychildhoodcares.uoregon.edu/maiko-hata/

Position: Child Care

Job responsibility: Watched on average two to eight children at a time, ages ranging from six weeks to eleven years old.

Location: Eugene

Chang: Are spaces have very therapeutic and influential for children with autism

MB: Yes. Like a very calming environment focus a lot on the flow in the room I kind of think of it a lot of like Fun Shui. You want things to not be cluttered you want to have only what you really need in front of you. So it's not overwhelming you have good colors, you don't have overwhelming colors. A lot of the time the rooms are white. For example, my classroom is inside of the University, in the clinical service building. What I like is that we have a lot of windows so it's open and it's calming for kids. The break space is close to the natural space, there is soft seating and there's a nice big window and we have water that comes out from the gutter. Because it's raining all the time in Oregon, kids really like just watching it. And we have a lot of toys, that are water toys that do the same thing. It’s nice when they sit down and something already calming them down and stimulating them.

Chang: Children all have different senses, which one is the most influential? For example, which is greater for the child, visual or auditory stimulation?

MB : For the visual, we want to avoid fluorescent lighting and choose more close to the natural light of the soft light. For sound, we will prepare headphones for children to isolate the noise. We have a lot of sensory room, you can close the door to let the child calm down. Chang: So do you think it would be helpful if designers could provide a lot of flexibility in the space?

MB : Yeah I think having different rooms that do different things. As you know, maybe just open Windows or at least be aware. If you can I think working with light and working with the sound will help a lot.

Chang: I know like at the beginning the classroom is not that perfect, do you make any adjustment to your own environment your office even your classroom?

MB : Now I need to work with my colleagues to design and rearrange the classrooms. The classroom had a plastic devider that could be moved around, which I really hated. These plastic screens can help to partition the space to some extent, but at the same time they are very dangerous for the children to move around. And they are very ugly and take up a lot of space. We often had to move these plastic screens around, and finally one day I suggested, why don't we just throw these eyesores out? Then I combined the two long bookcases in the classroom back-to-back so that they formed a wall. On one side were the papers the teacher would use and on the other side were the children's books. This served the the same purpose My colleague commented that separating the space with bookshelves in this way made me feel very free and relaxed.

Chang: Is enscape space(break space)important? Can you please discribe a successful enscape space you have ever seen?

MB: Yeah so we have one big room which has like a little closed off. And it has a swing and it's a sensory nice room. I think the only thing that could be better about it is that we don't have natural light so I think a lot of times we don't really turn off the lights. So it is very very dark. I feel like there needs to be some natural calm. Additionaly, we have another area that's a break area it's in the corner by the window or they can look outside they can see the water. They can sit in the beanbag It is very helpful if the child can be close to nature while being in a private space.

I work somewhere else where they had a cardboard box which kids can sitting inside. It is easy to organize and put it away. I was just in my head and visioning what would a perfect enscape space will be look like. And I feel like it would be nice if the space is almost built into the wall.So the whole space is very flexible.

Chang: Do you have a particular favorite space for children with autism? Can you describe it?

MB: So I'm from Germany. I really noticed this is something I've noticed

for a long time and I really wish America would just kind of get on it. In Germany the outdoor playgrounds are huge and they're friendly, inviting even though the adults want to go play. When I think of like in Germany just a how incorporating the outdoors like kids with autism

The reason why they have these sensory needs like visual Is that outdoor light is better. Kids will calm down after coming in from outside play.

When I am looking at the indoor setup. There's this one kindergarten that I thought was awesome which I have you I haven't been to in a long time but I visited and I remember thinking like, Wowed. They have a great indoor gym, for kids to get their energy out. They also have a big book nook, circular with widows. And had a bunch of pillows and it was rugs in a very calm environment. I think what I like is everything permanent maybe everything was pretty light. Not movable, stable. Because everything and a lot of the classrooms I see like like I said one classroom had a cardboard box. That's like not safe.

Chang: Spaces for children with autism require great attention to the furniture used and the materials, can you talk about it?

MB: All children are very different, so the materials are different. Good materials are usually weighted, and weighted furniture and materials will make children feel secure.

Chang: How about lighting?

MB: We will try to avoid overly bright environments, natural light is the best, followed by soft light.

Chang: For the school space where you work, are there any aspects that are not conducive to your child's development?

MB: Too much space high up will make the whole environment look more open, but it will also create echoes. And it is a waste of space because we don't know what to do with the high space. We would prefer a short, flat space to a high, narrow space.

There is also the fact that two classrooms share a toilet. The school does not have a separate bathroom for adults and every time a teacher goes to the bathroom they have to lock both classroom doors into the bathroom at the same time, which makes me think that this design is very disrespectful to the users.

There were so many things hanging on the walls of the classroom that it even made me feel very distracted. Not to mention the children who are looking at it from a lower perspective, they feel more anxious.

Chang: Your workspace in the classroom will be very different from other schools, for example, too many teaching supplies on the workbench can be distracting to children. How do you address this?

MB : Yes, that's why we incorporated movable bookshelves at the workstations and student spaces. This is helpful because the teacher can still look at the child from a high level while covering the child's view. Just like the German schools use a lot of low dividing walls. But the walls can't be too short or children will climb on them and cause danger.

One classroom I used to work in was one-on-one tutoring, while the other was a mixed type. While the child could work independently, the other children could learn to imitate.

Chang: I think designers are too traditional in their thinking and we need to tap into the common interests of most children and children with autism and even adults.

MB: I don’t remember whoever said this: “If every classroom is set as an autism classroom, more children will be succeeded. Because we focus on the individual what they can and cannot do. Like you struggling about this and let me help you with, but not one thing fits all.

Literature Review

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS-----Magda Mostafa

Existing Problems

Suggestions

Escape spaces are too large, lighted during the day, too open (toward the classroom), and adjacent to exterior walls (noise from outside activities can exist) The end of a hallway being used as an escape space, with large spaces and high ceilings, there is reverberation and reverberation. And there are visual disturbances from the corridor. All of these can reinforce the child's anxiety

Improve the escape spaces: smaller escape spaces provided in classrooms. Select the quietest areas of the classroom to create spatial and visual separation from the classroom space. But remain the vision for supervisors to take case children in enscape space. The level of control of escape spaces should change gradually based on the skill level and age of the children to avoid dependence on their presence and the difficulty of transitioning to more neurotypical spaces, in other words, to avoid the "greenhouse effect. Spatially provide a third intermediate level of escape space opportunity for school-wide de-escalation; reduce the frequency of sensory overload while alleviating the need for school-wide escape.

Observation

The arrangement of furniture and their optimal use for the activities that take place in the classroom needs to be reevaluated. The use of the teacher's normal desk interferes with the concentration of the children in the teacher, and more storage space is needed for the teacher to place office supplies Alternative teacher desk configurations are used to make better use of available space. It is recommended that activity stations have a clear spatial territory that defines the activities to be performed at each station. This activity/space match should be as consistent as possible

In general, there is no appropriate overload of transition spaces throughout the school, and spaces that require additional transitions include: drop-off to entry vestibule; entry vestibule to main hallway; playground to hallway; hallway to classroom; hallway to special space; and school to courtyard.

Entrance vestibules can take the form of lowered acoustical ceiling treatments. The car parking to entrance vestibule encloses the covered drop-off area with a low security fencing system that allows students to sit outside under supervision and wait to be picked up.

Corridors leading to classrooms, it is recommended that acoustical seating be provided at the entrance to each classroom/observation room unit with some setback space adjacent to the corridor. These pods will create a quiet oasis space that will allow students a time to adjust as they return to the classroom from a sensory stimulating experience level.

Corridors leading to specialist spaces that are required to provide perhaps the greatest sensory adjustment which are considered high stimulation areas.

School to courtyard, covered areas could be more clearly developed as transition areas with the introduction of seating and more enclosures.

children before entering high stimulation areas. Add material changes and buffer bins to provide sensory transitions for children.

The main sensory areas of the school are well organized and well defined.

These areas include: parking lot drop-off and pick-up (high stimulation); entrance hall/administration (low stimulation and transition); professional spaces (high stimulation); library/computers (low stimulation); classrooms (low stimulation); playground (high stimulation), and courtyard (possible future natural sensory transition space). There is little sensory ambiguity between these areas, although the transitions may be better managed, as noted above. There are no recommendations for the sensory zoning arrangement of the school other than in relation to other criteria such as transition spaces.

Specifying sturdy materials, protective measures, avoiding movable or hanging objects, and avoiding sharp edge are some examples of considerations that may reduce these risks.

The design of the building includes many positive spatial, material and operational features: adequate lighting, openness of spaces, avoidance of clutter, noise reduction, camera recording, neutral colors It is recommended that intercoms be installed on the exterior walls of the keycard entrances to the outdoor playground and courtyard spaces. If, for any reason, a teacher or staff member is locked out, they will have no way to re-enter the school. Also, if a child is injured, teachers may not be able to leave them to get help and need an immediate means to summon assistance.

Precedent Studies

Northern School for Autism-Reservoir Campus

Architects: Paul Hede - Director Hede Architects Pty Ltd

Year: 2019

Address: 8 Shapiro Court Reservoir, Victoria 3073 Australia

Area: 24000 sqm

The campus is a brand new purpose-built school in Australia, completed in 2013, offering a national facility designed as a professional school in line with international best practice in autism education. The campus accommodates 200 early and middle school students in 25 classrooms. The campus is designed to serve children with autism in the Early Years (5-8 years) and Middle Years (9-12 years). The goal is to enable students to develop their communication and interpersonal skills, as well as to help students learn to understand and self-regulate their emotions and behaviors.

The building supports the children in self-regulating and managing their behavior. Each classroom is complemented by a quiet workroom, a secluded outdoor courtyard, a kitchenette and spacious storage rooms. In keeping with the autistic children's preference for daylight, all classrooms are welllit and naturally bright, enabling minimal use of fluorescent lighting. In addition, the use of interior colors throughout the school is decorated in plain, natural tones to meet the needs of color-sensitive children.

Learn and Take:

Space arrangement: The space is divided into small areas with separate quiet spaces, exits and storage rooms for each space. It is also necessary to consider the visibility of the administrative space and the children's activity area, and to design the space in such a way that the teacher can always take care of the students. Finally, all the classrooms are arranged in the side with sufficient natural light and near the greenery as much as possible.

Interior elements: Use soft and organic furniture and interior decoration, avoiding any irritating and dangerous shapes such as sharp corners. And use warm and soft basic colors to help students ease the stress of their new environment. In addition, use more natural materials like wood and stone for furniture and flooring, etc.

Diagram of the Northern School for AutismSource: Hede Architects62

Mossbrook School

Architects: Sarah Wigglesworth Architects

Year: 2003

Location: Sheffield,UK

Area: 200 sqm

The classroom is situated on a green belt, making full use of its surroundings as an educational resource in a playful way. Visual panels on the walls and floor allow children to see the natural world up close and personal. The innovative use of technology brings aspects of nature and science from the outside into the classroom through digital and analog displays.

Environment as learning tool

The building forms a natural gateway to a nature conservation area. Indeed the building is intended to encourage wildlife to inhabit places within it. There is a window under the building and the hope is to encourage a badger sett to live there.

The teaching space has framed views of the meadow, picture windows and a balcony that addresses the pond. The clerestory lets in a different type of light from the north and gives a view of the sky.

Additionally there are plasma screens, which often show an enhanced view of things. Cameras are mounted on and around the building and the pond, bringing an enhanced view of the world into the classroom.

The Center of Autism

Architects: Sarah Wigglesworth Architects

Year: 2003

Location: Philadelphia,US

Area: 200 sqm

The classroom is situated on a green belt, making full use of its surroundings as an educational resource in a playful way. Visual panels on the walls and floor allow children to see the natural world up close and personal. The innovative use of technology brings aspects of nature and science from the outside into the classroom through digital and analog displays.

Environment as learning tool

The building forms a natural gateway to a nature conservation area. Indeed the building is intended to encourage wildlife to inhabit places within it. There is a window under the building and the hope is to encourage a badger sett to live there.

The teaching space has framed views of the meadow, picture windows and a balcony that addresses the pond. The clerestory lets in a different type of light from the north and gives a view of the sky.

Additionally there are plasma screens, which often show an enhanced view of things. Cameras are mounted on and around the building and the pond, bringing an enhanced view of the world into the classroom.

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Acknowledgement

I want to thank my instructor, Ms. Zimmer, and Ms. Hagenlocher. They guided and supported me during the development of my proposal and the design of my year-long project.

I want to thank Dr. Manlin Li for her guidance in design and research as my supervisor during the autism research phase. In addition, I would like to thank Prof. kyu-ho Ahn for guiding me during my independent study phase.

I would like to thank my interviewee Ms. Rodabaugh, Ms. Wu, Ms. Hata, and Ms. Biggerstaff. They provided me with first-hand information from parents and teachers about children with autism. All of my research and design are based on these conversations and interviews. In addition, their help has been instrumental in helping me make my designs more user-friendly.

In the guiding principle part, we are very grateful to all the educators who participated in this study, which was foundational for the success of the interview. We are especially thankful to Professor Sacha Hasan and Professor Ryan Woolrych for their encouragement and support in our research, and gave our research and poster repeated readings and constructive comments.

Finally, I would like to thank my parents for their unconditional support and encouragement throughout my studies. Also, thank you to Good Morning Kitten for his countless sleepless nights.