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.

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

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.