Designing Learning Environments for Differently Abled Children A Master’s Thesis Reseach + Design Investigation of Interior Architecture Marielle Cassidy 2022 A S P E C T S D E V E L O P M E N T A L P R E S C H O O L
A Thesis presented by Marielle
FacultyStudent:AugustMassachusetts4,2022MarielleCassidyInstructor:MichaelFior of
Graduate Program: Myoung Joo Chun
Director
ProfessorMichaelToCassidyFiorandFacultyAdvisorAdvisoryMembers:LaurenBeshara(Design)ValerieFletcher(Topic)Dr.MegBlack(Theory)
Designing Learning Environments for Differently Abled Children
In partial fulfillment of the requirements for the degree of Master Interior Architecture Beverly,
Endicott College School of Visual & Performing Arts Department of Interior Architecture
By: Marielle Cassidy
Designing Learning Environments for Differently Abled Children
Creating an environment that will allow young children with Autism Spectrum Disorder (ASD) to have hands-on sensory experiences while learning to flourish within their own skin and within the learning environment as a whole
Table of Contents Chapter 1 : Research Outline…………………………………………………………………………………………………………..…...7 Proposal………………………………………………………………………………………………………………………………………………….....………13AimsBackground,Introduction…………………………………………………………………………………………………………………...........……….........................9ThesisAbstract………………………………………………………………………………………………………………………………….……..........……………..8Question+Statement………………………………………………………………………………………….………………………….........8History+Motivation……………….…………………………………………………………………………………………….....….11+Objectives………..…………...…………………………………………………………………….....…………………...………………………...13 Chapter 2 : Review of Literature…………………………………………………..............................................……………….17 What is BioclimaticDesignModernHistorySiteWhyPreschoolAutism?.……………………………………………………………………………………………………………………….........................….18Design……………………………………………………………………………………………………………………………...……………...24isSchoolDifficultforYoungChildrenwithAutism?………………………………………………………..…………………..…25-NewJersey………………………………………………………………………………………………………………………………………...……...32ofPublicSchools:SpecialEducation………………………………………………………………………….……………………..35EducationalDesign…………………………………………………………………………………………………………………………..38Integration…………………………………………………………………………………………………………………………………………..40Design,ConnectiontoNature+Sustainability…………………………………………………………………………..45 Chapter 3 : Design Findings…………………………………................................................…………………………………...51 Case Conclusion……………………………………………………………………………………………………………………………………………….....…….64PrecedentInterviews……………………………………………………………………………………………………......………………………………………………..57Studies…………………………………………………………………………………………......……………………………………………………...52Studies………………………………………………………………………………………………….....……………………………………...62 Appendix A : Visual Defense...............................................................................................................................67 Appendix B : Institutional Review Board Documents.....................................................................................107 Appendix C : Interview ImageBibliography.......................................................................................................................................................141Transcripts....................................................................................................................121Bibliography...........................................................................................................................................153
A S P E C T S D E V E L O P M E N T A L P R E S C H O O L Chapter 1 : Research Outline
Question: How can interior architecture enhance thelearning experience for children with Autism Spectrum Disorder (ASD) within the early childhood educational setting?
Thesis Question + Statement
Statement: Designing Learning Environments for Differently-AbledChildren
8 Cassidy4 Abstract After researching current Autism statistics and the recent growth in diagnoses, it has been clear to see that young children with sensory dysfunctions struggle greatly on a day-to-day basis, within a typical-developing school. Looking specifically at how interior architecture can enhance the learning experience for children with Autism Spectrum Disorder (ASD) within the early childhood educational setting, a blended mixture of Sensory Sensitive and Neuro-typically designed spaces will create a plethora of options and choices for students, which will create an ideal learning environment for preschoolers with Autism.
Introduction When looking at overall functioning of young children with Autism, it is important to note that everyday struggles are amplified within a typically-developing school. This is due to the extreme sensitivity that children with Autism face and the stimulation limitations that a “normal school” possesses. Schools that are designed for children with Autism offer a philosophical approach to mainstream special needs students into mainstream schools. This is a highly controversial topic, in debating whether or not schools should specifically be designed for children with Autism or if they should be present in a typically-developing school because it is more of a real-world environment, rather than whitewashing a building to the point where there is no stimulation or excess of sensory design elements. Where this would program a child to expect little to no stimulation, which is a harsh reality when they are present anywhere outside of this facility. An educational facility that offers variability within the spaces will help alleviate this struggle with sensory dysfunctions and overall performance within the built environment and outside of Withinit. Autism design, there are two current approaches to designing for such a wide range of challenged children: the Sensory Sensitive design approach and the Neuro-typical design approach. First, the Sensory Sensitive approach offers a very minimalistic design that eliminates any “extra” stimulation that would normally be present in a typical school, see Figure 1.1. Next, is the Neuro-typical approach which does the opposite, it is designed with the intent of maximizing stimulation, tactile simulations, social connection and by mimicking real-world scenarios, see Figure 1.2. By providing spaces designed with each approach, students will have the maximum amount of control and variability from space to space.
9 Cassidy5 Chapter 1: Research Outline
A consistent concern in this area of research has been proving how a space can be designed for such a broad range of children with such varying conditions, wants and needs. This includes hyper-sensitive children as well as hypo-sensitive children, essentially two opposite user groups. Hyper-sensitive children are often very triggered and disturbed by stimulation, while requiring calming, tranquil areas with little to no stimulation, see Figure 1.3. On the other hand, hypo-sensitive children require the opposite type of space. This would be the stimulation and sensory spaces that offer extra amounts of stimulation through lighting, materiality and acoustics. Having controllable spaces will aid both types of users to change the space to how they want and need at that current time.
10 Cassidy6 Figure 1.1 Figure 1.2
Background,1.3
1 “Data & Statistics on Autism Spectrum Disorder.”Centers for Disease Control and Prevention, December 2, 2021.
11 Cassidy7 Figure
History + Motivation
While looking at Autism rates within young children in the United States, it has been noted that diagnoses have exponentially increased within the past three decades. More specifically, in 2019, 1 in 36 children under the age of 4 were diagnosed with Autism in New Jersey. 1 The highest rates of Autism ever in theUnited States have been measured in New Jersey preschoolers, see Figure 1.4. This rate has “increased faster than in other states studied and the rate of Autism among children there has tripled in a generation.” 2 The most common age range for an official diagnosis is between the ages of two and three, which is the age where children are beginning to enter the world of education. A preschool facility is essentially the first important 2 Washburn, Lindy. “NJ Preschoolers Have Highest AutismRates Ever in US, but Garden State Also Best at Reporting.” North Jersey Media Group, April 12, 2019.
12 Cassidy8 educational environment that a child is to step foot in. Within typical-developing schools, children with Autism have great difficulty within the built environment. This is due to the everyday struggles with sensory dysfunctions, comprehension, and overall functioning. Research has shown that schools have been designed for children with Autism in two specific approaches in hopes to aid the environmental stimulation and allow students to thoroughly focus, control and appreciate the space in which they are present. While appeasing the variations of Autism, it will be important to incorporate both design approaches to create a space that will minimize stimulation in some areas, while maximizing stimulation in others. Figure 1.4 Aims + Objectives
After researching current Autism statistics and therecent growth in diagnoses, it has been clear to see that young children with sensory dysfunctions struggle greatly on a day-to-day basis, within a typical-developing school. An educational environment designed specifically for
The aim of this project seeks to design an inclusive, inviting and inspiring educational facility with a blended use of the Sensory Sensitive approach and the Neuro-typical approach; to create an environment that will break down the barriers within a typical school. Children with Autism will not only be able to properly begin the stages of their development in an ideal environment, but it too, will allow them to feel a connection to the entire concept of school while facilitating development skills, social skills and an overall yearn to learn.
Proposal
1.Design spaces of each approach (sensory sensitive and neuro-typical) to offer the greatest amount of spaces for children to occupy and feel the most safe within
4. Neuro-typical Approach: Public, open spaces offeringlots of tactile stimulation, social interaction opportunities, exterior views, and simulations that will help students with personal fine motor skills, but also with general skills regarding how to complete specific, real-world tasks
13 Cassidy9
3. Neuro-typical Approach: Breakout spaces that offermore stimulation: lower noise control, more natural lighting and various textures and materiality (opportunity to control private spaces)
5.Offering control, variability and flexibility: increase the attention rates as well as overall learning performance of young children with developmental delays
2. Sensory Sensitive Approach: Breakout spaces overallsubdued environment through materiality, color, acoustic considerations, and minimal natural lighting
14 Cassidy10 preschoolers with Autism will provide the nurturing and inspiring surroundings that will essentially encourage the children to understand their personal wants and needs within the built environment. By incorporating different spaces with opposite design approaches, as well as the option to control that space will encourage children to experiment, appreciate and endure stimulation in a manageable way. This design solution will lengthen the attention span of young children with Autism in schools, as well as allow them to transition from the school environment to the outside world in a more seamless manner.
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A S P E C T S D E V E L O P M E N T A L P R E S C H O O L Chapter 2 : Review of Literature
The signs that a child with Autism may show become more clear as they grow up, specifically around the age of two to three as this is “the most common age range for an official diagnosis.” 6 At this age, toddlers are developingfine motor skills within their hands and wrists and during this time it is more often than not, recognizable when a child is not properly developing these skills, see Figure 2.1. 7 Early Interventionhas proven to be critical in young children with Autism, and this is when “the condition is diagnosed and treated with behavioral therapy before age three.” 8 The importance of EarlyIntervention has shown tremendous developmental improvements within toddlers and it is vital that parents pay close attention to developmental patterns in hopes to identify key traits of Autism. 9
What is Autism? Statistics + Issues at Hand Autism Spectrum Disorder (ASD) is a neurological difference that comes with a limitless spectrum of portrayal within its population. 3 Autismmost commonly describes those who carry challenges in communication, speech, socialization and other behavioral issues. 4 Autism “is not a disease, physical disability or mood disorder, which means there is no traditional medical test or remedy. Autism is classified as a neurological and developmental disorder.” 5
9 “How to Recognize Early Signs of Autism.” ABA Centersof America, May 13, 2021.
18 Cassidy11 Chapter 2: Review of Literature
8 Ibid. 7 Ibid. 6 Ibid. 5 Ibid. 4 “How to Recognize Early Signs of Autism.” ABA Centersof America, May 13, 2021.
3 TEDxTalks. “Neurodiversity – the Key That Unlocked My World | Elisabeth Wiklander | TEDxGöteborg.” YouTube, February 9, 2017.
Many schools in the United States are not universally designed to be accessible for children with neurological differences. “More and more schools are making accommodations made for “special needs” children, many still do not. Even those that do rarely have the facilities to address the different challenges that different kids with Autism have.” 10 In a TedTalk, Elisabeth Wiklander explains that “we deservethesame access to education, with knowledge and flexibility regarding our unique information processing.” 11 Similarly, in a video from the Institute for Human Centered Design (IHCD), it is explained that “the changing reality of 11 TEDxTalks. “Neurodiversity – the Key That UnlockedMy World | Elisabeth Wiklander | TEDxGöteborg.” YouTube, February 9, 2017.
10 Rudy, Lisa Jo. “Good Reasons Why Your Autistic ChildHas a Tough Time with School.” Verywell Health, September 3, 2020.
19 Cassidy12 Figure 2.1
20 Cassidy13 disability is upon us and reflects a moment that must be addressed with a renewed sense of urgency to deliver inclusion and opportunity. The time has come to design a future that incorporates the critical voices of those most impacted by their environment, so that we may begin to balance the scales of equity in modern American life.” 12 Taking this into consideration, it has been stated that “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 mainstream in a school, so the stakes are high.” 13
Some types of Neurodevelopmental disorders can be settled if the appropriate steps are taken within intervention and seeking external help. However, some disorders are chronic but 16 Ibid. 15 Ibid. 14 Pérez, Lidia García. “Neurodevelopmental Disorders.”NeuronUP. NeuronUP, September 15, 2021.
Other Neurodevelopmental disorders include: Attention Deficit Hyperactivity Disorder (ADHD); Specific Learning Disorders, such as Reading Disorder (Dyslexia), Writing Disorder (Dysgraphia) and Calculation Disorder (Dyscalculia); Communication Disorders, such as Expression Disorder, Comprehension Disorder, Speech Disorder (Dislalia) as well as Stuttering; and of course Autism Spectrum Disorder (ASD). 16
Neurodevelopmental Disorders
13 Kumar, Sunil, and Shri L.K. Das. “Design for AllInstitute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015.
12 IHCD Design. “The Changing Reality of Disabilityin America: 2020 (Promo).” YouTube, July 29, 2020.
Autism is classified as a “Neurodevelopmental” disorder which is a disorder that stems from the development of the nervous system and any potential deficits “that can arise from abnormal brain development or be caused by damage at an early age.” 14 The severity of the disorder depends on the time when these differences or damage occurs. 15 Within the Neurodevelopmental disorders category, there are various types and levels of different disorders.
There are five main variations of Autism that include Asperger’s Syndrome, Rett Syndrome, Childhood Disintegrative Disorder (CDD), Pervasive Development Disorder-Not Otherwise Specified (PDD-NOS) and lastly Autistic Disorder which is sometimes referred to as Kanner’s Syndrome, see Figure 2.2. 19 Figure 2.2 19 “What Are the 5 Types of Autism?” Integrity Inc.Integrity, Inc, March 9, 2021. Ibid. Ibid.
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21 Cassidy14 still require a great amount of intervention in hopes to “alleviate to a greater or lesser extent, and insme cases possibly eliminate, the negative consequences or symptoms caused by the disorder in question.” 17 Types ofAutismAutismSpectrum Disorder (ASD) is “referred to as a spectrum because the impact of the condition has a broad range” 18 It is important tolook at and understand the different strengths and weaknesses of each type of Autism and how they vary extraordinarily from person to person.
Childhood Disintegrative Disorder (CDD) is also known as Heller’s Syndrome or Disintegrative Psychosis and is classified through “delayed developmental problems in language, motor skills, or social function.” 23 It is commonthat a child with CDD will hit a point in their development between the ages 3-10 that is extremely disheartening, as it is most commonly a later diagnosis. The cause of CDD is currently unknown, while “researchers have linked it to the neurobiology of the brain.”24 It is most common inboys, specifically nine out of 10 children with CDD would be boys and only one would be a girl. 25 Once the disorder is established within a child’s development, it is common they will lose skills and abilities that they had previously 25 Ibid. 24 Ibid. 23 Ibid. 22 Ibid. 21 Ibid. 20 “What Are the 5 Types of Autism?” Integrity Inc.Integrity, Inc, March 9, 2021.
22
Rett Syndrome is a very rare Neurodevelopmental disorder that is diagnosed during infancy. It is most commonly seen in girls while it is a debilitating disorder that “affects almost every aspect of a child’s life, loss of standard movement and coordination, challenges with communication and speech, as well as breathing difficulties in some cases.” 22
Cassidy15 Asperger’s Syndrome is classified as a Level 1 Autism Spectrum Disorder, in which the person has intelligence levels and verbal skills that are above average, however “experience challenges with social communication, inflexibility in thought and behavior.” 20 Children with Asperger’s Syndrome struggle with transition between activities, functioning problems, failure to express feelings in speech or have a consistently monotone pitch, and lastly they have difficulty interacting with peers. 21
Neurodiversity29Neurodiversity is a term that was created in hopes to expand the classifications within Neurodevelopmental disorders. It “refers to a larger category of people with varying neurological differences, as well as neurotypical people.” 30 Specificallythis can include people with ADHD, Tourette Syndrome, Depression, Dyslexia, Intellectual Disabilities, Schizophrenia, Autism or anyone with a neurological difference. 31 There aremany ways in which people with Autism differ from one another, as the clinical profile is neither uniform nor absolutely demarcated; it 31 Ibid. 30 Brusie, Chaunie. “Neurotypical: All You Need to Know and More.” Healthline Media, November 15, 2021. 29 Ibid. 28 Ibid. 27 Ibid. 26 “What Are the 5 Types of Autism?” Integrity Inc.Integrity, Inc, March 9, 2021.
23 Cassidy16 learned such as: language or vocabulary skills, social skills and adaptive behaviors and motor skills. 26Pervasive
Developmental Disorder - Not Otherwise Specified is sometimes referred to as “Subthreshold Autism” and is a mild type of Autism that can project a wide range of problems, most commonly in social and language development. 27 This type of Autism really classifies anyone who has a few, but not all challenges with Autism.
Autistic Disorder or Kanner’s Syndrome was originally developed as infantile Autism, while children will still “appear attractive, alert and intelligent with underlying characteristics of the disorder.” 28 Characteristics include little tono emotional attachment with others, challenges within communication and interaction, uncontrolled speech and an obsession with handling objects.
The neurodiversity movement promotes inclusion and equity of neurodiverse individuals as well as their particular rights to be accepted as they are. 36 It stems from the idea of helping people be seen as differently abled, rather than disabled.
32 Pérez, Lidia García. “Neurodevelopmental Disorders.”NeuronUP. NeuronUP, September 15, 2021.
36 Ibid. 35 Brusie, Chaunie. “Neurotypical: All You Need to Knowand More.” Healthline Media, November 15, 2021. 34 Ibid. 33 TEDxTalks. “Neurodiversity – the Key That UnlockedMy World | Elisabeth Wiklander | TEDxGöteborg.” YouTube, February 9, 2017.
The goal here is to alleviate the risks of bullying, discrimination, and the overal labeling as “impaired” which pushes people to the edge of society becoming spectators behind a glass wall” if they do not fit a ‘standard norm’. 33 This needs to be “taken into account or people will continue to fall through the net, and that is ultimately harmful to society.” 34 This allows people to “recognize the rich differences, abilities and strengths Autistic people and other neurodiverse people have.” 35
24 Cassidy17 oscillates ranging from high to low affect, varies with time, and is influenced by factors such as the degree of associated intellectual ability or access to specialized support.” 32
Author, Judy Marks from The National Institute of Building Sciences explains that “seven out of ten American children under the age of six participate in some form of care outside the home...the facility must be designed to provide safe, nurturing, and stimulating environments essential for the healthy development of our children.” 37 For some children this building will be a second home, a safe haven and a sanctuary where they feel safe, secure and comfortable.
Preschool Design Statistics: How Many Children Are in Preschool Facilities?
Implementing these proposed emotions will be crucial in design. Marks also points out that “all child development centers are encouraged to provide well-illuminated, active and passive 37 Judy Marks, “Child Development Centers.” (WBDG. National Institute of Building Sciences, 2017).
Why is School Difficult for Young Children with Autism?
43 Rudy, Lisa Jo. “Good Reasons Why Your Autistic Child Has a Tough Time with School.” Verywell Health, September 3, 2020. 42 “How to Recognize Early Signs of Autism.” ABA Centersof America, May 13, 2021.
41 “Technology and Young Children: Preschoolers andKindergartners.” National Association for the Education of Young Children. Accessed November 2, 2021.
25 Cassidy18 activity areas that accommodate a range of play and organized learning as well as serve the needs of adult staff and parents, and facilitate staff-child relationship building.” 38 The NAEYC has studied and proven that preschool-aged children are “exploring their ability to create and communicate using a variety of media. Digital technologies provide one more outlet for them to demonstrate their creativity and learning.” 39 Importance of Interaction + Exploration Preschool is essentially the first important educational environment that a child steps foot in. During this time, “children begin to interact and socialize, touch and perceive the world with their bodies at will.” 40 The interaction they experienceand the development of their thinking will affect their whole life. This space needs to be one that can foster this idea of exploration and curiosity and continue that idea of wonder as the brain and body continue to develop. The NAEYC has studied and proven that preschool-aged children are “exploring their ability to create and communicate using a variety of media. Digital technologies provide one more outlet for them to demonstrate their creativity and learning.” 41 This is especially important as children with Autism are most commonly officially diagnosed between the ages of two and three. 42
40 ArchiloversCom. “Ziling Changxing Kindergarten: Li Xiang.” Archilovers, August 23, 2021. 39 “Technology and Young Children: Preschoolers and Kindergartners.” (NAEYC. National Association for the Education of Young Children, 2021). 38 Ibid.
Children with Autism spend a great deal of time learning how to cope and exist within a specific environment that is more often than not, out of line with their abilities and challenges and therefore does not promote a successful learning environment. 43 After these skills have been
Children with Autism have specifically struggled within the learning environment due to an overwhelming amount of sensory dysfunctions, comprehension and overall functioning.
26 Cassidy19 acquired in the educational environment, these children go off onto further schooling and eventually the real world where they are abruptly faced with an entire new set of challenges. 44
Sensory Dysfunctions stem from sensory challenges that children with Autism struggle with everyday, see Figure 2.3. “Many facets of everyday school life- hall buzzers, fluorescent lights, yelling children, echoing gyms- are overwhelming enough for children without Autism.” 45 Reading and verbal comprehension is a major combat that children with Autism are faced with and this inevitably puts them at a disadvantage during any kind of test, as children are supposed to “comprehend and respond to written language at an expected speed and level.” 46 Figure 2.3 46 Ibid. 45 Rudy, Lisa Jo. “Good Reasons Why Your Autistic ChildHas a Tough Time with School.” Verywell Health, September 3, 2020. 44 Ibid.
Within the Neurodiversity movement, and the focus on inclusivity, there are “4 basic patterns of sensory processing each reflect the ways that our bodies and brains receive and make meaning out of the sensory input we experience throughout the day.” 51 First are the Seekers; 51 Kumar, Sunil, and Shri L.K. Das. “Design for AllInstitute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015. 50 Ibid. 49 Ibid. 48 Ibid. 47 Ibid.
Patterns of Sensory Processing
Social Communication is one of the largest struggles of children with Autism and is, too, a critical part of the education system. Social interactions happen everywhere within a school and can lead to ongoing anxiety within the built environment and the constant progression of social cues that tell children when and when to not change social behaviors which can be problematic in most cases. 49 This concept of transitioningand changing of routines is another factor within the educational environment that many Autistic children are challenged by. “School life is based on specific routines and goals, and is still prone to rapid change and adjustments” not only throughout the school year but even from day to day experiences. 50
27 Cassidy20 Executive Functioning skills include the “ability to plan and execute multi-step projects while taking into account project parameters, timelines and other factors.” 47 This can be carried out through homework assignments, projects and exam preparation while children with Autism have a very difficult time switching from one thing to another and totally shifting gears.
Fine and Gross Motor Skills are “critical for writing, drawing, cutting, pasting, and manipulating small objects such as microscope slides and tweezers.” 48 Children with Autism can range from a mild to moderate deterioration of these skills while they are key factors to reaching success within the scholastic demand.
28 Cassidy21 these are people who need a lot of sensory input. Seekers are commonly known to hum, tap,jiggle their legs, touch things, etc. as “the regular experience is not enough for them, so they find ways to make every experience more dense with sensory input.” 52 Next, are the Avoiders who are the exact opposite Seekers. Avoiders are very easily overwhelmed by sensory input, and try to steer clear of over stimulating sensory experiences. An example of sensory experiences that are overwhelming include large crowds, a visually messy space or even certain smells from perfume or soap. 53
Then, there are Sensors who are people that are very particular about sensory input including the attention to detail within every aspect of the sensual experience. This can include texture, spices or food temperature, as well as having only certain textures, smells or temperatures sufficient. 54 Large crowds and noisesare also very overstimulating for Sensors and a quieter, adjacent space is more of an ideal place of refuge. 55
Lastly, are the Bystanders who are the people who are not affected as severely by sensory input and have the adversity of being able to facilitate in multiple types of environments. Bystanders tend to miss things that are happening right beside them, such as their name being called and may seem oblivious to their surroundings. 56 A large crowd or event would be an environment that Bystanders can succeed in, while they just may miss certain things that happen nearby to them because they are focused on the bigger picture. 57
57 Ibid. 56Kumar, Sunil, and Shri L.K. Das. “Design for All Institute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015. 55 Ibid. 54 Ibid. 53 Ibid. 52 Ibid.
AutisticThePlayways in which children with Autism play varies from child to child, but also from other kids. Children with Autism are likely to play alone, line toys and objects up and repeat these actions several times. 59 They are also unlikelyto play in “make-believe” scenarios, collaboration or any type of interaction or socialization. 60 Children with Autism are somewhat unconcerned about what others are doing around them; while typically-developing children tend to imitate one another, ask questions and learn from each other. 61
Toddlers generally immerse themselves in solitary play and then progress onto “parallel play” and this occurs when “more than one child is engaged in the same activity at the same time. For example, two children could be coloring in the same coloring book.” 62 By the time children reach the age of two or three years old, they are developing relationships with those around them and are playing together, sharing or interacting in a collaborative way. 63 However, children with Autism usually do not quite reach this stage of interaction and oftentimes are held up in the solitary stage of play, where their actions have no supposed meaning. 64 64 Ibid. 63 Rudy, Lisa Jo. “Why Autistic Children Play Differently.” Verywell Health, December 15, 2021. 62 Rudy, Lisa Jo. “Why Autistic Children Play Differently.”Verywell Health, December 15, 2021. 61 Ibid. 60 Ibid. 59 Rudy, Lisa Jo. “Why Autistic Children Play Differently.”Verywell Health, December 15, 2021. 58 Ibid.
29 Cassidy22 As a general design technique, it is important to either reduce or enhance the sensory stimulation within that environment and provide different options for different types of children. It is also key to provide the children with “cognitive strategies to regulate their responses to the situation.” 58
There are also several communication-based educational and behavioral approaches that currently exist such as the Picture Exchange Communication System (PECS), Structure, Positive, Empathy, Low arousal, Links (SPELL), Treatment of Autistic and Communication Handicapped Children (TEACCH), Social Stories and of course Speech and language therapy. 70 These approaches are all beneficial in some way, but it will really depend on the type of Autism the child has and the level of it.
Sensory Sensitive vs. “Neuro-typical” Approach
70 Kumar, Sunil, and Shri L.K. Das. “Design for AllInstitute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015. 69 Ibid. 68 Ibid. 67 Ibid. 66 Ibid. 65 Ibid.
30 Cassidy23
Overall, children with Autism struggle with play because of their lack of imitation skills, lack of symbolic play skills, lack of social communication skills and lastly their lack of joint attention skills. 65 There are proven ways to teachthese play skills to children with Autism and they range in a wide variety of behavioral therapies. Some of the current methods include The Florentine Method which is a relationship-based therapy in which one-on-one sessions are conducted and the behavioral therapist, or parent plays with the child at their own age level. 66 Next, the Relationship Development Intervention (RDI) targets specific activities to encourage other social relationships. 67 The PLAY Project isan Early Intervention program that is geared towards parents and kids from ages 18 months to six years old. 68 Lastly, there is naturalistic applied behavioral therapy which is a type of therapy that aims to inspire positive behaviors and communication skills within the child’s natural environment. 69
Most Autism-designed schools have been designed with the sensory sensitive approach in which children are taught a generalized knowledge of skills with an overall subdued environment, see Figure 2.4. 71 The hope is that acalming space will lead to a successful outcome in the ways in which students use the space. However, in comparison to this methodology comes the neuro-typical approach which is more of a philosophical and practical approach that focuses mostly on real-world simulations that will allow the child to have an easy transition from what they are learning in school and the ways in which they can implement these skills into real life, see Figure 2.5. 72 2.4 2.5
31 Cassidy24
Figure
Of course, within these two different approaches comes disagreements and discrepancies, however no definitive studies have been conducted to compare the sensory sensitive and neuro-typical approaches. 73 Researchers believe thatsensory sensitive environments are overall more limiting to the development of children with Autism due to the generalization of skills that are taught within these environments. However, “proponents of neuro-typical simulated environments claim that sensory sensitive environments actually cause less, not more, universal 73 Henry, Christopher N. “Designing for Autism: The'Neuro-Typical' Approach.” ArchDaily, November 3, 2011.
72 Ibid. 71 Kumar, Sunil, and Shri L.K. Das. “Design for All Institute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015
Figure
Site - New Jersey StatisticsThe highest rates of Autism ever in the United States have been measured in New Jersey preschoolers. This rate has “increased faster than in other states studied and the rate of Autism among children there has tripled in a generation.” 78 One in 35 children under the age of four in New Jersey were diagnosed with Autism, according to a study published by the Centers for Disease Control (CDC) in 2019. There is a current, rigorous spike in diagnoses of Autism, and the CDC has a recent study showing “about 1 in 44 children have been identified with Autism
32 Cassidy25 access and integration into the larger population.” 74 Within sensory sensitive design, the controversy of large spatial volumes has been talked about and the ways that this can promote fear and anxiety within individuals with Autism, specifically with their understanding of the human body in space. 75 There have been sensory sensitiveadvocates who strive for a small spatial volume capacity as this space will help those with Autism feel secured and safe within their surroundings.
78 Washburn, Lindy. “NJ Preschoolers Have Highest AutismRates Ever in US, but Garden State Also Best at Reporting.” North Jersey Media Group, April 12, 2019.
77 Ibid. 76 Henry, Christopher N. “Designing for Autism: The 'Neuro-Typical' Approach.” ArchDaily, November 3, 2011.
Neuro-typical76 design approaches will sometimes mimic the design elements of a “mainstream school” like Celebrate the Children School in New Jersey. While other schools have tried to mimic a design that is more like the wider community at large. For example, the Developmental Learning Center in Warren, New Jersey was designed as a “replica of a typical American main street” that includes a bank, hardware store, barber shop, plant nursery, a diner, manufacturing lab, a grocery store and a mock apartment layout. 77
75 Ibid. 74 Ibid.
79 “Data & Statistics on Autism Spectrum Disorder.”Centers for Disease Control and Prevention, December 2, 2021.
33 Cassidy26 Spectrum Disorder (ASD) as opposed to 1 in 60 children, six years ago.” 79 Since 1992 to 2010, Autism rates rose from 1% of children born to 3%, and “Walter Zahorodony, an associate professor at Rutgers New Jersey Medical School who directed the New Jersey portion of the study” says this has no signs of showing a plateau, see Figure 2.6. 80
80 Washburn, Lindy. “NJ Preschoolers Have Highest AutismRates Ever in US, but Garden State Also Best at Reporting.” North Jersey Media Group, April 12, 2019.
Figure 2.6 The location of this project is very important, while looking at the statistics of Autism in New Jersey, Toms River has the highest percentage of children with Autism Spectrum Disorder in New Jersey (7.3 %) more than triple the national average. 81 It was found that 73 children per 1,000, (7.3 %) with 120 per thousand (12 %) prevalence among boys, were diagnosed with Autism in this township. Toms River is the largest suburban school district, including lots of residential areas and neighborhoods as well as existing schools. While the nearest Autism School
81 Wall, Karen. “Toms River's Autism Rate in Children Highest in NJ: Rutgers Study.” Toms River, NJ Patch. October 26, 2021.
34 Cassidy27 is in Lakewood,, NJ, about 15 miles and this school is for children ages 5-21; which would be the perfect “next-step” after a preschool environment. A Rutgers study stated that “we found that mid-socioeconomic status communities, like Toms River, had the highest ASD rates, which was contrary to expectation because in earlier U.S. studies ASD rates were highest in highsocioeconomic status communities.” 82 The Westminster Nursery School, located at 1070 Hooper Ave in Toms River, New Jersey is an existing preschool facility for children ages two through four. The building design is very intricate, 2 floors and lots of outdoor opportunities. The site is in close proximity to several neighborhoods and Locust St E with several restaurants, banks, cafes, stores, etc. The fact that it is an existing preschool says a lot about the location, but will allow the opportunity to make changes within the design to serve a wider range of children than the existing facility does, see Figure 2.7. Figure 2.7 82 Ibid.
History of Public Schools: Special Education What is Special Education
In the United States, “the governing federal law is the Individuals with Disabilities Education Act (IDEA). Under this act, special education is defined as “specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability” 83 Usually children that require special education services need support that extends beyond what is typically offered in the regular classroom or school setting. The goal of special education is to ensure that all children’s educational needs are met, no matter their state of disability. The IDEA defines those with special education needs as anyone who has one of the following disabilities: “Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, or a Visual Impairment.”Students84 without any of the listed disabilities may still qualify for special education services, specifically children with developmental delays, and “children at risk for disabilities in the eligible group for special education.” 85 generallythese are the children who are a little behind in development and are not achieving certain milestones within the educational Howenvironment.doStudents
Parents and teachers both can make referrals for the need of SPED support. Parents specifically, should have any required documentation or history on the child’s disability, if it is known before attending a school. If not, usually a teacher will begin to notice the special needs 85 Ibid. 84 Watson, Sue. “What Does 'Special Education' Actually Mean?” ThoughtCo, November 13, 2019. 83 Watson, Sue. “What Does 'Special Education' ActuallyMean?” ThoughtCo, November 13, 2019.
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Obtain Special Education Services
History of Special Education
Looking into a historical timeline of special education and how it has evolved will help to instill the pressing issues that continue over time and how they have been designed for. The Rehabilitation Act of 1973 was an act put in place in the United States that ensured civil rights were given to disabled individuals residing in federally funded institutions or participating in federally funded educational programs. 89 Next, in1975, the Education for All Handicapped Children Act (EHA) guaranteed that all children with disabilities could receive a free, appropriate public education, and provided funds to enable state and local education agencies to agree to the new standards. 90 Later, in 1990, theAmericans with Disabilities Act (ADA) “barred discrimination in employment (Title 1), public services and transportation (Title 2), public accommodations (Title 3), telecommunications (Title 4) and miscellaneous provisions (Title 5).”91 91 Ibid. 90 Ibid. 89 Glavin, Chris. “History of Special Education in the US.” History of Special Education in the US | K12 Academics, February 6, 2014. 88 Ibid. 87 Ibid. 86 Ibid.
36 Cassidy29 of a student and can speak to the parents and special needs committee of the school. 86 When a child is being considered for special education services, they will be assessed and evaluated to determine if they do or do not qualify for the services. If the child does qualify, an Individual Education Plan/Program (IEP) will be constructed and put into place for the student. 87 IEPs usually include educational and behavioral goals, objectives, activities and any other possible support methods the child may need to reach their full potential within the educational environment. 88 Over the course of the academic year,the IEP will be regularly reviewed and adjusted based on the outcomes of the child and any advice from those doing the assessments.
A few years later in 1997, the Individuals with Disabilities Education Act (IDEA) portrayed a large shift in the focus on the disability education system; in doing this they added individual transition plans (ITP) for students transitioning “from secondary school to adult life or post secondary education.” 92 More commonly known isthe No Child Left Behind Act that was established in 2001, also known as the Elementary and Secondary Education Act. This act started to look for accountability within academic performance of all students, and called for a complete proficiency in reading and math of all students by 2012. 93 CharterCharterSchoolsand magnet schools are a form of public education and are publicly funded and by law must work to serve children’s needs. Usually, the size of the facility is smaller than a regular school and can facilitate a teacher-student relationship by smaller class sizes. These schools tend to “offer a more hands-on, service-learning educational model which can be great for a child with hyperactivity or Autism.” 94 Someof the benefits of a charter-style school include the ability to cater to a specific child’s learning styles and strengths in a way that public schools cannot. 95 They are free and just as appropriateof an education as the local public school, while it is a much smaller scale which is often more beneficial to students with special needs. On the other hand, there are a few disadvantages to a charter school including the distance. Not every town has a charter school and may require you to travel some distance for attendance. 96 The facilities also have a less flexible program and much fewer resources than the local public 96 Ibid. 95 Ibid. 94 Rudy, Lisa Jo. “The Wide Range of School Options for Children with Special Needs.” Verywell Family, June 13, 2020. 93 Ibid. 92 Ibid.
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Modern Educational Design Potential of the Built Environment
“Albert Einstein - one of the leading intellectual luminaries of our time and an educatoronce declared that he did not teach his students. ‘I only attempt to provide the conditions in which they learn.’” 98 Over time, the classroom hasevolved and can differ based on the target age group that the space is intended for. Some important concepts regarding the learning environment as a whole have continued throughout the past few decades, but there are several advances within the success of an educational environment that has transformed the learning space as we know it. 99 The key is to design for themost effective and beneficial experience for the students while allowing them to feel curious, creative and empowered.
38 Cassidy31 school would, which can cause hardships in working with the school closely to make sure the child is getting the support they need. 97
Author Daniel L. Duke is a well-established writer who focuses most of his work on educational philosophies and how school systems work. He has extensive background within different school systems where he has been able to put his first-hand experiences to use within his writing. Duke explains how the “physical structure of a school has the potential to be a vehicle for change. In other words, the design of school facilities can inspire alterations in the nature, quality, and future direction of what goes on inside.” 100 Duke’s goal in this article is to explain how the architecture and design of an educational facility can truly promote a healthy, flourishing learning environment.
100 Daniel L. Duke, et. al. “Rethinking Educational Designin New School Construction.” (International Journalof Educational Reform 7, no. 2 (April 1, 1998): 158–67.
98 Ingrid. Woodley “The Psychology of Interior Designfor the Learning Space: Fohlio.” (Fohlio Blog, 2020). 97 Ibid.
99 Ingrid. Woodley “The Psychology of Interior Designfor the Learning Space: Fohlio.” (Fohlio Blog, 2020).
History of “Killing Creativity” in Students Ken Robinson, speaks in a TEDTalk about the overall design and pattern of education and questions if it kills children’s creativity. Children, especially preschool-aged children, have a creative mind that is infinite and has no boundaries. They take chances and “they are not frightened of being wrong…and by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong”. 103 Robinson also explains that “the whole system of public education around the world is a protracted process of university entrance; and the consequence is that many highly talented, brillant, creative people think they’re not, because the thing they were good at in school wasn’t valued, or was actually stigmatized” 104
Similarly, author Thomas J. Smith is a researcher and writer who currently works at the Human Factors Research Laboratory, within the Division of Kinesiology University of Minnesota. His thesis within this article states the effect of educational ergonomics on learning and teaching abilities can be heavily influenced by architecture and design. 101 Smith also explains the idea that human factors and ergonomics can deeply improve the design of educational environments to benefit the users specifically. 102
This is no way to teach the young children of the world, as they too will be leaders in no time. Creativity comes from the different ways that people see things and how they interpret it. 105
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Most importantly, Robinson talks about a young girl who was having issues with focusing at school, as she was diagnosed with ADHD, and her mom took her to a dance school where she finally felt free. She was able to move, and she said she “needed to move to think”. 106 This was a 106 Ibid. 105 Ibid. 104 Ibid. 103 Ken Robinson. “Do Schools Kill Creativity? | Sir Ken Robinson - YouTube.” YouTube. TED, January 7, 2007. 102 Ibid. 101 Thomas J. Smith “Educational Design and Learning - the next Frontier for Human Factors/Ergonomics - Panel Summary.” Proceedings of the Human Factors and ErgonomicsSociety Annual Meeting 45, no. 9 (2001): 753–57.
Lastly, Mary Wade is a teacher in Utah who is passionate about student voice, inquiry and innovative problem-solving. She has hands-on experience from teaching and understanding how students and teachers both learn and work. In this article, Wade describes five essential steps to designing a 21st-Century classroom and how these design strategies can impact student and teacher growth. These five steps include: establishing separate, yet flexible ‘zones’; ensuring resource accessibility; encouraging mobility and flexibility between structure and human; spark inspiration; and foster and develop respect between those within the space and their built environment. 108 These steps are crucial for mentalas well as physical needs of the users as well as the educational space itself. Incorporating a variety of spaces, resources and materials will help students feel empowered to learn in a space that has everything in order for them to do so. 109
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Design Integration Psychology of the Learning Environment
wonderful alternative to medication or being told to sit still or calm down. Robinson concludes by telling viewers that “our task is to educate their whole being, so they can face this future, we may not see this future, but they will. Our job is to help them make something of it”. 107
Ideal 21st-Century Classroom: Flexibility
Ideally through a psychological approach, the design of an educational facility has the possibility to not only facilitate the connection between teaching and learning, but foster individual growth and development of students in unique ways. Designing for a greater concept of community and collaboration to provide holistic healing to users and create a mental awareness that is lacking from educational facilities has been attempted, but seems to fail short in 109 Ibid. 108 Mary Wade “Visualizing 21st-Century Classroom Design.”Edutopia. George Lucas Educational Foundation, March 29, 2016. 107 Ibid.
Other design considerations to keep in mind include: supporting transitions from space to space, “limit stimulation and preventing distractions, use clear and graphic signage throughout the space for wayfinding and ease of accessibility, providing breakout spaces for one-on-one activities, minimizing the use of grids, busy patterns and bold colors in building materials, provide adequate built-in storage to limit exposure of educational materials not in use, designing air conditioning systems to minimize machine noise and air noise, provide proper indoor air quality control, prevent injury, eliminate sharp corners and projections from surfaces, minimize 112 Ibid. 111 Kumar, Sunil, and Shri L.K. Das. “Design for All Institute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015.
110 Kumar, Sunil, and Shri L.K. Das. “Design for AllInstitute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015.
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one aspect or another. A promoting learning environment that provokes a sense of emotion and feeling will not only spark attention and creativity but continue the curiosity throughout the child’s future development.
Specific Design Strategies to Help Children with Autism Focus in the Classroom
“Providing an appropriate learning environment can be as central to a student’s success as any teaching strategy or educational tool.” 110 Manystudents with Autism will have the most success within an educational environment where they can feel relaxed and secure. Design Strategies to implement to ensure this comfortability could be providing multiple seating options that are not only ergonomically comfortable but flexible and functional as well. The reduction of direct sunlight will be key as well and instead upward projection lights can be used or frosted glass on window panes. 111 Minimization of distractingnoises and acoustics will allow a great amount of focus to come from children with Autism; including acoustical considerations and sound barriers shall be a key part of the design process. 112
114 “Technology and Young Children: Preschoolers and Kindergartners.” (NAEYC. National Association for the Education of Young Children, 2021).
117 Ibid.
While young children have a rapidly developing brain, the health considerations regarding screen time and digital use are extremely important to research when designing a modern educational facility. The newest generation of children, Generation Alpha is composed of children born between 2011 and the present day. This age group is active in the digital world as they have been early engagers in technology, due to at-home learning and the rapid progress and importance of digital devices in general. 114 TheNAEYC, National Association for the Education of Young Children, explains that “both technology and media literacy will continue to shape the world in which young children are developing and learning” 115
113 Henry, Christopher N. “Designing for Autism: MoreAble Not Less Disabled.” ArchDaily, December 7, 2011.
There are several advantages with the use of digital technologies in educational design, such as the opportunity for remote learning, the increased collaboration and communication, personalized learning opportunities for students as well as improved teacher productivity and efficiency.There116 are quite a few disadvantages that come along with the use of technology and these include the screen time considerations and the effect on the developing brain, the potential loss of in-person, social, communication and interaction skills. 117
42 Cassidy35 flicker from lighting sources, provide window treatments, provide lighting sources that are not distracting, and use impact and stain resistant durable materials.” 113
115 “Technology and Young Children: Preschoolers andKindergartners.” (NAEYC. National Association for the Education of Young Children, 2021).
116 “How Much Remote Learning Do Our Kids Really Need?”(Ellaslist, 2021)
Sensory Design: Natural vs. Digital
While others point out that children with Autism struggle with generalizing skills, and that designing a sensory stimulation space can be unsuccessful in many ways. These people argue for 121 Henry, Christopher N. “Designing for Autism: Lighting.”ArchDaily, October 19, 2011.
120 Ruslan Slutsky, et. al. "A cross-cultural study ontechnology use in preschool classrooms: early childhood teacher’s preferences, time-use, impact and association with children’s play." (Early Child Development and Care, 2021), 191:5, 713-725. 119 Vorkapic, Sanja Tatalovic, and Sandra Milovanovic.“Computer Use in Pre-School Education: The Attitudes of the Future Pre-School Teachers in Croatia.” (Education 3-13. Informa UK Limited, 2012)
118 Ayperi Sigirtmaç, and Melek Merve Yilmaz. “A Material for Education Process and the Teacher: The Use of Digital Storytelling in Preschool Science Education.” (Taylor & Francis. Research in Science & Technological Education, 2020).
TheEffectsspecific lighting effects for a facility for children with Autism has been highly talked about, whether there should be a surplus amount of natural light be made available, or should a more subdued, neutral implementation of light be applied. Some say “we should limit daylight and exterior views, keep ceiling heights low and spatial volumes small, use restrained details, subdued colors and reduce acoustical levels, see Figure 2.8. Others advocate for high ceiling heights, large spatial volumes, and high levels of daylight with plenty of views to the outside.” 121
There have been a number of studies that have been conducted including observations and surveys of teachers and students within the modern educational system. One study explains that the “digital story” is a necessary material for education. 118 The second study found that pre-school teachers have shown neutral to more positive attitudes toward the use of computers among preschool-aged children. 119 The last study was conducted across 8 different countries, and developed similar results from each. Technology play was the least used type of play by teachers internationally, while non-technology and outdoor play was most frequently used. 120 It is important to note that the impact of technology will differ based on the different types of technology equipment and resources that are available to each child center in various parts of the Lightingworld.
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Many architects are debating this controversy in the ways that daylight has been proven to aid cognitive abilities and overall health; as most mainstream schools as we know them desire a plethora of natural daylight to enter the space. However, this is not always the most beneficial design for those with Autism. As special education programs specifically, are often ruined because of high attrition rates, however “nearly all the educational programs for individuals with Autism depend on consistency, repetition and structure.” 123 According to author Christopher Henry, “A daylighting design that makes even the smallest dent against attrition rates could make
44 Cassidy37 the space to mimic a neuro-typical approach within colors, sounds, lighting and spatial volumes, see Figure 2.9. 122 Figure 2.8 Figure 2.9
123 Ibid. 122 Ibid.
of using nature within design: sustainable materials, bioclimatic design and giving back to nature are more necessary in modern-day design than ever before. Arthur Gautam works at the University School of Architecture and Planning in Dwarka, Delhi, India. Ideally biophilia can be used in several design aspects to provide an enriching relationship between humans within the built world and the constant connection to the natural world around them. 125 Some important terms and concepts Gautam describesinclude prospect, dynamic and diffused light, visual and non-visual contact, exploration and discovery, security and protection, and lastly curiosity and excitement.126 These are allthings that can help liven a space to make the user feel a certain way, while almost combining psychological aspects of design to the natural world. Similarly, author, Brian Edwards explains that “there are two interconnected themes: first, that energy efficiency leads to quasi-natural environments in schools which are valued by teachers and pupils and, second, that sustainable architectural design can be an important aspect in raising educational standards or altering the perception of a school”. 127 These two approaches to incorporating sustainability into educational design have been explored since early construction of the school facilities. As many sustainable integrations have been used throughout 127 Brian W. Edwards, “Environmental Design and EducationalPerformance.” Research in Education 76, no. 1 (November 1, 2006). 126 Ibid. 125 Arthur Gautam. “Biophilic Design in Architecture - IJERT.” (IJERT, 2017). 124 Ibid.
OverallThebenefitsimportance
Bioclimatic Design, Connection to Nature + Sustainability
45 Cassidy38 a noticeable difference, and be far more beneficial than a subdued environment that causes more staff sick days and higher attrition rates.” 124
131 Kumar, Sunil, and Shri L.K. Das. “Design for AllInstitute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015.
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130 Alexandria Bramley. “The Story of Gardening / StonewoodDesign.” (ArchDaily, 2021).
129 Sumit Singhal, “Gentofte School Extension in Denmark by Arkitema Architects.” (ArchShowcase. Internet Business Systems, Inc., 2015). 128 Ibid.
the years, the methods of approach have evolved over time through ventilation, connection and the human-nature relationship. 128
Many specific design considerations have been made in hopes to improve the outdoor learning environment for children with special needs. Some of these solutions include having a quiet and tranquil space with little to no distraction, prioritizing safety and security by instilling a fence boundary at least 6’-0” in height so that children cannot climb or hop over it. 131 Also having smooth, wide pathways that have distinct edges can diminish any feeling of crowing of claustrophobia, while non-glare pavers can act as a soothing eye point for children that may be sensitive to light and textures. Providing an orientation map to show the setup of the outdoor space can help children understand how to navigate the space while instilling the idea of prospect and refuge for security. Having different opportunities to overcome sensory issues, thinking beyond the five senses can be greatly beneficial for children with Autism to interact with nature
Technology can even be implemented into sustainable elements and the integration of biophilia through the building technology’s success. This can be done through vertical forests, roof terraces and the use of local, or recycled materials that will serve structural purposes as well as benefiting the environment.129 Exterior walls canbe designed in a way to work harmoniously with nature, such as a source of vegetation growth which can increase oxygen circulation and give back to the surrounding environment. Incorporating aesthetic, visual and physical connections to nature, such as the roof or natural partitions between interior spaces will have the potential to ease the eye to see architecture and nature as one.130
All-Inclusive Outdoor Environments for Children with Special Needs
Environmental Factors Henry also explains that “in the end, the impact of the architectural environment on individuals with Autism might be nominal for many or most and substantial for only a few or none” 134 However, there is not enough evidence to makea certain argument. Other environmental factors “such as cultural acceptance, early intervention and educational programs have already been shown to substantially improve the quality of life for those on the Autism Spectrum.” 135
Natural Play vs. Playgrounds Sean Alquist has led an ongoing research project called Social Sensory Architectures where he has designed a prototype of “a tactile architecture-for-Autism environment that does much more than offer visitors a pleasing and diverse haptic experience. It’s a form of therapy for kids.” 136 The prototype is called the sensoryPLAYSCAPE,see Figure 2.11, in which it is a “tent-like pavilion made of tensile fabric stretched over rods to create an immersive environment.” 137 The idea that a child can simply touchthis structure and be able to visually connect their motor skills and auditory and visual feedback has been successful in helping children with Autism understand amounts of force and pressure to apply to something, which is a 137 Ibid. 136 Mortice, Zach. “These Architectural Playscapes Provide Therapy for Children with Autism.” ArchDaily, December 17, 2016. 135
Henry, Christopher N. “Designing for Autism: SpatialConsiderations.” ArchDaily, October 26, 2011. 133 Ibid. 132 Ibid.
47 Cassidy40 through tonal and vibrational elements. 132 “Elements of consistency, fixed and non-fixed elements, observation points, soothing areas to re-center, plenty of shade and ‘tight fit’ hammock swings” can be implemented into the outdoor environment to provide children with an overall sense of security and ease while promoting ideas of exploration and creativity 133
Henry, Christopher N. “Designing for Autism: Spatial Considerations.” ArchDaily, October 26, 2011. 134
48 Cassidy41 common issue within children on the Spectrum. 138 Alquist states that “in terms of architecture, the second you build it into a quote-unquote ‘architectural system,’ the materiality quickly becomes a passive backdrop, it becomes a thing that goes around you, as opposed to the thing that you actually engage.” 139 Figure 2.11
The hypothesis or concept here has been the idea that if motor skills can be improved, there is a direct correlation to creating potential chances for social interaction, which is solving the Autistic community a great deal of service. The general idea is to break down the hypothetical barrier between task-like therapeutic activities and fun sensory room play and seeing the two as one.Specifically “creating responsive, sensory environments like these-physical 139 Ibid. 138 Ibid.
In an alternative approach, Spencer Luckey, who designs vertical climbing structures that expand past the current design of playgrounds, see Figure 2.12. “Luckey Climbers are part jungle gym, park work of art that rise up off the ground with undulating platforms sprouting out, creating an abstract space to inspire creativity and intellectual development.” 141 In his research, Luckey had found a predominantly male bias towards current playground equipment, and used this as an antithesis to his design. By using white platforms, the structure is seen as a gender neutral space while creating a blank canvas in which the children can establish their own use, play and narrative. The abstract shapes are seen as mysterious and varying from one another which only makes children want to explore them more, while fusing architecture and design with a passion for children. 142 Figure 2.12 142 Ibid. 141 Thorns, Ella. “Gender Neutral Playground InspiresCreativity and Intellectual Development by Combining Art and Architecture.” ArchDaily, January 20, 2018. 140 Ibid.
49 Cassidy42 spaces that support increased mind-body connection, help develop skills, and expand social interaction- which could be a powerful tool in the treatment of Autism.” 140
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A S P E C T S D E V E L O P M E N T A L P R E S C H O O L Chapter 3 : Design Findings
Specific conclusions include the positives and negatives of the main multi-use learning corridor as a public space that weaves through the school, outside classroom doors. The classrooms have a window looking out onto the learning corridor, where teachers can easily supervise and observe student groups in the classroom and in the open project/team areas, see Figures 3.1. The project was “designed for flexibility, integrating project-based learning into the daily curriculum, with discrete spaces for media presentation, performance, quiet individual learning, and small group projects, as well as Wi-Fi access throughout.”
145 Ibid. 144 Ibid. 143 “Concord Schools: Abbot-Downing, Christa McAuliffe,Mill Brook.” Architect, October 30, 2012.
The Millbrook Early Childhood Education Facility is a preschool through second grade school located in Concord, NH. It was designed and built by HMFH as an addition to an existing grade 3-5 school. The school was created with three central ideas that “spaces should support collaborative learning; these spaces should be easily accessible by faculty and students to fully integrate them into the day-to-day learning experience; and spaces should house a range of flexible environments to support a range of learning activities.” 143 The design uses recycled and locally produced materials which certifies the building as a green school building that meets strict sustainability standards. 144
52 Cassidy43 Chapter 3: Design Findings Case Studies
Case Study # 1: Millbrook Early Childhood Education
145 The heart center promotes collaboration between students and educators; maximizes technologies; and creates opportunities for interdisciplinary and inter-grade learning.
53 Cassidy44 Figures 3.1
Design advantages include: separate group breakout rooms throughout, designated public project areas, an overall repetition throughout the plan which is easy to follow and predict for students to guide them through transitions. The large multi-purpose room and learning corridor offers flexibility in use while promoting collaboration in the public spaces. While some of the disadvantages include the communal bathrooms and lack of accessible bathrooms. The large windows throughout the building can be quite overstimulating and create harsh lighting and glares for the students. The long learning corridor can also be seen as a disadvantage through the length and invariability of the transition. Views from classrooms to hallways can also be overstimulating and create that feeling of competitiveness between students.
Case Study # 2: Alma del Mar Charter School
The Alma del Mar Charter School was also built by HMFH in 2021 and is located in New Bedford, MA. It is an existing K-8 school with about a 43,000 square foot area. The founder, Will Gardner stated that “we were making a real impact, but I kept wondering what our students could do if they were provided with more challenge and more support beginning at an
54 Cassidy45 earlier age” 146 The school provides a modern learning environment for typically-developing students with shared multi-use spaces and brightly colored and light-filled classrooms, see Figures 3.2. 147 The design includes several multi-usespaces that serve great benefits to the small building footprint, as well as a gym and cafeteria that are adjacent. Therefore this large space can be opened up to create a large gathering space for the students and the greater community.
Figures 3.2
Case Study # 3: Arlington High School Pre-K 147 “Alma Del Mar Charter School.” HMFH, January 24, 2020.
146 “History and Mission.” Alma del Mar Charter Schools,September 1, 2019.
The advantages within the Alma del Mar Charter School include the outdoor playfields, severa shared space opportunities and the flexibility within the gym and cafeteria. There are breakout spaces throughout each floor and the overall design has a very repetitive pattern of classroom layout and size. The second floor includes a lookout as a point of prospect and refuge for students to see spaces before they choose to enter them. The school has a smaller size scale because it is a Charter school. On the other hand, the disadvantages include excessive amounts of glass and windows with views to the exterior, severa dead-end corridors, communal bathrooms that are only in one location, and lastly the gymnasium design is very lively and bright with natural and artificial lighting.
The Rebecca School in New York, NYwas built in 2006 as a private school for children with Autism ages 3-21. The school serves 154 students, with an average class size of eight 148 “Arlington High School.” HMFH, March 21, 2022.
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148 Ithouses four separate wings: STEAM, Humanities, Performing Arts and Athletics. Flexible classrooms, science labs, teacher planning areas, independent and project-based learning nooks as well as maker and art spaces are some of the programming design elements, see Figures 3.3.
Advantages within the Arlington High School Pre-K design include private, individual toilets for each classroom, flexible classrooms with different work “zones”, observation rooms, repetitive classroom layout and size as well as geometric circulation that is easy to follow. The programming also includes Specialist, Psychologist, Occupation Therapist, Speech, Social Worker, Nurse, Lead Teacher, Coordinator, Daycare, and Sleeping Rooms. Disadvantages include the large, open spaces that are overwhelming in volume and natural light, the auditorium, lack of gymnasium and play structures.
Cassidy46 The Arlington High School Pre-K was designed by HMFH and has yet to be constructed in Arlington, MA. It is a two-story preschool facility that has a “long, central spine connecting the upper Massachusetts Avenue entrance and tree-lined green to the athletic fields, parking, and bikeway at the lower Lowell Street entrance.”
Figures 3.3
Case Study # 4: Rebecca School
The DIR® model allows us to integrate emotional, social, intellectual, and educational goals for each child.”
150 “The DIR® model has helped many children with developmental delays such as autism spectrum disorders learn to relate to adults and peers with warmth and intimacy, communicate meaningfully with emotional gestures and words, and think with a high level of abstract reasoning and empathy.
56 Cassidy47 students, in a 45,000 square foot facility. The Rebecca School uses the DIR model which is a Developmental, Individual-Difference, Relationship-based approach to learning.
There are also spaces for Occupational Therapy, Physical Therapy, Speech Therapy, Music Therapy, Art, Psychology, and the Cafeteria.
includes 6 floors and 18 classrooms surrounded by large sensory gyms with a rock climbing wall, multiple art and music rooms, a library, large sunny classrooms with smart boards and amplification systems, and a rooftop playground. Classrooms situated around the perimeter of the building with therapist’s offices and Quiet Rooms in the center of the floor.
149 “Our Program.” Rebecca School, March 30, 2020.
150 “Best Schools for Children with Autism.” TheBestSchools.org, January 6, 2022.
149 The DIR model is “based on meaningful and respectful relationships. The school uses the DIR model, which is based on the belief that relationships are the foundation of learning.”
Programming151
The Celebrate the Children School in Denville, NJ was renovated in 2014 as a publicly funded school to serve children ages 3-21 with Autism. The school aids 163 students with a maximum class size of 12 students including peer/model students. CTC School also uses the DIR model within the curriculum as well as peer and model students. The school has new construction plans for an environmental center and an immersive environment center full of 151 “Our Program.” Rebecca School, March 30, 2020.
Case Study # 5: Celebrate the Children School
Valerie Fletcher is the Executive Director at IHCD, the Institute for Human Centered Design in Boston, Massachusetts. Our interview was conducted via Zoom on December 20, 2021. Valerie had a lot of great insight regarding language, overall understanding of the history of special education and current design standards and integrations that I should keep in mind throughout my research. Some of the key findings I drew from the interview include looking at the CDC website for current statistics, as well as suggesting research behind the language of the term “brain-based” when referring to children with developmental delays. Valerie also suggested looking into specific projects that have been designed for students with anxiety and mental health
TopicTopic Advisor: Valerie Fletcher
Interviews
Cassidy48 simulations and 360 degree spaces for students to fully immerse themselves in a specific climate, time period, environment or situation.
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Programming includes large sensory gyms with a rock climbing wall, multiple art and music rooms, a library, an outdoor area with climbing structures, splash pads, bikes, scooters, play roads and parking spots. The classrooms are designed with specialized areas: art, sensory, gross motor play, workstations, cozy corner, private area for individual students. Classroom design also includes flexible shelving that can be turned when too overwhelming to look at, multiple seating options: hard seating for hyposensitive and soft seating for hypersensitive, personal white board desks for non-verbal students. Each wing of the school includes three specialized rooms: Floortime™: rooms, sensory rooms and quiet rooms; the design intent is to design for extreme sensitivity within the users.
Weiss is the Associate Dean of Applied Behavior Analysis at Endicott College and our interview was conducted on March 30, 2022 via Zoom. She has had lots of experience while working with children with Autism and had great insight as to what works best in an educational environment. We came up with this overall idea of control and variability within each space; offering the children to alter the space in which they are present depending on their current state and how much stimulation they need. A common question and comment throughout my research is how I will design for such a broad range of children with such varying conditions, wants and needs. This includes hyper-sensitive children as well as hypo-sensitive children, essentially two opposite user groups. Hyper-sensitive children are often very triggered and disturbed by stimulation, while requiring calming, tranquil areas with little to no stimulation. On the other hand, hypo-sensitive children require the opposite type of space. This will be the stimulation and sensory spaces that offer extra amounts of stimulation through lighting, materiality and acoustics. Having controllable spaces will aid both types of users to change the space to how they want and need at that current time. Mary Jane suggested the idea of an iPad that could easily alter a room in these specific areas; changing the lighting, adjusting the blinds, making the windows frosted, creating more or less amplification, etc. However, in terms of
MaryWeissJane
58 Cassidy49 issues, such as the MIT Library in Cambridge, Massachusetts. SMMA and HMFH are two firms that she recommended reaching out to, and I was able to get in contact with two people at HMFH who I later interviewed. The United States has shifted to using the term “inclusive design” rather than universal design and this is something I have incorporated into my research and design findings. Her core idea and belief is to minimize the functional limitations through the power of Marydesign.Jane
59 Cassidy50 preschoolers, an iPad will not be as beneficial as it can be hard to navigate for such a young age and can be distracting in other ways. The compromise here will be some sort of wall panel with simple, straightforward signage and graphic options to display the options of variability within each space. Mary Jane had a lot of information about the potential user group, as well as design techniques that I am looking forward to implementing.
TheoryTheory Advisor: Dr. Margaret Black, PhD
Dr. Margaret Black is a previous professor of mine and she is a professor of Art and Architecture History at Endicott College. We have interviewed twice, first on December 13, 2021 and next on April 6, 2022 both times via Zoom. Initially in our first meeting, she suggested clarifying my research question as well as looking at prisons and outdoor time and why it is crucial for mental and physical health. She also recommended looking at the ZiLing Kindergarten in China as a precedent study. In our most recent interview, we talked about the
Randy Rossilli is the principal of the Celebrate the Children School in Denville, New Jersey. Randy has developed elite magnet school programsfor Medical Science and Research, Engineering, Fine and Performing Arts, International Studies, and Communication Technology. He has also applied his knowledge of content and technology to the development of educational media, where he is a four-time Emmy Nominee and Emmy Award Winner. Michelle Rhese is a Kindergarten teacher at the school in which she works directly with young children with Autism on a daily basis.Our interview was conducted on April6, 2022 via Zoom. All information from the interview can be found in the case Study section earlier in this chapter.
Randy Rossilli + Michelle Rhese
Lauren Besharais an Endicott College alumni who is currently an Interior Designer at Dimella Shaffer in Boston, Massachusetts and our interview was conducted on February 15, 2022 via Zoom. Lauren had a very similar Master’s thesis investigation, looking at how design can impact ADHD functioning in Kindergarteners. She reminded me that it is very difficult to blend educational styles, such as Waldorf, Charter, Public, etc. and they are separate for a reason.
DesignDesign Advisor: Lauren Beshara
60 Cassidy51 idea of the controlled space and how this will be beneficial in design. Specifically she asked about textures, patterns and matching and where this will come into play, and he answer is in the design process. Finding the balance of texture, materials and colors will be a crucial part of the design and reasoning behind design solutions. Dr. Black also brought up the history of light and space, and what light trespass means as a whole to a building. Asymmetry within the space, hallways curving to the left vs. right are things she noted as important. Lastly, Dr. Black had some personal experience with a graduate student she taught, who had Autism. The age here is very different from the targeted user group, but her insight and personal findings were very informative and interesting.
Lauren recommended looking into educational philosophies and common traits of children with Autism and which type of curriculum would benefit them best. We also talked about the human-nature relationship and how important this is on the development of young children. She mentioned a book: Technology and Nature for Development which includes several ways and techniques to implement technology within nature and what potential outcomes could be. Lauren also suggested reaching out to Thomas Zane, a professor of applied behavioral analysis at the
61 Cassidy52 Van Loan School at Endicott College; as well as Dr. Dac Kopack, a doctor of environmental psychology that came into her class to speak about the importance of the human surroundings.
Laura asked how you can have an environment designed to promote variety by potentially setting up different types of experiential environment within the same physical space with light and visual connections. Having multiple options in one building and the ability to control the space or room, is an idea they really liked and agreed with. Laura also suggested limiting the design to specific areas of the school, rather than an entire building. There will need to be specific spaces for different needs and having the control that is necessary will be very important to learning outcomes. HMFH designs a lot of public schools, which includes a very basic understanding of designing for special needs as a whole, rather than specifically children with Autism. We agreed that a charter school would be the most beneficial type of school, as it will allow for more freedom to customize for such a specific user group. An overall design approach of creating enclosure without creating isolation will be a key concept within the design.
Laura Wernick is a Senior Principal at HMFH in Cambridge, Massachusetts and Madaline Hale is an Interior Design Manager here. Our interview was conducted on March 14, 2022 via Zoom. We talked quite a bit about the history of Autism, statistics and things I have found in my research and how this parallels projects they have completed or experience they had.
Laura and Madaline were able to send me quite a few different floor plans of educational facilities they have worked on. I was able to use one of these plans as my site selection. They suggested looking into the Arlington High School Early Childhood Center, Westborough School: K-3, Consortions, Lighthouse School in north Chelmsford, Landmark School in Beverly, as well as the Middlebrook Elementary School in Concord.
Laura Wernick, FAIA, REFP, LEED AP + Madaline Hale, IIDA, LEED AP ID+C
Precedent Studies
62 Cassidy53 Kate
WilliamsKateWilliams is a Junior Designer at Cummings Architecture and Interiors in Ipswich, Massachusetts. Our interview was held on March 16, 2022 via Zoom. This was a crucial interview within my research as Kate has seven years of experience working one on one with children with Autism, as well as the background of being an interior designer and going through the Master’s program at Endicott. She agreed that the environment can and should reduce challenging behavior and had a similar thesis investigation, looking at Autism in 18-25 year-olds and how to design a residential facility for them. The idea of assigning children their own breakout rooms (1-4 kids per room) was something she found to be extremely helpful when she worked in an Autism school for children ages 3-21. Children can go in here, control the environment, close the door or even have the door open and still participate, just from a distance which can help them cope (5 rooms per “cluster”, about 100 students). Design implements to help children stay on task and understand direction with as little to no verbal prompts as possible is an overall concept that will be used. Visual cues will be crucial in transition spaces, especially in hallways and with wayfinding. Kate suggested using the Sensory Sensitive design approach in private areas with a more minimal and subdued aesthetic; light walls, minimal natural lighting, low texture and patterns and lots of acoustic consideration. On the other hand, she recommended integrating the Neuro-typical approach in the public areas: with patterns, textures, windows, lighting and less amplification considerations, to offer a more real-world experience.
After researching and interviewing, it has been important to create a precedent or metaphor for the design and project intention. The first precedent being, The Autism ASPECTSS™ Design Index which is the “first set of evidence based design guidelines
63 Cassidy54 worldwide to address built environments for individuals with Autism Spectrum Disorder”. 152
The next precedent, or metaphor is the idea of a fingerprint. It is an individual characteristic meaning no two fingers have the same characteristics, such as no two children with Autism have the same characteristics. Each print has its own unique patterns. Although there are classification categories of general ridge patterns, each one will still vary from one to another.
Children with Autism can, too, be classified under a specific type or level of Autism, but will still suffer very different challenges than another child with the same type of Autism or level of Autism. Lastly, fingerprints remain unchanged for the duration of one’s life. Similar to an Autism diagnosis, it is something that sticks for life and is a part of who you are.
Acoustics, Spatial Sequencing, Escape Space, Compartmentalization, Transitions, Sensory Zoning, and Safety, see Figure 3.4. These are specific design strategies to aid children with Autism in overall stimulation and sensory input from the built environment. The connection here is to design for extreme sensitivity; yet have the space be controllable in the way that it will have the ability to be this calming, “whiteout” space, with the choice of alteration at any given time.
Figure 3.4
The main idea here is to free the child’s sensory network of unnecessary traffic and sensory noise from the surrounding environment, which is exactly what the design intent of the project is.
There are seven criteria used as an assessment and design development tool and these include:
152 “Autism.archi.” Autism. Accessed May 8, 2022.
Conclusion
64 Cassidy55
Having completed research on current Autism statisticsand the recent growth in diagnoses in New Jersey specifically, it has been clear to see that young children with sensory dysfunctions struggle greatly on a day-to-day basis, within a typical-developing school. An educational environment designed specifically for preschoolers with Autism will provide the nurturing and inspiring surroundings that will essentially encourage the children to understand their personal wants and needs within the built environment. This project seeks to design an inclusive, inviting and inspiring educational facility with a blended use of the Sensory Sensitive approach and the Neuro-typical approach; to create an environment that will break down the barriers within a typical school. Children with Autism will not only be able to properly begin the stages of their development in an ideal environment, but it too, will promote self-awareness, self-empowerment and accommodations to ensure ongoing school and life success.
There are three “types” of fingerprints: the whirl, the loop, and the arch. There are also three types of spaces that will be designed in the school: Sensory Sensitive, Neuro-typical, and then the blended spaces. The fingerprint categories can distinguish what that space will be designed for through color, materiality, pattern and texture. There are also three main types of challenges within the five types of Autism and these include: social, behavior and communication challenges. These could also be distinguished by space: which spaces are designed for which type of play or interaction to help appease those challenges.
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A S P E C T S D E V E L O P M E N T A L P R E S C H O O L Appendix A : Visual Defense
Designing Learning Environments for Differently Abled Children
Thesis Statement
Young children with sensory dysfunctions struggle greatly on a day-to-day basis, within a typically-designed school. While interior architecture can enhance the learning experience for children with Autism Spectrum Disorder (ASD) through a design solution that will include a blended mixture of designed spaces to ensure a plethora of options and choices for students. This will allow young students with Autism to have hands-on sensory experiences while learning to flourish within their own body and within the learning environment as a whole.
68 A S P E C T S D E V E L O P M E N T A L P R E S C H O O L
In between spaces are clearly marked and have a plethora of seating, light and safety features Sensory Zoning
This explains the elements of research that were heavily influenced into the design and throughout the entire project. I was greatly inspired by the Aspects Design Index, which is a set of evidence based guidelines in hopes of designing ideal environments for people with Autism.
69 Acoustics Materials + design decisions will allow for an overall quieter atmosphere Spatial Sequencing Wayfinding and paths of travel are straightforward + clear Escape Space Sensory Sensitive spaces : retreat space, subdued aesthetic, hypersensitive children requiring minimal stimulation Compartmentalization
Repetition within materiality + layout : offers a sense of expectation, pattern + spatial awareness Transitions
Design Icons
Neuro-typical spaces : stimulation space, a realistic design, hyposensitive children requiring extra stimulation Safety Materials : vital sustainable quality to provide the greatest amount of benefits in withstanding longevity + impact on user health User Control Space is controllable, by offering a variety of acoustic, tactile and visual experiences within each space
70 Toms River, New Jersey • Existing K - 3 Public School • Highest % of Autism diagnoses in NJ = 7.3% • Nearest Autism school is 15 miles away : ages 5-21 Level 1 : 50,000 sq ft. Level 2 : 28,000 sq ft. Project Data + Existing Site Information
As the human skin acts as the first layer of defense and protection, it works 24/7 to regulate sensory input into the body. Just as the goal of Aspects is to create a variety of sensory experiences in which each child will interpret differently, just as the skin does. While skin differs immensely from person to person, so does the type of Autism that each user portrays. While this preschool will be a safe haven for those with physical and psychological differences in terms of permeability, specifically thinking about minimum vs. maximum acoustic connections + trespass, light connections + trespass, materials ‘bleeding’ from space to space, temperature fluctuations + differences, the overall conceptual design will permeate light, sounds and relationships between different areas of the school. Skin is an everyday space in which individuals need to work and understand themselves in order to function. This is a concept that the Aspects environment will exhibit through materiality, lines, colors and feelings.
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Conceptual
Inspiration + Parti Explanation
72 User Profiles Preschool Children with Level 2 EarlyTypically-DevelopingAutismPreschoolChildrenChildhoodSpecialEducationTeachersEducationalStaff
The following diagrams show preliminary attempts at schematic design + spatial programming, specifically thinking about what types of spaces will be designed, the sizes of them and most importantly how students will circulate the school and get from point A to point B, while thinking of day lighting effects, as well as interior to interior views, or exterior views and acoustics between the different spaces.
73 Programming + Circulation Diagram Key:ExistingQuietLearning Space Private Retreat Rooms PsychologyStorageRestrooms / Therapy Public Sensory Rooms InteriorExteriorAcousticCirculationBarrierViewView Level 1 Level 2
74 Floor Plans Entrance SwingRoomStimRoomFTRoomQuiet Freeplay WaitingLoungeStaffPsychOffice 1 Office 2 TherapyTherapyMusicArtSpeechTherapyOccupationalTherapyPhysicalTherapy Janitor Classroom A Classroom A Classroom B ClassroomStorageB Storage AtriumRestroomRestroom Restroom RestroomRestroom RestroomRestroom Level 2 Not to Scale StairFire StairFire JanitorExistingMech
75 Entrance + Atrium View Atrium Entrance Double height space Large ceiling baffles to minimize acoustics + light trespass Views up + down the space : prospect + refuge Free play space in waiting area + comfortable lounge seating
76 West Elevation Not to Scale Child-size doors Soft materials used in Sensory Sensitive quiet rooms Nano walls into library + larger, public rooms off hallway Clerestory interior -> interior windows allows light trespass + visual ease ElectraTint glass walls + windows : option to adjust privacy + stimulation Touchdown spaces throughout hallwayWoodAtmosphera Surf ceiling baffles Sensory Sensitive Heart Center : Quiet Room Hub
77 Custom Reception Desk
Focus78 on self-play + individual exploration Sensory Sensitive Classroom Diffused light tubes Softer seating options for hypersensitive students : need less stimulation Clerestory windows with light-tone Mecho shades Custom ottoman storage element : choice of shape, color, materiality
79 Focus on group play, fine/gross motor skills, + real world applications Neuro-typical Classroom Less acoustic consideration Circadian daylight cloud flush ceiling light Darker palette with a variety of textures + tones Floor to ceiling windows with dark-toned Mecho shades Variety of hard seating options for hyposensitive students : need more stimulation Small breakout corner
Felt ceiling baffles to increase acoustic reverberation in Sensory Sensitive Quiet rooms
Quiet rooms, FloorTime rooms, Swing rooms + Stimulation rooms
Different types of private sensory rooms for different experiences + stimulation
Differences in materials, interior/exterior views, acoustic considerations + curvilinear forms
Breakout + Sensory Rooms
81 2 Story Connection West Section Not to Scale Slide + stairway connection : options for circulation Important in a really large volume / “overwhelming space”
82 Felt, acoustic ceiling baffles with varying colorsClerestory + large windows Medium-toned Mecho shades to create lighting variations Blended use of hard + soft seating for more or less stimulation Blended Classroom Mixed focus on sensory + environmental learning
Custom Classroom Storage Design
Diffused recessed lighting built-in for constant light + security
83
Color-coding system allows children to know which hook + drawer is theirs
Located in every classroom = sense of predictability
Gracious, curved form overhead allows the students to understand this is a space for a specific task/activity
84 Winding corridors with built-in touchdown space Sensory wall elements Indoor play structure with safety padding Safety wall padding Freeplay Areas
85 Axonometric View
86 Final Presentation Boards
87 Presentation Board 1
88 Presentation Boards 2, 3 + 4
89 Materials Board
90 3D Project Model
Job Book Paper:
91 Process Work 7. Conceptual Thinking - One
I had a really tough time coming up with a concept/metaphor for my project. Usually this is my strong suit! Originally, I loved the idea of a fingerprint and the idea of individuality, tactility and curvilinear + organic lines. This concept did not portray any aspects of emotion or feeling, so I kept thinking. I eventually got to the idea of skin as it embodies all of these ideas listed above. This sketch was very simple and basic and shows the idea of differences coming together as one, as the colors are different, but similar and come together in different ways. Just as the students of this school will, too.
SKIN
92 Process Work
Lastly, the pink curly lines show the acoustic connections / sounds that will be heard between different spaces. Where there are no lines represents the quieter spaces where acoustics will be diminished and kept to that space, etc.
93 Process Work 2. Conceptual Thinking - Two
Job Book Paper: With this assignment, I tried to think about my concept skin in a very conceptual and metaphoric way that could easily relate to interior architecture and user experience. In the first drawing on the right, the black square represents the outer walls of the building to then represent all of the relationships and connections that are happening within. This leads to the organic shapes inside the square which represent the actual sensory spaces, classrooms + program as well as the users all coming together in a blended way, no matter the physical or psychological differences. In the second image here, the yellow lines represent light that can trespass or permeate from exterior -> interior, as well as interior -> interior
94 Process Work 2. Conceptual Sketches Sketch 1 : Curvilinear Corridors • Partial views into classrooms + sensory rooms = a sense of enclosure without isolation • Encourages prospect + refuge before entering a new space • Frosted electratint glass to offer transparency or frosted glass • Connection to organic + natural human body: curvilinear lines and organic shapes
95 Process Work 2. Conceptual Sketches Sketch 2 : Ball - Pit • Place that offers a tactile experience • Allows children to interact with their senses in new + different ways • Small tower offers an area of enclosure • A safe space = protection
96 Process Work 2. Conceptual Sketches Sketch 3 : Heart Center • Large double height space with a focal curved stairway to second floor • Right down the hall is another stairway that is more private to offer multiple modes of cir culation + comfort, slide also creates options • Minimal artificial lighting, either natural or slightly diffused • Overall palette is calming, inviting and serene as the space is one of the more stimulating areas in the building
Various height, curved, built-in seating offers a continuous touch-down space
•
Again, this idea of protection + enclosure without being completely isolated from other students
+ spaces
97 Process Work 2. Conceptual Sketches Sketch 4 : Curvilinear Corridor • Small glass windows offers slight view (prospect + refuge) and light trespass from space to corridor •
98 Process Work 2. Conceptual Sketches Sketch 5 : Ottoman Niches • Built-in niche in classrooms • Several ottomans that are flexible in use and can be stored away with ease • Cushioned ottomans themselves offer a blended mixture of hard seating in structure with a soft, cushion top • Different shapes + colors also create an opportunity of choice + preference for students
99 Process Work 7. Revised Layout Level 1 Layout Key: QuietExistingLearning Space Private Retreat Rooms PsychologyStorageRestrooms / Therapy Public Sensory Rooms Circulation Acoustic Barrier Exterior View Interior View CHANGES MADE : • Added extra egress to larger rooms: gym, classrooms, etc. • Re-work storage area / entrance to outdoor prep Job Book Paper: I have really solidified my layout here and noted the changes that I made between the last layout and this one, I still depicted the color coding and acoustic considerations as well as interior and exterior views.
100 Process Work 7. Revised Layout Level 2 Layout Key: QuietExistingLearning Space Private Retreat Rooms PsychologyStorageRestrooms / Therapy Public Sensory Rooms Circulation Acoustic Barrier Exterior View Interior View CHANGES MADE : • Added extra egress to larger rooms: gym, classrooms, etc. • Re-work entrance / circulation into staff lounge • Eliminate 1 staff bath • Double-height, central opening Job Book Paper: I have really solidified my layout here and noted the changes that I made between the last layout and this one, I still depicted the color coding and acoustic considerations as well as interior and exterior views.
101 Process Work 2. Custom Object Sketch 1
Job Book Paper: This was my initial idea for my custom object, a storage option for the classrooms that has semiprivate storage, and private storage with a central alcove for a TV, projector, whiteboard, etc. I actually did build this for the classrooms, however I am not using this as my “Custom Object”.
102 Process Work 3. Final Custom Object
Job Book Paper:
This is my preliminary sketch of the private classroom storage for the students. The overall gracious, natural form is easy on the eye as it sweeps and draws you into the classroom. The idea is that each child has a drawer for shoes, lunchboxes, etc. as well as a hook for their backpacks and jackets. The drawer offers a private form of storage, while the hooks are partially concealed, but students can still see the color of the hook and where their backpack is, in case they forget or want to be able to keep an eye on it throughout the school day.
Color-coding system allows children to know which hook + drawer is theirs
Drawers
Diffused lighting built-in for constant light + security Located in every classroom = sense of predictability
Gracious, curved form overhead allows the students to understand this is a space for a specific task/activity
Hooks
103 Process Work 3. Final Custom Object
Hidden + partially hidden storage = easy on the eyes for jackets/backpacks for shoes, lunchboxes, etc.
104 Process Work 3. Final Custom Object Floor Plan
North Elevation South Elevation East Elevation
105 Process Work 3. Final Custom Object
Amorim Cork Wood - Cyber Oak
Amorim WISE Wood offers a wide selection of visuals in a multi layered structure, with cork incorporated for an overall sense of comfort Toughook Rainbow XL Safety hooks with several different color options
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A S P E C T S D E V E L O P M E N T A L P R E S C H O O L Appendix B : Institutional Review Board Documents
Marielle Cassidy Interior Architecture Master of Arts (978) 960-9070 mcass436@mail.endicott.edu
Research Project Personnel:
Michael Fior Interior Architecture (617) 818-8729 mfior@endicott.edu
Federal regulations and Endicott College policy require that all research involving human subjects be reviewed and approved by the Endicott College Institutional Review Board (IRB). To request review, please complete this form and upload it, along with all other documents required, to Endicott’s IRBNet portal 1 that can be accessed here: https://irbnet.org/release/index.htmlOnceyourcompleteresearchpackage is on IRBNet, “share” it with your faculty sponsor(s) and any co investigators. In IRBNet, ONLY YOUR FACULTY SPONSOR CAN SUBMIT THE PROJECT FOR IRB REVIEW. You will need to give them permission to do so during the sharing process by granting them “full” access. Other members of the research team should only receive “read” or “write” access depending upon their roles. Applications submitted directly by a student will not be reviewed. Please review the IRB Canvas website for submission deadlines. The length of the IRB review process varies based on the type of review required by a study (full, expedited, or exempt) and the completeness and quality of the proposal material submitted. This application form is designed to help you with the latter so please take the time needed to fully address all sections of this application. Revisions and missing documents add greatly to the time it will take to obtain approval. Written approval from the IRB must be received before conducting your research
108 Institutional Review Board (IRB) Request for Review
1 If you have not yet created an IRBNet account you can do that on their login page. Please use your Endicott email address (never your personal email) and select Endicott College when prompted.
Myoung Joo Chun Interior Architecture (978) 232-2545 mchun@endicott.edu
Other Faculty Sponsor Department Phone Endicott email
Student Research Proposal Form for New Projects
Primary Faculty Sponsor Department Phone Endicott email
GENERAL STUDY INFORMATION How can interior architecture enhance the learning experience in early childhood education?
January 24, 2022 August 2022
Protocol title of the proposed research: Planned Project Start Date (You must have IRB approval to start your project) Planned Project End Date
Principal Investigator (student) Department/Degree level pursued Phone Endicott email Co Investigator (student) Department/Degree level pursued Phone Endicott email Co Investigator (student) Department/Degree level pursued Phone Endicott email Co Investigator (student) Department/Degree level pursued Phone Endicott email
(1) CITI Basic course for Biomedical and Physical Science Research
☐ Check here if other organizations are involved and you have uploaded a “Researcher Agreement” document to IRBNet, indicating the document type as “Letter”.
Human Subject Research Training
Endicott College’s IRB requires all research investigators who intend to conduct research with human subjects to complete a free CITI training program on protecting human research participants.
Grant Affiliation (if none, put N/A)
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Name of Contact Department/Position Email
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If you have not taken the course, you can visit www.citiprogram.org to complete this requirement by taking the module(s) most related to your research listed below (if you are unsure which to take, please discuss with your faculty advisor). Please note that most of you will be taking the Basic Course for Social and Behavioral Research.
N/A
If you have previously completed the CITI training within the past two years or less, through Endicott or another institution, that is sufficient to meet the requirement (training needs to be renewed every three years). Any co investigators on your research team will also need to meet this requirement. Please enter the required training information for each member on your research team below:
☐ If your research has co investigators they will each need to upload their certificates to their own IRBNet account. Check here to affirm that your co investigators’ CITI Certificates are uploaded to IRBNet. N/A Marielle Cassidy 45038440 04-Oct-2024 490, 491, 502, 503, 504, 505, 1428, 16680, 17464
Principal Investigator CITI Certificate # (Record ID) Expiration Date CITI module(s) taken Co Investigator (student) CITI Certificate # (Record ID) Expiration Date CITI module(s) taken Co Investigator (student) CITI Certificate # (Record ID) Expiration Date CITI module(s) taken Co Investigator (student) CITI Certificate # (Record ID) Expiration Date CITI module(s) taken ☐ Check here to affirm that your CITI Certificate is uploaded to IRBNet (this will remain available on IRBNet for any future research you might propose).
(2) CITI Basic course for Social and Behavioral Research
(3) CITI Good Clinical Practice (GCP) Training (Investigators and staff involved in a clinical investigation or a NIH funded clinical trial are required to take GCP training in addition to basic human research protections training).
C. Has this project been approved by another Institutional Review Board? ☐ Yes ☐ No ☐ If “Yes”, check here to indicate that you have secured a copy of approval from the other IRB. Upload this document in IRBNet and indicate the document type as “Letter”.
F. Is there deception involved? ☐ Yes ☐ No ☐ If “Yes”, check here to indicate that you have uploaded a copy of your post deception statement or statement (template and examples are in IRBNet library). You can label the document type as “Letter” or “Other”.
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E Will you be collecting any information that identifies participants? ☐ Yes ☐ No Note: If any of the information you collect from study participants includes identifiable information you cannot promise them anonymity. The best you can do is promise confidentiality and describe the ways you will protect their information in the consent form.
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110 I NSTITUTIONAL R EVIEW B OARD (IRB) 3 | InstitutionalPage Review Board (IRB): – HUMAN RESEARCH STUDENT APPLICATION 2020 08 24 Section I: Project Information: A. Human subjects from the following vulnerable populations will be involved in this study: ☐ Minors (under age 18) ☐ Individuals with impaired decision capacity ☐ Elderly ☐ Economically or educationally disadvantaged ☐ Physically disabled ☐ Non English speakers ☐ Undocumented persons ☐ Other vulnerable population: ☐ Pregnant females ☐ Prisoners ☐ None of the above
D Will participants be: ☐ Audiotaped? ☐ Videotaped? ☐ Neither Note: If you plan to audiotape or videotape participants, you must inform them on the consent form/statement and describe how you will protect privacy and maintain confidentiality.
2 IMPORTANT: Endicott College requires that all researchers request and receive approval from the Endicott Research Center if they plan to survey Endicott students and faculty. Zoom Wentworth Douglass Hospital Early Learning Center, Dover, NH ■ ■
B. The research project will be conducted and/or data will be collected through these sites 2: ☐ Online – via face to face video conferencing – What platform(s)? Online data collection via surveys and/or secondary data sources – Please specify: On Endicott Campus – Where? Off Campus – Where? ☐ Check here to indicate that you have secured a copy of approval from off campus sites and/or letters of support (including from entities you are recruiting from in order to do an online survey or teleconference with their employees or students). Upload this document in IRBNet and indicate the document type as “Letter”. Please note that due to Covid, in person research is currently discouraged and must be justified in writing if it is necessary for a particular study. Requests for in person research may be made in writing by email to the IRB and will be considered on a case by case basis by the IRB Chair, IRB Administrator, and Provost. Requests should include: ° Justification for face to face research ° Specific details on when and where research would take place and for how long ° Specific details on participants – how many, whether they are members of the Endicott community or recruited externally ° Provisions for PPE, appropriate social distancing, and sanitation of equipment as needed
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Research participants will include architects, designers, managers, directors and teachers within the field of educational, universal and sustainable design. All participants will be adults and their identity will only be given, if permitted by the member. No participants are expected to be of a vulnerable population. Participants will be recruited via email/phone while interviews and meetings will be conducted virtually on Zoom. However, some participants will be interviewed in-person at the site visits. The time taken from each participant will vary based on their availability and importance of their role within the research. Participants will be subjected to questions and commentary regarding early educational design, how it can improve and recent advancements within the field.
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How many participants will be recruited for your study? In your narrative below, include: Who the research participants will be. How old the participants will be. How the research participants will be protected if they are from a vulnerable population. How participants will be recruited or contacted. How much time will be required of each participant.
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Section II: Abstract Describing Project and Purpose
111 I NSTITUTIONAL R EVIEW B OARD (IRB) 4 | InstitutionalPage Review Board (IRB): – HUMAN RESEARCH STUDENT APPLICATION 2020 08 24 In the next sections, please check each box as you include the relevant information in a narrative at the end of the section.
☐ A
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Section III: Protocol
Check here to indicate that you have uploaded copies in IRBNet of any questionnaires, tests, or other instruments to be used in your research and indicate the document type as “Questionnaires/survey”.
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In your narrative below, include:
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A statement of the purpose of the study and/or your research questions. description of all research methods to be used. description of the data/observations that will be collected in the study. brief description and a copy of each instrument. list of all citations/references.
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A description of the procedures to which people will be subjected.
Check here to indicate that you have uploaded recruitment materials with your submission in IRBNet and indicate the document type as “Advertisement”. This could include a web posting, email or verbal description if recruiting by verbal announcement. The purpose of this study is to look at interior architecture design techniques that can help to enhance the learning experience of children in early education. Research methods will include a comprehensive literature review of research and studies completed in the past and present, site visits to educational facilities, interviews with those in the early education or educational design field, and lastly a detailed study of precedents and case studies within early educational facilities or projects with extensive use of biophilic and sustainable design. Written sources will be the primary origin of research where the author has had first-hand experience or the source is published in a peer reviewed journal. Interviews will be semi-formal, mostly conducted virtually to address key questions and other topics that may arise in conversations. 5-8
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Do you consider your study to be ☐ Minimal Risk 3 or ☐ More than Minimal Risk 4 your narrative below, include:
Section IV: Risks & Precautions
Section V: Confidentiality of Data In your narrative below, include:
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A description of the methods to be used to ensure the privacy and confidentiality of obtained data.
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3 Minimal risk means that the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests.
The steps to be taken to ensure that each subject’s participation is voluntary.
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Whether or not you plan to include your data in an online data repository, such as “Open Science Framework”, and what sort of privacy settings you will use.
☐ Plans for publication of data. ☐ Plans for destruction of data. Please note: In accordance with federal guidelines, Endicott College requires that data be stored for at least 3 years after the completion of the project
112 I NSTITUTIONAL R EVIEW B OARD (IRB) 5 | InstitutionalPage Review Board (IRB): – HUMAN RESEARCH STUDENT APPLICATION 2020 08 24
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Whether participants’ data can be linked to them by anyone, including the research team (i.e., anonymity).
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The names of personnel who will have access to the data, or with whom they will be shared.
Whether the data already exist or are being collected for the purpose of this study. How the data will be stored. Include a description of how electronic or paper files will be protected.
4 More than minimal risk means that there is a minor possibility of feeling discomfort when participating in the study. You will need to let us know how you will mitigate this possibility. This study presents minimal risk to all participants. As research looks at the mental and physical health of young children, it is quite likely participants will be able to recall their own childhood experiences, or more recent experiences of their own children. This could potentially bring up a touchy subject, when discussing the vulnerability of children. The study also looks at the need for the use of sustainable design elements and the environmental impact the building has on it's specific environment, which may bring about stress relating to climate change and the current state of our environment. These potential risks will be stated in the informed consent documents and those who feel inclined not to participate will have the opportunity to withdraw from the interview process at any given time. There is no incentive or compensation that will be offered to participants, however they will have access to the final research and design, as they might enjoy seeing how their time and effort has benefited the study.
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The potential risks or discomforts to participants in your protocol and how you are minimizing such risks.
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I, Marielle Cassidy, will have access to the data as I am the principal investigator. Professor Michael Fior and Myoung Joo Chun will also have minimal access when we are together and when I am sharing my findings with them, as they are my faculty supervisors. Other than these 2 internal faculty members at Endicott College, no one else will have access to the data and interview research. Also, no names or personal information will be shared without written consent from participants. Any interviews or potentially sensitive information will be kept private on a personal password-protected external hard drive, in the most secure form of collection as possible. The data I am collecting will be a combination of previously published research as well as new information for the purpose of this study The resulting book, design and project will be shared with the Interior Architecture Design Department at Endicott College for use in the CIDA accreditation process. If the paper were to be published, all participants will be notified and have another opportunity to withdraw any personal information prior to publication. However, anonymity cannot be fully insured because identities will be kept within my own files. For any participants who would like to remain anonymous, any names and affiliations will be completely removed from published work. All data, research and interview records will be stored on a personal password-protected external hard drive for a maximum of three years and will only be discussed in private meetings with Professor Michael Fior or Myoung Joo Chun. All data will be completely erased after three years from the study.
A description of any incentives/compensation that will be offered to the subjects for their participation, how and when they will be distributed, and what will be done with their incentive if a respondent chooses to leave prior to study completion
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In IRBNet, upload a copy of all consent documents to be signed by your research participants and/or any statements to be read to, or by the participant. Indicate the document type as “Consent Form”. Check the appropriate box below to note what kind of consent documents you are uploading. Please use the Templates found in IRBNet and on the Endicott IRB Canvas website for these forms These must be modified for your study. Use the standard Consent Form template with the exception of the following: If the research is exempt or no risk, use the Disclosure Statement If any research subjects are minors, use the Parental Consent form to obtain parent or legal guardian signature. If the minor participant is eight or older and can sign a written assent, also use the Child Assent form template. If they are younger and can understand (usually 7 to 5 years old), you should prepare an oral description to read to participants and ask for verbal assent. See the Child Assent Statement for an example to help create your own Please check the type of consent you are including in your study below: ☐ Standard Consent Form ☐ Disclosure Statement ☐ Parental Consent Form ☐ Child Assent Form or Statement
113 I NSTITUTIONAL R EVIEW B OARD (IRB) 6 | InstitutionalPage Review Board (IRB): – HUMAN RESEARCH STUDENT APPLICATION 2020 08 24 Section VI: Informed Consent Will all participants be able to give informed consent? ☐ Yes ☐ No Are any participants children or minors under the age of 18? ☐ Yes ☐ No If yes, please check the age categories that will be included: ☐ Under 5 years old ☐ Between 5- and 7 years old ☐ Between 8- and 13 years old ☐ Between 14 and 17 years old In your narrative below, include: ☐ A description of the consent process. How will consent be obtained? ☐ If your research includes any vulnerable populations, describe any specific concerns you anticipate they might have before or during your research and whether and how you are using the consent process to address these concerns
☐ Check here to indicate you uploaded a copy of each of the consent documents in IRBNet and indicate the document type ■ Initial contact with participants will be made via email and those who are responsive and interested will then receive a copy of the informed consent forms. These forms will include the explanation of potential risks and benefits, a description of the interview procedure, approval to use identifiable information and of course the option to withdraw from the study/research at any given time. Once the form is signed, continuation of the interview process will continue. If there are any additional questions or concerns from participants, I will offer a time to meet and discuss any issues at hand and try to clarify any confusion. Participants can give either written or verbal consent over audio or video so that there is a record; to these forms and they will each receive a copy for their own, personal record.
2 iii ☐ Benign behavioral interventions, no identifiers 3 i(A) ☐ Benign behavioral interventions, no risk 3 i(B) ☐ Benign behavioral interventions with
review (provisions
review (provisions
☐ Please check if you believe this project meets a criterion for exemption. Please note that these categories have been modified in the revised Common Rule. Consult the table below and indicate the criterion or criteria that you believe qualifies your study for exempt status. Describe why you believe your project is exempt. Failure to do so will result in the termination of IRB review and your application will be returned to you. Review the abbreviated descriptions* below and check the criterion or criteria that you believe qualifies your study for exempt status. Be sure to fill out your rationale above. Be sure to fill out your rationale above. with limited IRB for confidentiality/privacy) limited IRB for confidentiality/privacy
114 I NSTITUTIONAL R EVIEW B OARD (IRB) 7 | InstitutionalPage Review Board (IRB): – HUMAN RESEARCH STUDENT APPLICATION 2020 08 24 Exempt Determination Criteria
Exempt Sub Category Criteria ☐ Educational practices 1 ☐ Tests, surveys, or observation of public behavior, no identifiers 2 i ☐ Tests, surveys, or observation of public behavior, no risk 2 ii ☐ Tests, surveys, or observation of public behavior, identifiers
3 i(C) ☐ Secondary research, publicly available information with identifiers 4 i ☐ Secondary research with information recoded with no identifiers 4 ii ☐ Secondary research with identifiable health information 4 iii ☐ Secondary research for a federal agency 4 iv ☐ Public benefit research and demonstration projects 5 ☐ Taste and food quality studies 6 * See complete description of Exempt criteria on the Endicott IRB Canvas website or at bin/retrieveECFR?gp=&SID=b19da247520d4163d09a2ca47ab0032f&mc=true&n=pt45.1.46&r=PART&ty=HTML#se45.1.46_1104https://www.ecfr.gov/cgi This study will look closely at early educational facilities/environments, the users within the space: children and teachers as well as learning techniques and how they relate to interior architecture and overall spatial awareness ■
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Student investigator’s certificates of CITI training are uploaded with this Project in IRBNet.
Any additions or changes in procedures in the protocol will be submitted to the IRB for written approval prior to these changes being implemented (except in case of immediate hazards to the subject).
Responsibilities of the Principal Investigator:
Any problems connected with the use of human subjects once the project has begun must be communicated to the IRB Chair In IRBNet, once you have “created” your “project” you will need to “share” it with your faculty sponsor and co investigators, if any. ONLY YOUR FACULTY SPONSOR CAN SUBMIT THE PROJECT FOR IRB REVIEW IN IRBNET. You will need to give them permission to do so during the sharing process by granting them “full” access. Faculty submission serves as an alternative to their signature and confirms they have reviewed the submission and approved it. Other members of the research team should only receive “read” or “write” access depending upon their roles. Applications submitted directly by a student will not be reviewed. If the IRB requires modifications in the project prior to approval, the IRB will notify the PI who can make the changes and their Faculty sponsor who can review the requested changes and resubmit application for final approval.
I acknowledge my responsibility as a researcher to secure the informed consent of the participant by explaining the procedures, in so far as possible, and by describing the risks as weighed against the potential benefits of the investigation.
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As one engaged in investigation utilizing human participants, I acknowledge the rights and welfare of the human participants involved.
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Faculty sponsors have linked their CITI training to their IRBNet profile.
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Please check to acknowledge that you have read and accept the following policies:
115 I NSTITUTIONAL R EVIEW B OARD (IRB) 8 | InstitutionalPage Review Board (IRB): – HUMAN RESEARCH STUDENT APPLICATION 2020 08 24
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The principal investigator or the faculty sponsor is responsible for retaining informed consent documents for a period of at least three years after the project.
116 Completion Date 05-Oct-2021 Expiration Date 04-Oct-2024 Record ID 45038440 This is to certify that: Marielle Cassidy Has completed the following CITI Program course: Social-Behavioral-Educational Researchers (Curriculum Group) Social-Behavioral-Educational Researchers (Course Learner Group) 1 - Basic Course (Stage) Under requirements set by: Endicott College Not valid for renewal of certification through CME. Verify at www.citiprogram.org/verify/?wa99f1747-e142-4856-b7bb-b492e70de5d2-45038440 Certificate of Completion
Taking part in this survey is completely voluntary. You may stop your participation at any time. You are free to decline to answer any question you do not wish to answer. There are no right or wrong answers. All answers will remain completely confidential.
BENEFITS: The benefits of your participation in this survey are going to include the opportunity to have access to the final design and project as well as the ability to reach out to the principal investigator at any time. The benefits of this study in general are learning the different types of educational environments and the positive and negative effects that it has on the developing brain, and how it can be more beneficial.
This research project has been reviewed by the Institutional Review Board at Endicott College in accordance with US Department of Health and Human Services Office of Human Research Protections 45 CFR part 46 and does not constitute approval by the host institution.
Endicott College Institutional Review Board (IRB) Disclosure Statement
INTRODUCTION:
For concerns about your treatment as a research participant, please contact: Institutional Review Board (IRB) Endicott College 376 Hale St, Beverly, MA 01915 nsaltiko@endicott.edu
This research will ask you questions about interior architecture design techniques that can help to enhance the learning experience of children with Autism in early education. The purpose of the study is to incorporate several immersive design elements that can help enhance the overall learning environment and experience of the child, to ease them from transitioning from school to life outside of the built environment. A combination of a “Neuro typical” design approach as well as sustainable environments and bioclimatic design will be used to create an eco friendly, green building that is well suited and beneficial to its surrounding environment. The purpose is to explore learning techniques that universally satisfy and exceed the normal learning experience to create a healing, learning environment that evokes several creative and intuitive feelings for the students, while universally designed to ensure equality and inclusivity
In order to mitigate these risks, the research team will slightly touch upon the topic before asking any questions
RISKS: Some of the survey questions ask about childhood as well as sustainability in interior architecture and may be distressing to you as you think about your past experiences.
Disclosure Statement
PARTICIPATION:
117
How can interior architecture enhance the learning experience for children with Autism Spectrum Disorder (ASD) within the early childhood educational setting?
Your name or identity will not be used in reports or presentations of the findings of this research. Information provided to the researchers will be kept confidential with the exception of information which must be reported under Massachusetts and Federal law such as cases of child or elder abuse. This research project has been approved by the Institutional Review Board at Endicott College. Thank you for your help. An analysis of the results and an explanation of the study will be available in the Endicott College Interior Architecture Department located in the Visual and Performing Arts Building on campus in Beverly, Massachusetts when results are finalized and available.
How can interior architecture enhance the learning experience for children with Autism Spectrum Disorder (ASD) within the early childhood educational setting?
Endicott College Institutional Review Board (IRB) Disclosure Statement
CONTACT: For questions or concerns about the research, please contact myself, Marielle Cassidy by phone or email: (978) 960 9070, mcass436@mail.endicott.edu; or faculty investigators, Professor Michael Fior (mfior@endicott.edu) and Myoung Joo Chun (mchun@endicott.edu).
ANONYMITY/CONFIDENTIALITY:
118 Disclosure Statement (cont.)
For concerns about your treatment as a research participant, please contact: Institutional Review Board (IRB)
Endicott College 376 Hale St, Beverly, MA 01915 nsaltiko@endicott.edu
ELECTRONIC CONSENT:
This research project has been reviewed by the Institutional Review Board at Endicott College in accordance with US Department of Health and Human Services Office of Human Research Protections 45 CFR part 46 and does not constitute approval by the host institution.
Continuing with this survey indicates that you have read the above information, that you are voluntarily agreeing to participate and that you are 18 years of age or older.
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A S P E C T S D E V E L O P M E N T A L P R E S C H O O L Appendix C : Interview Transcripts
VALERIE FLETCHER
Similar thesis investigation: create and see if design can impact ADHD Difficultfunctioningtoblend educational styles, they are seperate for a reason: 2 diifferent Commonapproachestraitsofthe different types of Autism
• Patterns of Diagnosis: behavioral vs. intellectual • MIT Library : designed for an epidemic of anxiety Discovery Museum in Acton, MA: Designed by the Treehouse guys in VT, all-inclusive treehouse
• HMFH + SMMA (design educational spaces) Book: Strategies for Teaching Universal Design US has shifted to using the term “inclusive Changingdesign”Reality paper + video: IHCD • Core idea: minimize functional limitations through the power of design
• DIR model: (play-basedFloortimeapproach) Model peers (1-3 students per playgroundsIndoor/outdoorclass)
• New environmentalbuilding: center • 3 special rooms in each wing: Floortime room, sensory room, quiet room Options + choices within built space
RANDY MICHELLEROSSILLIREHSEPrincipal+Kindergarten Teacher April 6, 2022 3:15 PM Zoom 04 05 06
• Environment that is easily controllable = ideal Multiple options within the built space Environment should promote variety: set up different types of experiential environments within the same physical space: light + visual connections
Different amounts of sensory input in areas iPad: simple control panel for the environment: dimming lights, no noise or more noise, etc.
• Environment can + should reduce behaviorchallenging Assigning breakout room (1-4 kids per room) control the environment
• Help stay on task, follow direction with as little to no verbal prompts as possible Visual cues = key: hallways: walking along wallsintegrate railings, something to hold • Sound proofing everywhere
• Integrate Sensory Sensitive in private areas, and Neuro-typical approach in public/common areas 07
• Charter or Private school: more freedom to Philosophycustomize to mainstream special needs students into mainstream school Create enclosure without creating isolation KATE WILLIAMS Junior Designer : Cummings Architecture + Design March 16, 2022 7:00 PM Zoom
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122 LAUREN BESHARA Interior Designer : Dimella Shaffer February 15, 2022 9:00 AM Zoom
TOPIC THEORY DESIGN
Variabiity in quiet areas • Options and control within each space • Planning for hyper sensitive + hypo Helpsensitivestudents tolerate more (stimulation, interction, exposure) Mimic real-life scenarios Child initiated designs Point Pleasant, New Jersey • iPad design: but not an iPad
• Everything modular + flexible except built-in storage • Design to extreme sensitivity
DR. MEG BLACK, PhD PhD. : Professor of Art + Architecture History: Endicott College 1. December 13, 2021 9:00 AM Zoom 2. April 6, 2022 9:15 AM Zoom
Thomas Zane: Professor at the Van Loan School: applied behavioral analysis at Endicott • Dr. Dac Kopack: Doctor of environmental psychology
• Look at prisons + why outdoor time is crucial for mental + physical health • Controlled space = good Design techniques: texture, pattern, matching • History of light + space HallwaysAsymmetrycurving to left + right Personal student experience
LAURA WERNICK , FAIA, REFP, LEED AP MADALINE HALE , IIDA, LEED AP ID+C Senior Principal + Interior Design Manager March 14, 2022 5:00 PM Zoom
• Users will vary from class to class, year to year, day to day Limit design to specific areas of the school
• Clarify research question • ZiLing Kindergarten : China • Going outdoors is beneficial for development -> how can that be brought inside?
• Human-Nature relationship • Book: Technology + Nature for Development - specific ways to implement technology
MARY JANE WEISS Associate Dean of Applied Behavior Analysis: Endicott College March 30, 2022 4:30 PM Zoom April 13, 2022 3:00 PM Zoom
Executive Director : IHCD : Institute for Human Centered Design December 20, 2021 10:00 AM Zoom
• “Deaths of Despair” Princeton: low income, rural areas that have higher alchoholism, Opioids and suicude rates
December
• Outdoor classrooms in New England • Book: Strategies for Teaching Universal Design
• CDC statistics • Patterns of Diagnosis + Neurodiversity • MIT Library design Discovery Museum • SMMAHMFH • Denise Rush: BAC • Women in Design Group Stacy Langston Toohey: Occupational Therapist Natural play vs. playgrounds Stairs, lighting, noise, cues for navigation Book: Strategies for Teaching Universal Design Changing Reality: IHCD • Accessible playgrounds • ADA children guidelines • Japanese toilet design • MBTA Back Bay restroom
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• WHO uses Physical to describe sensory • England uses the term “intellectual limitations”
• MIT Library was designed for an epidemic of anxiety • Discovery Museum in Acton, MA: Designed by the Treehouse guys in VT, all-inclusive treehouse, they were advisors (wheelchair users and blind)
• Changing Reality paper + video: IHCD
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Key Findings : Design Integration + Things to Look At : • Perceptual difference = pervasive
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• Look into HMFH + SMMA (firms that design educational spaces)
VALERIE FLETCHER : Executive Director : IHCD : Institute for Human Centered Design 20, 2021 10:00 AM Zoom
• WHO uses “Mental” describing everythingcognitive disabilities, learning disabilities, intellectual limitations, brain injury (everything) in the US as a shortcut into mental health and it’s more really diverse issues of the brian
• Stacy Langston Toohey: licensed Occupational Therapist
• Mis/undiagnosed: how to support them
• US has shifted to using the term “inclusive design”
• Core idea: minimize functional limitations through the power of design
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• Patterns of Diagnosis: behavioral vs. intellectual • Language behind “Brain-Based”
• CDC website for statistics and US Census
124 Valerie Fletcher : Executive Director Institute for Human Centered Design Email: vfletcher@ihcdesign.org How can interior architecture enhance the learning experience in early childhood education? Topics for Discussion : 1. Design Advisor 2. Universal Design 3. Children with Disabilities 4. Classroom Layout 5. Children + Teachers 6. Educational Necessities 7. Modern Must-Haves 8. Technology Considerations 9. Indoor / Outdoor Learning Environments - Biophilia + Sustainability
3. Children
● This person should be an Interior Architect (NCIDQ), an Architect (AIA), or an engineer (PE) with interest and experience in your area of investigation.
125 Questions:1.Design
2. Universal Design ● The
● How
Disabilities ● How
5. Children + Teachers ● How
● Importance
● Types
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● Things
● Recent
● Design
● This person will have the most involvement through the thesis process.
Advisor
language 4. Classroom Layout ● Psychological
● Considerations
● The Design Advisor must be willing to commit to: 1 -2 meetings during Research Methodology; and 8 - 10 meetings in Thesis I and Thesis II combined. Because of the lengthy commitment, this is the only position for which the School offers a stipend, of $500.00. “physical structure of a school has the potential to be a vehicle for change" (Daniel L. Duke, et. al. 1998). Design elements that offer equality + accessibility developments to best design for young children - early education with do I have to think differently as a designer? of architecture : optical illusions can provide healing + create mental awareness + promote learning for an overall provoked sense of emotion + feeling to consider for young children - flexible zones, small furniture, etc. of areas/rooms to include to make the children feel curious, creative and empowered can I facilitate this relationship through design? of 2 very different age groups
6. Educational Necessities ● Within the classroom ● Within the entire facility ● Integration of accessibility 7. Modern Must-Haves 8. Technology Considerations ● Advantages + disadvantages of technological integration
126 ● Screen time for children - Minimum 20 mins - Maximum 60 minsAttention Span = 3-5 mins ● Digital learning : overall positive impact on reading instruction, student performance and engagement ● Blending social + virtual learning styles ● Can be in the classroom or outside of the classroom ● Building technology 9. Indoor / Outdoor Learning Environments - Biophilia + Sustainability ● Incorporation of nature ● Sustainable advancements - materials, building technology ● Diminish the biophilic “stereotype” ○ How? ● Connection of users to built environment in unison with connection of built environment to surrounding scape
127 Dr. Meg Black : Theory Professor - Beverly, MA Endicott College School of Visual + Performing Arts Email : mblack@endicott.edu How can interior architecture enhance the learning experience in early childhood education? Theory Advisor : Meeting # 1 : Monday, December 13, 2021 9:00 AM Topics for Discussion : : 1. Universal Design 2. Theory in Educational Design 3. Bioclimatic Design + Sustainability 4. Psychology of Children + Development 5. Digital Technology in Modern Design + Learning 6. LearningBloom’Techniquessmastery learning* Bransford’s anchored instruction* Piaget’s constructivist theory* *have not researched in depth 7. Learning Disabilities 8. Theory Ideas: a. Connection between teaching and learning b. Non-architectural factors that impact learning and teaching methods / outcomes c . Simple combinations of geometries, light and means provides a harmonious balance for those in the space d. Psychological architecture
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Thomas Zane: Professor at the Van Loan School: applied behavioral analysis at Endicott • Dr. Dac Kopack: Doctor of environmental psychology that came into her class
• Book: Technology + Nature for Developmentspecific ways to implement technology Technology in Nature can have a very different affect than regular technology: more calming and beneficial
BESHARA
Zoom
• Thomas Zane: Professor at the Van Loan School: applied behavioral analysis at Endicott • Dr. Dac Kopack: Doctor of environmental psychology that came into her class Written defense plan
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132 • Different educational styles: public, private, Waldorf, Montessori • Nature indoors vs. outdoors • Ways in which the environment can support + facilitate the curriculum of the school • Local educational philosophies • Theories of Development • Book: Technology + Nature for Developmentspecific ways to implement technology •
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• Create a written defense plan outlining timeline of work and how I will get to my end result in a timely, successful manner
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Key Findings : Similar thesis investigation: create and see if design can impact ADHD functioning Kindergarten Outside Education • It can be difficult to blend educational styles (Waldorf and Montessori for example) because they are seperate for a reason: 2 diifferent approaches Importance of the psychology of the learning environment within classroom set up + design Look at local educational philosophies Theories of development of schools Look at common traits of the different types of Autism Human-Nature relationship
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LAUREN : Interior Designer : Dimella Shaffer 15, 2022 9:00 AM Design Integration + Things to Look At :
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Job Book Paper: I was really looking forward to updating Lauren with all of my recent developments since mid-Spring semester. I wanted to chat with her about my programming analysis, square footages and the codes analysis assignment. Lauren was able to give me some helpful feedback on my programming and suggested reaching out to someone more specialized in codes for specific help with that. Lauren had some companies that she suggested looking into for spec-ing manufacturers and furniture.
4. Interview/Meeting
134 10.
Interview/Meeting
Job Book Paper: During this meeting with Lauren, I wanted to update her on my codes progress and really update her on my conceptual thinking, bubble diagrams, and architectural materials. I did not have too many questions for her specifically, but really was open to any feedback or criticism she had. Lauren suggested quite a few manufacturers o look into for other acoustic paneling and shade options. She also suggested 2 different bubble layouts/block diagrams to try for my assignment next week.
Lauren was really pleased with my progress and I am excited to meet with her weekly for the next few weeks as I solidify my design direction + decisions.
135 4. Interview/Meeting : Lauren Job Book Paper: In this meeting with Lauren I wanted to update her on my new conceptual sketches and direction of design in which she was very pleased how my concept is coming together and really forming itself. I also wanted to show her my block diagrams, in which she liked option 2, as I created a different setup for classrooms and sensory rooms on the first floor, which was a suggestion she made when looking at my bubble diagrams last week. I also briefly went over my Schematic Design presentation for next week and the overall layout which I will send to her on Wednesday night to look over once more before actually presenting on Thursday.
Job Book Paper: When I met with Lauren, I really wanted to go over her feedback from my Schematic presentation, as well as my current plan/layout and sketches as well. We were able to go over all of these things and she had some great feedback. She really loved my Schematic presentation, but she didn’t have too many comments because I had gone over the presentation with her just that week before the presentation. We went over Fior’s comments and talked about the importance of the entrances to spaces and how it does not have to be these long curvilinear walls, there can be openings, furniture boundaries, ceiling height changes, etc. Lauren was able to redline my second floor plan which needed some major help, see the next few pages for progress.
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Redlines from Lauren
LAURA WERNICK , FAIA, REFP, LEED AP MADALINE HALE , IIDA, LEED AP ID+C Senior Principal + Interior Design Manager March 14, 2022 5:00 PM Zoom Design Integration + Things to Look At :
• Sensory Sensitive vs. Neuro-typical: very frustrating: research is so limited and controversial: missing hard data and comparing Real world skills: for older kids Such young chikdren: their needs can be difficult to understand They are trying to understand the immediate bubble around them Different types of classrooms designed for different amounts of sensory input: experimental: design decisions based on different types of research Program to be approved Using an iPad as a simple control panel for the environment: dimming lights, no noise or more noise, etc.
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• Places designed: corridor, corner, nook, common space: pass by spaces can integrate as well They do a lot of public schools: a lot of kids with special needs Charter or Private school gives me more freedom to customize Philosophy to mainstream special needs students into mainstream school Tension between special teaching/environment they need and the desire to mainstream them and be a part of the community Specific part of spectrum? Narrow user group and talk to teachers Many teachers are not trained to recognize Keeping children connected to nature: being in a room is not sustainable Allowing movement and access to open, outdoor space + natural light Organic furnishings, various tactile surfaces Create enclosure without creating isolation Bringing animals into design
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• Arlington High School Early Childhood Center (under construction right now) Possible site?
• Find a special needs teacher: what are the important components of a special education facility/part of the school
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Key Findings : • Environment that is easily controllable is ideal The child will have multiple options within the built space How can you have an environment to promote variety: set up different types of experiential environment within the same physical space - light + visual connections Furniture that can easily be relocated/stored Users of the space will vary from class to class, year to year, day to day Limit design to specific areas of the school: not administrative, mechanical, etc.
• Laura has met Valerie Fletcher: great resource for this Madaline worked with Lauren Beshara Consortions: special needs schools (type of public school) North Shore Consortion Talk to local people: current and modern problem from today
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• Quality over quantity: finish the project well Can get overwhelmed with details, details, details Equipment rooms Different spaces for different needs
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• Westborough School: K-3: population had a high rate of kids with special needs
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• Lighthouse School: North Chelmsford Landmark, Beverly Concord, NH Preschool program at elementary school (2016) Possible site?
• Temple Grandin
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• Turning school quarters/areas into playful learning spaces
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Key Findings : • 7 years of experience working 1:1 with children with Autism • Early Intervention (0-3 years old) and in a private school (ages 3-21)
• Early years are crucial and very important to development • Integrate Sensory Sensitive in private areas, and Neuro-typical approach in public/common areas
• Headstart • Look at specific patterns of diagnoses around age 3: can levels and types of Autism even be identified at this age?
• Sissi’s Wonderland Library in Shanghai • St. Johann School (ZMIK) Switzerland
• Specific designed space to help them stay on task, follow direction with as little to no verbal prompts as possible
• Different colored flooring
• Sound proofing everywhere, but more so in sensory sensitive areas
KATE WILLIAMS : Junior Designer : Cummings Architecture + Design March 16, 2022 7:00 PM Zoom Design Integration + Things to Look At :
• Environment can and should reduce challenging behavior
• No playground here, just natural outdoor play
• Sensory game: Gross motor hallway activities
• Little Timbers: an outdoor summer camp that Kate worked at: Star Camp within was specifically for children with Autism: large group integrated activites with plenty of 1:1 time + areas as well as breakout spaces
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• Beverly school: Tozier Road (2 floors- broken up by age and by level of behavior)
• Playground Precedents: Park ‘n’ Play
• Pathway Preschool
• Montessori: child leads the way through selfdirected play, focus on relationships with peers
• Visual cues are key: hallways: walking along walls- integrate railings, something to hold
• Assigning children their own breakout room (1-4 kids per room) they can go in here, control the environment, close the door or even have the door open and still participate, just from a distance which can help them cope (5 rooms er “cluster”, about 100 students
• Ability to modify the space: shades within the windows cannot be touched, broken or tampered with
• Transitioning from one space to another: demands and transition: help students get joy out of tasks that may normally be challenging
• Montessori School in Beverly: Harbor Light (Essex Street)
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