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.

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)