IVONNE A MOSQUERA RODRIGUEZ
Architecture for Autism Designing Educational Environments for Children on the Spectrum Thesis Advisor: Catherine Broh
Autism Facts & Figures
Autism Spectrum Disorder ASD
Autism Spectrum Disorder (ASD) is a complex disorder of brain development, causing difficulties in social interaction, verbal and nonverbal commuication and repetitive behaviors.
1 of 68
or 1.5% Children has been identified with ASD 1 of 88 in 2012 Increased 30% Data according to the Center for Disease Control and Prevention, 31 March 2016. http://ww w.cdc.gov/ncbddd/autism/data.html.
Other Facts: *1 in 42 boys *Prevalence figures are growing *One of the fastest-growing developmen tal disorders in the U.S. *Autism costs a family $60,000 a year on average *Boys are nearly five times more likely than girls to have autism *There is no medical detection or cure for autism, but its treatable.
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https://www.autismspeaks.org/what-autism/facts-about-autism
3,848
Keep all information ½” away from the sides and bottom edge, and ¾” away from the top. Number of Individuals with Autism Receiving Services by Age Group in 2005, 2011 and 2020 (projected)
In total, 55,830 individuals with autism receiving services were identified in Pennsylvania in 2011, which is almost triple the number of individuals with autism identified in 2005 (19,862).
Number of autistc children ages 3-5 served under IDEA, 2015
Thesis Statement
Sensory Issues
Autism & Environment Children on the autistic spectrum face problems processing and integrating sensory information. This condition causes difficulties with the understanding of the environment around them. Educational environments today lack accommodations for autistic children, affecting their learning experience and social interaction with peers. Autism, an Architecture Issue For the architecture profession, the major modifier of the environment, this issue becomes relevant. The aim of this thesis is to address this issue by answering the question: How educational environments can be designed to benefit the learning experience and facilitate social interactions of children on the spectrum?
The format for all images should be based on an 8 x 10 page. Case Studies & Theorists Design Conclusions
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Stimuli Level Organization
Transition Areas
Site Existing Conditions
Philadelphia
Cheltenham Township
Site Selection Criteria. The site is located in Gratz College at Mandell Campus, Elkins Park, PA, few blocks from Philadelphia border with Montgomery County. Children on the spectrum can be overwhelmed if a setting is too dense like the city but can benefit enormously from a setting like this one with strong connection to outdoors and nature. Setting the center on a college campus with multiple schools with diverse student populations and in a neighborhood, would allow the center to serve several needs, as also, use all resources available at the campus. The center can provide an opportunity for research and student practice for special education major program at Gratz College.
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The site is accessible from four points in each of the streets that surround it. The internal system of roads creates, together with a building at the center, conflicts in the vehicular traffic as well as the disorientation of pedestrians. The site offers multiple buildings with various educational programs, as well as recreational and cultural programs throughout the year. The site has great natural advantages such as abundant arborization, winds, and access to natural light.
Program, Zoning & Codes
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Case Studies
Hazelwood School Glasgow, UK, Alan Dunlop Architect, 2007
School designed for blind kids. The circulation and sensory wall as a tool for easy navigation and orientation thorough the building was the most influential element for my project. The wall has tactile qualities and provides signs to help the kids orientate within the school. The classrooms organization along the curved corridor and transition areas between corridor and classrooms were also very influential for my project.
The format for all images should be based on an 8 x 10 page. Stimulus Level Organization
Eden Institute, Princeton, NJ, KSS Architects, 2011
low
med
high
School for autistic students. The most influential elements were the organization of spaces by stimulus level and the location of therapy rooms between classrooms as complementary educational aid spaces.
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Northern School for Autism Australia, HEDE Architects
The most influential aspects were color-coding elements to help kids to orientate through the building, and the circulation overlooking interior playground while walking to the classrooms.
Process Drawings and Models
The site overlooking the sport fields to the north side, and the abundant line of trees along the lot line were influential to organize the program. The building initially intended to create a controlled interior playground space enclosed by the building and the trees, and to expose the classrooms spaces to the north side views and indirect natural light
The classrooms were proposed as a repetitive unit organized along the corridor. The classroom unit fan-shaped plan and volumetry was proposed to distribute better the sound while favoring the access of indirect lighting from the north side. The complementary spaces for therapy and instruction 1:1 were located between classrooms.
Posteriorly, the building position is moved and adjusted to create bigger interior playground and to incorporate one of the existing trees as a outdoor classroom space. The circulation overlooks the interior playground and at the same time will help orientate the kids by placing thick color-coded walls before entering the classrooms. The interior playground is intended to offer areas with different sensory experiences.
Fall Quarter Review
Issues in campus circulation and orientation are identified, specially for autistic users. So, a new central space to create order in campus is needed. The ideal site in campus for the center is justified.
The preliminary site and building diagrams propose pairing the different program needs to the site stimuli level areas.
A first building option is presented, with a circulation overlooking the interior playground.
The program is organized according site stimuli level
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Drawings from Fall Quarter Review
A second building option is presented with a circulation overlooking to the exterior north side, and the classrooms facing to the interior playground at the south.
The program is also organized according site stimuli level
The fan-shaped classroom unit is presented, and the possible roof variations to allow or restrict daylighting access.
Diagram showing how each unit will be articulated through therapy spaces. And section showing the circulation, transition space, classroom space, scape space and natural lighting access.
The format for all images should be based on an 8 x 10 page. Keep all information ½” away from the sides and bottom edge, and ¾” away from the top.
Drawings from Fall Quarter Review
Proposal for classroom unit with dimensions, showing spaces for 1:1 instruction and therapy, scape space, views, transition space and exterior circulation
Classroom unit abstract spaces organized by stimuli level.
Jury Feedback Notes
Next Steps:
Besides positive feedback for Autism research work, the following items are recommended for further development: **Develop diagram for why preschool - description is great as critical developmental level - need to show that somehow **Campus aerial - could show better how the site fits into the city **Could develop diagrams building up the site rather than as separate diagrams may make presentation easier Layout options: 1 - curved array ** need to develop site model of context and neighboring houses and buildings Hard to review options within context of the campus 2 - reversed curve ** need to show why this is different within the campus **schemes need to be reviewed in overall campus context and doesn't seem to be there yet - need a campus plan and an approach to the overall site **Decide if overall campus will be developed or concentrate on school building.
-Campus CAD plan -Campus model with topography and options 1 and 2 -Sketchup 3d model of Campus -Further Development of design options -Campus further design development if time allows it.
Systems:
Structure
Shear Wall @ Each Side
Shear Wall
The format for all images should be based on an 8 x 10 page. Proposed Structural System: Type IV-HT Heavy Timber Construction
Keep all information ½” away from the sides and bottom edge, and ¾” away from the top. Children on the spectrum can benefit enormously from natural materials like wood for the tactile sensations of its grain. Exposed wood enhances learning as it provides an inviting and enriched environment. It also offers visual interest and softens interior spaces making the environment warm and not so cold as concrete or steel. The warmth of wood provides serenity and calmness. Heavy Timber structure with sufficient thickness is slow catching fire and burning, allowing extra time for occupants to leave the building. Wood material is renewable and sustainable over the long term. Wood offers design flexibility and versatility with alterations. Wood surfaces provide good sound absorption. Wood construction is cost-effective if compared to steel frame. Construction is faster too.
Systems:
Photovoltaic Roofs
Radiant Floor and Geothermal Wells MANIFOLD S
MANIFOLD
The format for all images should be based on an 8 x 10 page. Keep all information ½” away from the sides and bottom edge, and ¾” away from the top. Thin-Film Flexible Photovoltaic Solar Cells
Radiant floor system in combination with geothermal wells to heat the classroom Office building and Gym heated by pumps powered by solar
Systems:
Water Management
Roof rain water and site run-off water are collected by different cistern tanks. Rainwater from roof can be used for bathrooms, while site run-off water can be used for irrigation.
Passive cooling strategies by convective air movement coupled with architectural features like low inlet windows and high ceiling and high outlet openings. Besides radiant floor, concrete slab in corridor is heated by winter sun.
Concrete Slab & Radiant Floor
Final Review
Conceptual Diagrams of Design Strategies
Site Plan
Floor Plan
Classroom Plan
Access to the Center This view shows how the children perceives the center from outside. Each classroom unit interior is visible from the outside, and the south playground as well, so the kids know what to expect before entering the building. This is very important because they need predictability in order to avoid anxiety and stress. The wood material is also perceived from outside and together with the roofs projecting out give a sense of warmth welcoming.
Waiting/Play Area Once the children are inside, they wait in this interior play area before conduced to the classroom. From here the kids have visual control of the surroundings, specially the south playground and the interactive color-code walls. Natural lighting is controlled and softened to avoid visual flashes. The skylight opening establishes a place at the entry and it also works as threshold or transition to the outside. The floor pattern from outside is introduced to this space, creating a connection or relationship with the outdoor playground.
Corridor to Classrooms The corridor is a inviting space to discover, where the warmth of the wood and the water offer a calming atmosphere for the kids. The color-coded interactive walls have the function to orientate these little children though the building, and helps them to identify their respective classroom. Another function of these walls is to offer a refuge for auto regulation. The space also offers opportunities for kids to interact while playing with the different shapes.
Classroom Once the kids enter the classroom, they are faced with a generous view of the landscape. The wood material in roof and shear walls, and carpet through the floor help distribute and absorb the sound. Natural indirect lighting from the north creates a well illuminated space. Textured and fritted glass in some areas of glazing will help to control the level of light intensity. At the end close to the glazing there is a space two feet below floor level, this area furnished with soft futons and pillows will help to regulate overstimulated kids without being isolated from the class.
Facades
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Section Perspective
Outdoor Classroom and Activities
The format for all images should be based on an 8 x 10 page. Aerial View Jury Feedback: Received very positive feedback for addressing autism sensory processing issues by applying design strategies like wayfinding, sequence, acoustics, lighting, transitions, scape spaces, materials and others. Using high quality renders to tell the story of how the autistic kid perceives, orients and move through the building (from the entrance to the classroom) was very important.
Keep all information ½” away from the sides and bottom edge, and ¾” away from the top. Besides the positive feedback the following items were recommended for further development: -Think if Gym building could be more related to the interior playground or not? -Corridor ending at art and music classroom need a better response. It is an opportunity to create a common area like the area proposed at the other ending (wait/play area). -Interior playground more controlled. -Design development of overall campus will be ideal, especially central social services building. -Use of simple diagrams to support oral presentation.
THANK YOU