15 minute read
Appendix C : Interview Transcripts
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
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TOPIC
VALERIE FLETCHER
Executive Director : IHCD : Institute for Human Centered Design December 20, 2021 10:00 AM Zoom
• 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 design” • Changing Reality paper + video:
IHCD
• Core idea: minimize functional limitations through the power of design
THEORY
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
• Clarify research question
• ZiLing Kindergarten : China • Going outdoors is beneficial for development -> how can that be brought inside? • Look at prisons + why outdoor time is crucial for mental + physical health
• Controlled space = good
• Design techniques: texture, pattern, matching
• History of light + space
• Asymmetry • Hallways curving to left + right • Personal student experience
DESIGN
LAUREN BESHARA
Interior Designer : Dimella Shaffer February 15, 2022 9:00 AM Zoom
• Similar thesis investigation: create and see if design can impact ADHD functioning • Difficult to blend educational styles, they are seperate for a reason: 2 diifferent approaches • Common traits of the different types of Autism
• Human-Nature relationship • Book: Technology + Nature for
Development - specific ways to implement technology
• Thomas Zane: Professor at the Van
Loan School: applied behavioral analysis at Endicott • Dr. Dac Kopack: Doctor of environmental psychology
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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
• 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 • Users will vary from class to class, year to year, day to day • Limit design to specific areas of the school • Different amounts of sensory input in areas
• iPad: simple control panel for the environment: dimming lights, no noise or more noise, etc.
• Charter or Private school: more freedom to customize • Philosophy to mainstream special needs students into mainstream school
• Create enclosure without creating isolation 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
• Variabiity in quiet areas • Options and control within each space
• Planning for hyper sensitive + hypo sensitive • Help students tolerate more (stimulation, interction, exposure) • Mimic real-life scenarios • Child initiated designs • Point Pleasant, New Jersey
• iPad design: but not an iPad RANDY ROSSILLI MICHELLE REHSE
Principal + Kindergarten Teacher April 6, 2022 3:15 PM Zoom
• DIR model: Floortime (play-based approach)
• Model peers (1-3 students per class) • Indoor/outdoor playgrounds
• New building: environmental center • 3 special rooms in each wing: Floortime room, sensory room, quiet room
• Options + choices within built space • Everything modular + flexible except built-in storage
• Design to extreme sensitivity
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KATE WILLIAMS
Junior Designer : Cummings Architecture + Design March 16, 2022 7:00 PM Zoom
• Environment can + should reduce challenging behavior
• 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 walls- integrate railings, something to hold • Sound proofing everywhere
• Integrate Sensory Sensitive in private areas, and
Neuro-typical approach in public/common areas
Executive Director : IHCD : Institute for Human Centered Design December 20, 2021 10:00 AM Zoom
Key Findings : Design Integration + Things to Look At :
• Perceptual difference = pervasive • CDC website for statistics and US Census • “Deaths of Despair” Princeton: low income, rural areas that have higher alchoholism,
Opioids and suicude rates • Patterns of Diagnosis: behavioral vs. intellectual • Language behind “Brain-Based” • WHO uses “Mental” describing everything- cognitive 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 • 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) • Look into HMFH + SMMA (firms that design educational spaces) • Stacy Langston Toohey: licensed
Occupational Therapist • Mis/undiagnosed: how to support them • Outdoor classrooms in New England • Book: Strategies for Teaching Universal
Design • US has shifted to using the term “inclusive design” • Changing Reality paper + video: IHCD • Core idea: minimize functional limitations through the power of design • CDC statistics • Patterns of Diagnosis + Neurodiversity • MIT Library design • Discovery Museum • HMFH
SMMA • 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
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
1. Design Advisor
● This person will have the most involvement through the thesis process. ● This person should be an Interior Architect (NCIDQ), an Architect (AIA), or an engineer (PE) with interest and experience in your area of investigation. ● 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.
2. Universal Design
● The “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 ● Recent developments ● How to best design for young children - early education
3. Children with Disabilities
● How do I have to think differently as a designer? ● Importance of language
4. Classroom Layout
● Psychological architecture : optical illusions can provide healing + create mental awareness + promote learning for an overall provoked sense of emotion + feeling ● Things to consider for young children - flexible zones, small furniture, etc. ● Types of areas/rooms to include ● Design to make the children feel curious, creative and empowered
5. Children + Teachers
● How can I facilitate this relationship through design? ● Considerations 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
● Screen time for children - Minimum 20 mins - Maximum 60 mins -
Attention 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
Interior Designer : Dimella Shaffer February 15, 2022 9:00 AM Zoom
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 • Book: Technology + Nature for Development - specific ways to implement technology • Technology in Nature can have a very different affect than regular technology: more calming and beneficial • Thomas Zane: Professor at the Van Loan
School: applied behavioral analysis at
Design Integration + Things to Look At :
• 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 Development - specific ways to implement technology • 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 • Create a written defense plan outlining timeline of work and how I will get to my end result in a timely, successful manner
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.
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.
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.
5. Redlines from Lauren
Senior Principal + Interior Design Manager March 14, 2022 5:00 PM Zoom
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. • Quality over quantity: finish the project well • Can get overwhelmed with details, details, details • Equipment rooms • Different spaces for different needs • 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. • 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
Design Integration + Things to Look At :
• Arlington High School Early Childhood Center (under construction right now) Possible site? • Westborough School: K-3: population had a high rate of kids with special needs • Find a special needs teacher: what are the important components of a special education facility/part of the school • 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 • Lighthouse School: North Chelmsford • Landmark, Beverly • Concord, NH Preschool program at elementary school (2016) Possible site? • Temple Grandin
Junior Designer : Cummings Architecture + Design March 16, 2022 7:00 PM Zoom
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) • Environment can and should reduce challenging behavior • 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 • Specific designed space to help them stay on task, follow direction with as little to no verbal prompts as possible • Visual cues are key: hallways: walking along walls- integrate railings, something to hold • Transitioning from one space to another: demands and transition: help students get joy out of tasks that may normally be challenging • Montessori: child leads the way through selfdirected play, focus on relationships with peers • Early years are crucial and very important to development • Integrate Sensory Sensitive in private areas, and
Neuro-typical approach in public/common areas • Sound proofing everywhere, but more so in sensory sensitive areas • Turning school quarters/areas into playful learning spaces
Design Integration + Things to Look At :
• Beverly school: Tozier Road (2 floors- broken up by age and by level of behavior) • Pathway Preschool • Headstart • Look at specific patterns of diagnoses around age 3: can levels and types of Autism even be identified at this age? • Different colored flooring • Sensory game: Gross motor hallway activities • Montessori School in Beverly: Harbor Light (Essex
Street) • Ability to modify the space: shades within the windows cannot be touched, broken or tampered with • 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 • No playground here, just natural outdoor play • Playground Precedents: Park ‘n’ Play • Sissi’s Wonderland Library in Shanghai • St. Johann School (ZMIK) Switzerland •
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