Preschool Design Why is School Difficult for Young Children with Autism?………………………………………………………..…………………..…25

the degree of associated intellectual ability or access to specialized support.” 32

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

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.

Preschool Design

Statistics: How Many Children Are in Preschool Facilities? 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.

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

32 Pérez, Lidia García. “Neurodevelopmental Disorders.”NeuronUP. NeuronUP, September 15, 2021. 33 TEDxTalks. “Neurodiversity – the Key That UnlockedMy World | Elisabeth Wiklander | TEDxGöteborg.” YouTube, February 9, 2017. 34 Ibid. 35 Brusie, Chaunie. “Neurotypical: All You Need to Knowand More.” Healthline Media, November 15, 2021. 36 Ibid. 37 Judy Marks, “Child Development Centers.” (WBDG. National Institute of Building Sciences, 2017).

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

Why is School Difficult for Young Children with Autism?

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

38 Ibid. 39 “Technology and Young Children: Preschoolers and Kindergartners.” (NAEYC. National Association for the Education of Young Children, 2021). 40 ArchiloversCom. “Ziling Changxing Kindergarten: Li Xiang.” Archilovers, August 23, 2021. 41 “Technology and Young Children: Preschoolers andKindergartners.” National Association for the Education of Young Children. Accessed November 2, 2021. 42 “How to Recognize Early Signs of Autism.” ABA Centersof America, May 13, 2021. 43 Rudy, Lisa Jo. “Good Reasons Why Your Autistic Child Has a Tough Time with School.” Verywell Health, September 3, 2020.

eventually the real world where they are abruptly faced with an entire new set of challenges. 44

Children with Autism have specifically struggled within the learning environment due to

an overwhelming amount of sensory dysfunctions, comprehension and overall functioning.

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

44 Ibid. 45 Rudy, Lisa Jo. “Good Reasons Why Your Autistic ChildHas a Tough Time with School.” Verywell Health, September 3, 2020. 46 Ibid.

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.

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

Patterns of Sensory Processing

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;

47 Ibid. 48 Ibid. 49 Ibid. 50 Ibid. 51 Kumar, Sunil, and Shri L.K. Das. “Design for AllInstitute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015.

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

52 Ibid. 53 Ibid. 54 Ibid. 55 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. 57 Ibid.

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

Autistic Play

The ways 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

58 Ibid. 59 Rudy, Lisa Jo. “Why Autistic Children Play Differently.”Verywell Health, December 15, 2021. 60 Ibid. 61 Ibid. 62 Rudy, Lisa Jo. “Why Autistic Children Play Differently.”Verywell Health, December 15, 2021. 63 Rudy, Lisa Jo. “Why Autistic Children Play Differently.” Verywell Health, December 15, 2021. 64 Ibid.

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

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

65 Ibid. 66 Ibid. 67 Ibid. 68 Ibid. 69 Ibid. 70 Kumar, Sunil, and Shri L.K. Das. “Design for AllInstitute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015.

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

Figure 2.4 Figure 2.5

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

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 72 Ibid. 73 Henry, Christopher N. “Designing for Autism: The'Neuro-Typical' Approach.” ArchDaily, November 3, 2011.