Design Across the Spectrum Speculation Report Proposal for City of Launceston

DESIGN ACROSS UM.CTRSPETHEarchitectureandautismspectrumdisorder utas school of architecture and design

RESEARCH OBJECTIVE

PROBLEM IDENTIFICATION

Taking a child with autism into the city is like taking the child out of their routine and comfort zone (Autism Speak, 2013). A child with autism suffering from sensory defensiveness may have adverse reactions, such as social anxiety, fear of the unknown and sensory processing disorders, to ordinary sensory stimuli, which a neurotypical child may not be aware of. Anxiety and sensory overload may result in a behavioural crisis for children with autism. It can be challenging to handle a public meltdown. A child experiencing a meltdown is unaware of his own safety and the people around him (Ryan, 2010) There are lack of social activities in the city that invite children with autism to participate in the public life. There is also a need to implement some spaces around the city for children with autism to withdraw when they are sensory overloaded.

Vincenta's (2012) design guidelines of inclusive play space for ASD will form the base of this design research to foster an inclusive, naturebased and fun outdoor environment for children with ASD in the city. - summary CHILDREN IN THE CITY

This research aim to study the implementation of urban interventions that based on ASD sensory integration in public space can develop a play space that benefit for all, including children with neurological Adeficiencies.builtenvironment designed in away that is accessible for ASD, is a design which can be generalised for all (Sánchez, 2011)

4.3.1 introduction

executive

introduction / children in the city01

CITY introduction

CHILDREN IN

The focus of this outcome attempts to suggest an adaptive design possibility for future growth of city, by taking a more playful and imaginative approach : To design urban play spaces with the implementation of practical sensory interventions To inform a visual / spatial sequence in public space for children with ToASD.provide opportunities for children with ASD to generalise their learnt skills to a broader world in a safe and accepting environment.

An exploration of several examples of designing an inclusive play space for an informal learning environment from Landscape architect, Tara Vincenta's reports on 'Bridging the Landscape of Autism' A combination of design criteria extracted from literature reviews regarding playground for disabilities and outdoor environments design to facilitate inclusion for ASD.

TheLIMITATIONmajor

A compilation of literature reviews will be structured according to the four themes stated below, synthesis and framework the research objectives to form the boundary of urban play space design for children with autism.

children

The urban base data for City Park is based on estimation and observation, such as noise level around City Park on weekday and weekend, type of children's activities around park and main areas that public staying activities take place. This data can affect the space allocation for soothing areas and play activities sequences.

The result of this research is the synthesis of :

4.3.1 introduction - executive summary THE / in the city02

RESEARCH METHOD & OUTCOME

A lack of quantitative information such as types of play in the city and peripheral parks, most of the information is merely based on statistics in Gehl's report with the reference to O'Byrne & Norrie (2013) City as Urban Playground Report.

The analysis of sensory integration occupational therapy in the formal learning environment that is based in the literature reviews

limitation encountered is the lack of substantial evidence based research about the impact of the implementation of sensory play in urban play space on public users.

An initial report of 'The City as an Urban Playground' from O'Byrne & Norrie (2013) of developing a child-friendly spaces to create an inclusive and cohesive city

CHILDREN IN THE CITY introduction / children in the city03

What defines the character of city is its public space. It is an asset to define the achievement of inclusive built environment, healthy and functional city. According to Gehl's 'City for People' (2010), a good city will create an inclusive environment, one which can be enjoyed by everyone, regardless ages, genders or disability. It is well known that, in the past few decades, architectural practice has been underpinned by the principle of inclusive urban design, so that public space can be accessed by people with disabilities. Universal design and accessibility have been integrated into design solutions, in fact, this word has been conveyed mostly in a physical concept: a way to grant people with physical disabilities access to a building or space (Vázquez and Torres, 2013). Likewise for many years, design practitioners have taken into account people with different types of disabilities, either in accordance with their convictions or purely to comply the design guidelines (Vázquez and Torres, 2013).

4.3.1 introduction - inclusion through the eye of autism INCLUSIVE CITY FROM THE PERSPECTIVE OF CHILDREN WITH AUTISM

There are, however, many other impairments or disabilities are "invisible", which are usually ' inaccessible' by the built environment (Vázquez and Torres, 2013). Lefebvre (1966) critics that, architect seems to have established an assembled of significations, poorly developed, and labelled these as 'form', 'function' and 'structure'. They elaborate, not from the perspective of those who will inhabit in that space, but from their interpretation of inhabiting.

On the contrary, children with autism or other specific groups with cognitive impairments, always fall in the cracks of current inclusive urban design theories. Children with neurological deficiencies continue to be marginalised from having opportunities to participate in public life (Vázquez and Torres, 2013).

"It is not the matter about providing a ramp in the building" "But the focus is always on putting a ramp for wheelchair users, rather than focus on environment barriers." (Burton & Mitchell, 2006)

For All For Physical Disabled For "Invisible" Disabled withChildrenautism

URBAN INTERVENTION to connect children with nature and broader world, not a design-only intervention

SENSE OF FAMILIARITY

ISSUES+ ?

Ages

Criteria1 of Inclusive

playful elements in urban design to invite people of all age to spend time in the city. A fine city is where children can be naturally integrated in the public life. (Gehl’s Public Spaces, Public Life, Sydney 2007)

Public CausedMeltdownby:Anxiety & sensory overload Main Concern for Public Outing Safety & Comfort

Re-define

IntegrateSAFETY

Play allows children with ASD to release tension and generate their multi-sensory experience in an unfamiliar environment. (Verheul, creater of 'The Snoezelen') Through the act of play :

SENSORY INTERVENTION to allow children with ASD enjoy playing the same equipment with others Transforming a City to become an Urban Playground for All, including ASD - a design with inherent meaning to allow children with ASD play with their own way in city

A built environment designed for ASD, is a design that can be generalised for all users. (Autism and Architecture, 2013)

2 HOW ? WHAT ?

INCLUSIVECITY

Children playing are good indicators of inclusive and cohesive city that cater for all. (Gehl's LTN Report, 2011)

Reducing sensory stimuli that may trigger sensory overstim ulating in public areas where children learn & play. (Sensory Stimulation & Autistic Children, 2013) introduction / children in the city04

Children with ASD prefer familiarity or repetitive activities be cause they know what to expect. They more likely to have good bahaviour if they can predict what is coming next. (Autism Speaks, 2013) When people feel safe and confident to use the place, sense of place can be fostered. (Pallasma, 2005)

• create familiarity within the place • develop emotional connection with the place • a way to calm down when they start feeling anxious or overwhelmed in the city (Handling Meltdown in Public, 2008) Problem Identification Parent : Going out to public with children with autism

"NOT TO DISNEYLAND YET" Most of the autism consultants suggest it is best to start small when go on a new public outing, such as public park or places with less people, as a transition from comfort zone to an unfamiliar space for children with autism. (Autism Speaks, 2013 & Autism Support Network, 2009)

• development of gross and fine motor skill, fitness, spatial perception.

• activities: building, shaping, demolishing & rebuild, digging, playing with situation.

• to foster personal identity and development of personal views / options.

A public play space should provide opportunities for children to play in a safe and accepted stimulating Aenvironment.goodquality and well-designed play space assists children in developing their fine and gross motor skills, environmental awareness, as well as social and psychological development. Play is essential for children with autism. Outdoor play provides opportunities for children to practice the skills they have learnt, in structured classrooms or therapies, in a real-world environment. It is calming and therapeutic when children tend to play in nature. Neurological deficiencies can affect the development of important skills required in play for a child with autism. Play spaces can be improved base on the ASD play characters to make playground more inclusive for all children. Inclusive play spaces need to respond to these four types of play, drawn from O'Byrne & Norrie's (2013) report, together with the consideration of ASD's behaviours of play : & Creative

• activities : observing other children playing, sitting, daydreaming, painting a picture, visualization.

4.3.2.1 theoretical background - types of play

• involve thinking, problem solving, concentration and building something.

PLAY

• activities: running, jumping, rolling, crawling, swinging, bouncing.

CITY theoretical background / children in the city05

ACTIVE COGNITIVEparticipationSOCIALphysicalPLAY+movementPLAYofothers&CREATIVE

• development of communication, role-play, cooperation and relationships

• Active Play • Social Play • Cognitive

CHILDREN IN THE

imagination, making and creating INDIVIDUAL / QUIET PLAY self reflection and personal development IN GENERAL

Play • Solitary/Quiet Play

• activities: ball games, social drama, imitation, solving problems together.

• provide opportunity to explore and experience different materials.

• often harm other children when play - do not understand his strength.

SOCIAL COGNITIVEPLAY&

• make games more visual to forseen, like using facial icon to represent emotion.

ACTIVE PLAY

06

• example : playing with see-saw can help a child to understand the process or working together and social expectation.

CHILDREN in the city

• parallel play : may want to play alongside with other children to imitate and observe how others play.

• do not enjoy swing or moving playground equipment.

• need wide & open space, too close interaction may be uncomfortable for ASD.

• place to observe others playing before participation in play.

IN THE CITY theoretical background / children

• may smell or eat the objects when play or building

• do not try to get close with others, not paying attention while others playing.

• extremely high tolerance to pain, can be dangerous at times

• enjoy spinning, jumping swinging

• may choose the same toys like them, like train and LEGO house.

CHILDREN WITH ASD HYPOSENSITIVITIES / SENSORY SEEKER

• may not have awareness to fall

• clumsy and uncoordinated movements

HYPERSENSITIVITIES / SENSORY AVOIDER

• provide elements that change in certain order & unity, like sand play, music play, water play.

4.3.2.1 theoretical background - types of play

• can be complex for ASD, need communication skills - can train a child to ask for help when play.

• do not understand personal distance and always stand too close with peers.

• may refuse to play at some places because of the smell of the place or play equipments.

• difficult to judge the levelchanging : always misstep the curbs

• need to touch / hug people, even when it is inapropriate to do so.

• fear of noises, enclosed and crowded playground.

CREATIVE PLAY INDIVIDUAL / QUIET PLAY

• to include nature play - good and seamless landscape set a serene tone and imagination.

• play area divided into pods to allow see through / seperate loose parts of play equipment.

• fear of climbing : do not like their feet to be off from ground.

• simple gross motor activities can improve balancing while develop important motor skills.

• need quiet space when overwhelming by a demanding interaction : include cozy cocoon / hammock.

• may avoid walking on uneven surface like sand or water.

• examples : jumping on trampoline, climbing, rolling, kick a ball, crawling tunnel, riding tricycle.

theoretical background city

theoretical background - children with ASD play differently

A playground design, underpinned by universal design principles, has gone beyond wheel chair access. It is about getting the whole community to engage in one space, including those suffering from neurological Gehldisorders.(2010)

Land art / painting works allow children to discover the details and develop their imagination. It is also provides solitary play and opportunity to develop interaction gradually.

CAN THE IMPLEMENTATION OF SENSORY PLAY IN PUBLIC PLAY SPACE AID TO REDUCE PUBLIC ANXIETY AND FACILITATE PUBLIC OUTING FOR CHILDREN WITH AUTISM? 4.3.2.2

highlights in his book Cities for People, it is important to avoid creating 'special places for special activities' only. An inclusive playground is where children or individuals with disabilities were able to play on the same equipment as typical children, not creating another play space specifically designed for children with autism. It is also important to make a play space interesting not only for children, but also inviting for parents and elderly to stay and socialise while watching their children playing. Enclosed seating offer intimacy and security. Cosy space with quiet play equipment like cosy cocoon.

07

/ children in the

HYPERSENSITIVE CHILDREN / SENSORY AVOIDERS PREFER : Fig.1 Fig.2 Fig.3 Fig.4 CHILDREN IN THE CITY

4.3.2.2 theoretical background - children with ASD play differently Prefer narrow repetitive activities and movement-based play like : swinging, spining, jumping, rolling or rough-tumbled play. water play / sand play allow children to connect with nature. musical instrument at sensory park place making. accessible see-saw and merry-goround for wheelchair users. - Buenos Aires, Argentina Enjoy adventurous play like flying fox and spider net, climbing multilevel play house to sense their body and the surrounding environment. HYPOSENSITIVE CHILDREN / SENSORY SEEKERS PREFER : IN BETWEEN AND OTHERS : Fig.5 Fig.6 Fig.7 Fig.9 Fig.10 Fig.11 Fig.12Fig.8 CHILDREN IN THE CITY theoretical background / children in the city08

CITY theoretical background / children in

Children learn and interpret spaces with their senses through the act of play (O'Byrne and Norrie, 2013). Children with autism enjoy playing, but they may not play in a way that is beneficial to their cognitive development due to their sensory issues and repetitive patterns of Playbehaviours.spaces requires extra features in order to facilitate play for children with autism. Tara Vincenta (2011) has developed the following guidelines which emphasising comfort, safety and supportive outdoor environment for ASD. These guidelines can be implemented into existing play spaces, retrofitting them to be more user-friendly for children with autism.

Provide opportunities of exercise and develop their motor skills, interaction skills, and balancing skills

Children find connecting with the nature is calming and therapeutic.Fig.13 Visual cues, elements of consistency and orientation map can be included to facilitate transition between spaces/activities. 4.3.2.3 theoretical background - conditions of play space

CHILDREN IN THE the city

These outdoor environment design should help children to apply the lessons they have learnt in the classrooms to a real-world environment, provide them with coping skills outside a controlled environment.

Carefulhappen.consideration for play material and plants

A physical boundary is needed

Select a quiet and less stimulating location

09

Noise from adjacent traffic, mall or restaurant, even people talking can be overwhelming. A play space can be provided nearby a mall, square or nearby a busy street to allow children with ASD to withdraw when they feel Smooth,overwhelmed.wideand seamless pathway surfaces Smooth, non-glare paving eliminates the feeling of crowding and confusion, many of them are sensitive to texture and bright colours.

A map that illustrates the play space can assist children with ASD (especially for non-verbal child) to navigate easily. It may also help them to understand the spaces between two play activities to orient themselves before experiencing the next play equipment.

Wildes (2013) believes that through designing environments that meet the needs of individual with neurological disorders, that spaces can be used by everyone at any age at any type of built environment.

A controlled setting to ensure safety and security when any meltdown

A walk-challenge path or exercise loop to practice their balancing skill learnt in school. Gardening can be considered as part of activities.

Children with Hyposensitivities may explore play equipment with their taste or Orientationsmell.Map to be provided

Many children with autism are often photosensitive.

Use of hedge, stone wall, seating element that create a continuity and predictable pattern. Play types that introduce sequence of activities

50% of children with autism are non-verbal (Vincenta, 2011). Children learn to use picture exchange systems (PICT) in therapy centres to communicate with others. A play space should incorporate with simple and clear picture (signage) to communicate with peers and intention to use certain play equipment. Braille can be included for visually disabled children and sign language users to encourage communication between verbal and non-verbal children.

theoretical background / children in the city10

4.3.2.3 theoretical background - conditions of play space

Provide opportunities to overcome sensory integration difficulties

Children with Hyposensitivities may feel the sense of comfort by being held tightly by something or seek sensory stimuli by constantly swinging motion. A soothing area to escape when overwhelmed A bamboo tunnel, a low growing shrub to hide beneath, or a see-through honeycomb fence panel for children with autism to escape and seek for calming environment. It is also a space to observe activities from a distance until they are ready to participate.

Provide opportunities of socialization

Provide shade (trees and shading features)

Slowly change from no-stimulus (quiet play) to highly stimulating of play (active Provideplay).fixed & non-fixed elements

To choose play elements that create the visual consistency

CHILDREN IN THE CITY

To create a sequence of play where fixed elements can be experienced first to build up their sense of security, and gradually continue with flexible play elements, to assist them overcome the transition of

Visualactivities.cues and signage are required

Children with autism may have adverse or under-reaction to ordinary sound, texture and visual stimuli. A play space can be equiped with stimulating elements for sensory seeker, and calming elements for sensory avoiders. Gardening is one of the ways to help children familiar with different colour, smell, texture in a nature environment.

Fig. 14 Allow some level of transparency at soothing area for children with autism where they can occasionally hide away and observe their surrounding.

To encourage communication for children with autism. This can be started with quiet play, followed by one-on-one social play and gradually increase the number of peers to participate in play.

Provide hammock or hammock swing

ChildrenFOCUS with who suffer from sensory integration dysfunction (hyperor hypo-sensitivity) may have an adverse reaction to ordinary sensory stimuli. These can become a barrier for children with ASD to go out to public, somehow jamming their interpretation of their surrounding, and eventually can trigger a change-of-behaviour or tantrums.

Safety is the main concern and difficulty when the parents of an autism child took their children out - when they are in the middle of a meltdown, they may run off or have no awareness to road safety and strangers (Ryan, ChildrenCRITERIA2010).with autism may find crowds of people unpredictable and overwhelming (Tuckett, 2004). Studies (Autism Networks, 2009) shows that the best strategy for a public outing is to start from a smaller step, by taking the child to a less crowded public place like park or a fun and interesting place like playground, and gradually increase the time in public when the child's behaviour suggests he is ready.

4.3.3.1 universal issues - sensory environment + safetyRECOMMENDATIONImplementationof

It is impossible to change all environment to accommodate only for children with autism. However, the effect of sensory stimuli in areas where children learn and play should be considered when designing built environment (Wildes, 2013). In general, a city should be safe for children to play, travel, and interact with minimum risk within the environment (Gehl, 2010). By developing child-friendly spaces can contribute to the future growth of inclusive and cohesive cities.

sensory plays equipment in public place can make a city more inviting for a child with neurological disorders to participate public life in city. Careful consideration is required when allocate play equipment for different types of play activities between area for privacy and adventurous play. Park provides a space for children with autism to play in a less stimulation and controlled public space before proceeding to more crowded areas like malls, restaurant or streets. Through play, they can slowly gain confident and ultimately apply the learnt skills from formal learning environment in more complicated setting like city space.

CHILDREN IN THE CITY

Fig. 15 - A new playground in Adelaide City is an inclusive playground for a group of children with hearing, vision and mobility impairments.

universal issues / children in the city11

where play activities are sequenced in a smooth transition to build upon comfort level. Thoughtful urban intervention can provide greater context to particular places to enhance children's perception of the city. People with autism are visual thinker (Grandin, 2010), they build up their imagination with their fragmented perception. A consistent pop-ups can create a visual continuation that allow people to 'wire' the designated 'spot' in the city.

Fig. 16&17 Point Solitude, Berlin. Urban Scenography Project. The fragment and the colour of flowers create as meeting point or marking point along the road. Children with ASD are sensitive with particular elements on the street, they may use this intervention as a private sphere.

PallasmaCRITERIA (2005) describes sense of belonging can be fostered when people tend to feel more secured, balanced and comfortable in a familiar environment. A predictable environment can prevent unnecessary stress for individual with autism (Autism Speak, 2013) Play allows children to form their physical and emotion connection to the space and people in a fun and relax way. Play is an experience of creating that uniting space and time (Day, 2007). Children explore and place-marking spaces through the act of play. Play allows children gain a sense of achievement and learn their self-security to take control from an unfamiliar situation.

DesignRECOMMENDATIONplayspaces

4.3.3.2 universal issues - cultivate sense of familiarity

universal issues / children in the city

explains a built environment can stimulate children's senses and draws their attention in sensory experiences. Children use their senses to understand the connection between themselves and their social However,relationship.children with ASD experience difficulties to integrate a given information, even it is stored in memory. They also unable to apprehend the information from their past experience. The past experience will not be readjusted in another new context (Sánchez, 2011). Everything has to be predictable and controllable for children with autism. Sense of familiarity is a feeling that they recognise, a reaction they understand or a predictable routine. They feel secure and comfortable when they know what to expect.

DayFOCUS(2007)

CHILDREN12 IN THE CITY

Urban intervention can provide characteristic and landmark to a place. A consistent and predictable pop-ups in the city can help to create an embedded visual memory for children with autism.

Some children with autism may show the needs of wide and open spaces and avoid interaction with other peers. Vázquez & Torres (2013) further explains that, sometimes they need a place which they can escape from a demanding social situation ( a simple place with less people, or with only people they familiar with).

ARECOMMENDATIONconsiderationof this aspect can help us to improve public space design by implementing sensory integration activities in public realm, to invite children with autism participate in city life through the act of play. A play space design need to address the issue of communication and foster social interaction for children with autism.

50%FOCUSof

4.3.3.3 universal issues - social interaction and communication

Different practical sensory interventions can be blended with existing play spaces to create a common ground that facilitates inclusive play for all children. Different types of activities such as gardening and naturebased play can increase opportunity for socialisation.

CHILDREN

ChildrenCRITERIA with autism need visual support to communicate with others and imagine what is coming next. Sensory integration play provides opportunities for cognitive development to help children to develop their communication skills through play. FloorTime is one of the occupational therapy by using visual models to improve social response and behaviours with peers. Play is also a way for children with autism, especially for non-verbal children to express their feeling. Through play, an adult able to connect and communication with the children at an emotional level, in a natural and safe-feeling situation, through a fun and relaxing way (Fina & Anderson (2013).

IN THE CITY universal issues / children in the city13

Fig.18 Greenspan's Floor Time Interventions also has supported the theory that, play can release tension and help in developing sensory experience. It is a tool to allow children creating their own play theme, setting up play events, and initiate interaction with other peers.

children with autism are non-verbal (Sachs and Vincenta, 2011). Impairments in information integration make communication and socialization extremely difficult for children with autism. At certain times, children with autism may feel overwhelmed when they are forced to participate in several interactions (Vázquez & Torres, 2013).

Lantz (2001) concludes that, all of these characteristics may cause the peers to exclude children with ASD as they do not understand how to effectively engage with them in play.

"Every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the children to participate freely in cultural life and arts."

In contrast, children with autism spectrum disorders (ASD) do not play in a process that is beneficial to cognitive development (Lantz, 2001).

•

Unusual preoccupation with certain toys, have fascination with a particular subject - may collect information and repeatedly question about it.

Like spinning wheel on car or watching wheel rotate, or complete a puzzle in the same order every time. Pre-occupation with parts May interest in parts of toys rather than whole object, always fascinated with moving objects like watching spinning wheel, like to collect small objects such as button or twigs. Insistence on

Stereotyped / repetitive motor mannerism

Unique repetitive pattern like hand-flapping, prefer swinging, spinning and jumping. Routine & Ritual

WE TAKE A BOTTOM-UP DESIGN APPROACH TO STUDY THE BEHAVIOURS OF PLAY AND DEFINE THE NEEDS OF PLAY FOR CHILDREN WITH AUTISM. FROM THERE ONLY WE LOOK FOR THE TECHNICAL SOLUTION. IT IS IMPORTANT TO NOTE THAT THIS WAS NOT A DESIGN-ONLY INTERVENTIONS FOR DISABLED, BUT HOW THE PLAY SPACE CAN BE USED FOR CHILDREN WITH AUTISM TOGETHER WITH OTHERS. universal issues / children in the city IN THE

CITY

The main issues of social play characteristics of children with autism spectrum disorders can be framed in :

Neurological deficiencies can affect a child's ability to play. For typical children, a day is spent in the combination of activities involving other children and adult, many hours in playing. These are the behaviours which affect children with autism ability to Restrictiveplay. pattern of interest

Play is a way for children to use their body to explore and place-making with their surroundings. Play is a function of imagination, a way to develop motor and communication skill, thinking and problem solving (Alexandra, 1977).

In 1989, the Right of the Child, Australia has stated :

• Communication deficits Difficulty understanding the feeling of peers Restricted & unusual interest • Peer exclusion

•

sustainedsamenessunusual play on certain object spin object or like constantly body spinningobjectsattachmentsinappropriateplayto 4.3.3.4 universal issues - behaviours and play

CHILDREN14

Children with ASD often engage in stereotypical, repetitive play patterns and may have difficulty with abstract concepts and imaginative play (Brereton, 2011). They may not understand the language or social cues from their peers. Therefore, play in children with ASD is often solitary due to the difficulty in communication (Lantz, 2001).

4.3.4.1 diagrammatic proposal - strategies & opportunities

STRATEGIES AND PLANS

Location of playground Source : Launceston City Council 2010 Fig. 19 Launceston City is bounded by a number of fine parks but the connections between the parks are not strong (Gehl, 2011).

CAN A PARK BE MORE THAN A PLAYGROUND

The aim is to facilitate play for children with neurological impairment to use the same play equipment as all people.

Use PLAY to make city more legible and easier for children with autism to Theparticipateintention is to transform parks to become a soothing spot in the city, to allow children with autism develop their sensory engagement in a calm and accepting environment until their behaviours are ready to 'big' Workingcity. with existing play spaces

The parks have a lot of potential to develop nature-based play which blend natural materials like environmental art, vegetation, water feature, together with traditional play equipment. In this research, one more type of play feature will be included - sensory integration activities, to facilitate the concept of inclusive play space. ... a place where less people and less sensory issues, if something goes wrong, it is safer to ease out. (Autism Support Network, 2011) ?

Transforming public parks in Launceston to become public play spaces with the implementation of sensory integration activities

CHILDREN IN THE CITY diagrammatic proposal / children in the city15

Allowing quality, diversity, inclusivity and fairness

The main places for children are the parks on the periphery of the city centre (Gehl, 2011). There are few existing play spaces in City Park as shown in next page. New sensory play tools can be placed seemingly and thoughtfully, without overcrowding the parks.

4.3.4.1 diagrammatic proposal - strategies & opportunitiesFig.20Fig.21 Fig.Fig.Fig.222324Royal Park City BrickfieldKingsParkParkReservePrinces CHILDRENSquare IN THE CITY diagrammatic proposal / children in the city16

CITY diagrammatic proposal / children

Launceston City Council Vision

4.3.4.2 diagrammatic proposal - city park as case studyCANOPY TREES PLANTED SURFACE

vegetationdensevegetationloose area bounded by existing building

Albert Hall

• potential for active play.

A project initiated by Launceston City Council (2013) has developed a set of Play Space Strategy for Future Play Space in Launceston. The aim is to provide a good quality, well designed play space to achieve a balanced mix of both existing tradition and new natural play features.

• proposed to locate cafe and publicamenities here.

One of the ideal locations with least amount of distractions from adjacent traffic, less crowded and provide greater control over sensory input. The natural open and spatial park provides opportunity for nature-based play and rough-and-tumble play.

Launceston city has very few playground equipment or interesting play spaces. The main places for children are parks and formal playgrounds. Current playground in City Park is an inviting and utilised place for children and family to spend time in weekend.

CHILDREN IN THE in the city

17

The park is fenced and contained which prevents children from straying outside the play area's boundary, ensuring a safe and easy-to-control environment, particularly when a child having tantrum.

• family gathering or interaction with other children.

• more rigid pattern.

There ia ample shaded area in the park which suitable for photosensitive autism Existingchildren.JohnHart

Conservatory has potential to become a horticultural therapy area. Gardening activities can help children familiar with different colour, smell, texture in a nature environment. It also provides opportunity to develop communication skills, social interaction.

Analysis of City Park :

• visible boundary.flexible play pattern. potential for imaginary play and nature-base play. • potential open, wide and flexible space for running, jumping and other fast moving activities.

DesignTasmaniaCentre City Park Radio

CIRCULATION meeting point noise from traffic brisbanest cameronst cimitierest tamarst lawrencest hightrafficvolumehightrafficvolumelowtrafficvolumeonweekend onlowtrafficvolumeweekend proposed for quiet play, to escape from interaction, sitting and reading area or daydreaming. require smooth transition between family gathering areas and hypersensitive play space potential for hyposensitive garden, social play or games that need a lot physical movement. 1. macaque monkey enclosure EXISTING PLAY SPACE URBAN CONTEXT 2. chess set 3. water feature 4. children playground 3. water feature 5. tiger-dragon path 2 1 3 4 5 Children activites in City Park during summer (Gehl, 2011).6% (weekday) 20 % (weekend) Number of pedestrian during summer. (Gehl, Brisbane2011)street and Tamar street are high traffic and pedestrian volume on both weekday and weekend. Lawrence street and Cimitiere street are quiet after peak hour and during weekend. N areahousing areahousing areahousing areahousing car park landvacant car park shops areacommercial areacommercial museumautomobile 27001700 760 High pedestrian traffic at Brisbane St and Cameron St, might have create overstimulating streetscape for hypersensitive children. All photograph courtesy of author diagrammatic proposal / children in the city18

CHILDREN IN THE CITY

QUIET SurroundedZONE

4.3.4.3 diagrammatic proposal - a toolkit to connect with public family area / gathering basednature-play activeplay zonequiet existing equipmentplay playwater

FAMILY AREA / GATHERING

by more high and dense trees, facing automobile museum and vacant lands, suitable for quiet zone.

A place for parents of children with autism can gather and relax around the cafe here. An opened and empty space behind Design Centre has the potential for land art activity or Floortime Play for children with ASD.

DIAGRAMMATIC APPROACH

sensory integration activities can be threaded into the existing play spaces based on diverse play themes and types of play as highlighted :

diagrammatic the

proposal / children in

city19

City Park has the potential to become a place for everyone to meet and relax in the heart of city, including individual with neurological Adisabilities.seriesofnew

WATER PLAY

STRUCTURED / ACTIVE PLAY

Existing topography with natured slope provides opportunity to integrated play objects seamless together with this free-flowing landscape, utilise the slope to provide a tiered seating area.

PLAYGROUND EQUIPMENT

The existing duck pond has the potential to provide a mixture of function by interconnecting with water play facility.

NATURE-BASED PLAY

Implement new sensory play equipment to interconnect with existing playground, to facilitate play environment for children with autism.

The main intersection point of City Park. More staying activities take place at this meeting point and children playground. Potential to develop active play space, or structured games that involve bigger groups. Play area can have direct connection with family gathering area and public play activities. Children can bring their own toys to play with others. Seating and social play can be located in between quiet zone and active zone to provide a smooth transition between activities. Children can observe other peers playing before they are ready to participate.

Existing Tiger-dragon path change in texture, colour and animal pictures integrates creative movement activites along the way.

• Foldable seating is more informal and allows socilization to occur spontaneously, and also provide privacy for quiet sitting.

• To allow children play at their own comfort level until their behaviours are ready to participate in group play. merry-go-round with Tiger-dragon Path

The Mole Hill for adventurous play stoolbalancing fixed & non-fixed play elements for social or quiet play water play

Existing horticultural display, John Hart Conservatory has potential to provide a wheelchair accessible planting area and gardening activites. To provide soothing area to escape with see-through seating to allow observation, hammock swing for sense of comfort, and a lot of shades.

A raised-up water play and aquatic learning can be blended with existing duck pond. Elements of consistency can be used to create a visual continuation between pathway in park and streets

• To allow supervision on children playing while socialising with other parents.

• Potential for family gathering or bigger group activities.

• Consist fixed & non-fixed play elements, fixed elements to be experienced first to foster sense of security, and gradually change to flexibled / imaginary play.

soothing area natural amphitheatre wide & open space for active adventurousandplay Fig. 26 Fig. 27 Fig. 25 Fig. 28 Fig. 29 diagrammatic proposal / children in the city20

• A series of play elements increase gradually in complexity and physical movement.

• Elements of consistency to create transition between quiet zone (hammock swing) and active play (playground equipment).

discussion / children in the city21

However, this does not mean that all existing built environment have to be demolished or modified to provide an equal play space for children with neurological deficiencies. The city can become an inclusive urban play space with the integration of sensory practical intervention from ASD educational learning centre for to facilitate social and environmental interaction, as well as provide space for children with ASD to escape from a demanding environment. This research has helped me to unpack and redefine the perimeter of inclusive urban design, from the perspective of children with ASD, through the act of play. The output of this research is to achieve a thoughtful and engaging public space design that incorporate with ASD play intervention. This outdoor environment can provide children a relief from a rigid classroom and structured therapies, to have fun in a safe and accepting public spaces.

CHILDREN IN THE CITY

4.3.5 discussion - result of literature reviews KEY FINDINGS AND DISCUSSION

Through synthesized literature reviews and precedents analysis, by taking City Park as my case study, a theoretical urban play 'toolkit' being devised to improve a recreational park to become a play space not only for children, but also for adult and elderly, in this case, particularly to include children with autism. There are existing play elements that have the potential to be improved with the ASD sensory integration play, such as water play, soothing area, provision of fix and non-fixed play equipment, as well as existing playground and Tiger-Dragon sensory pathway.

According to Scott (2009), it is important to include children with ASD to participate in public life, to be part of the social fabric, as their learning process in transition to adulthood to face the 'real' world, but remain within a controlled setting.

Neurological changes and deficiencies have an impact on how children perceive and interact with environment. Children with autism experience some issues like social anxiety, fear of the unknown and they may have adverse reaction to ordinary sensory stimulus (Wildes, 2013). Going out to public spaces and area with crowded of people like city can be difficult for children with autism. They find places with crowds of people overwhelming and unpredictable (Tuckett, Marchant and Jones, 2004). Many children with autism are in highly structured indoor learning environment during day. However, outdoor experiences can help them to receive greater benefits and provide opportunities to practice the skills they have learnt in class in a 'real world' environment. Children with autism enjoy playing. Play is a way to release tension (Alexandra, 1977), to foster physical and sensory engagement with the surrounding environment (Day, 2007). Child psychologist Lauren Elder (Autism Speaks, 2013) suggests one strategy to overcome stress in public for children with autism is having their favourite or familiar toys on hand. Children with autism experience sensory integration disorders which cause them to feel anxious and fear of assault to walk around in public. Studies have suggested it is always the best to start from 'small steps' for a new outing, a safe and accepting places with less crowded of people, and avoid complicated and overstimulating setting.

Gehl (2011) states in Launceston Public Space and Public Life, parks are the main places in Launceston City but the staying activities for children is limited.

Parks can be one of the 'small steps' to create a soft transition from school or home to public place or city. It can be safer place and easierto-control for a child with autism to withdraw when a tantrum occurs.

The outcome of this paper has proposed a method of transition, driven by children with ASD's perception, through the implementation of play interventions in public spaces. A synopsis of design proposal for play space based on a number of design criteria, extracted from literature reviews, to provide spatial sequences in city for children with autism. The overall proposal does not segregate children with autism from another, it provides opportunity for children with autism or other individual with neurological impairment to play the same equipment with the mainstream children, but have access to specific services.

DIRECTION FOR NEXT STEP

A park is divided into six areas to allow different types of play activities. Each area is connected with a series of legible pathway and consistent pattern of loose furniture and play elements. Ample visual cue and orientation map are necessary to allow children with autism to foresee what is the next play and assist them to navigate the park easily. A smooth transition between family gathering area (public play), naturebased/adventurous play, existing children playground (fixed equipment), to pop-up in the park (non-fixed equipment). Every play area will be provided with seating or soothing area for children who do not initiate to play in group. A soothing area is located at quiet zone for hypersensitive children to withdraw from any demanding interaction. Existing John Hart Conservatory has the potential to develop a horticultural therapy, connecting children with nature is one of the calming and therapeutic way to overcome stress and anxiety.

In advance research on this matter, further analysis and assessment to be carried out to refine this proposal. This proposal can be tested at different public parks to reveal the weakness and errors of this synopsis. Further improvement can be made to allow this proposal to be applied not only at parks but carry forth to other public spaces in city, such as mall, square and streets. This study can be carried forth by looking into a 'bigger' scale perspective, to develop a series of green connectors in the city, and make public spaces more legible and inviting for children with autism.

4.3.5 discussion - result of literature reviews

CHILDREN IN THE

The analysis and proposal then compile into a 'toolkit' to foster a connection between urban city or public place and children with autism, through the act of play. The aim of this research is to display an exploratory method to assist children with autism in developing their spatial experience in the city. This theoretical play space 'toolkit' attempts to act as a stepping stone for children with autism to connect with city in a less stimulating setting while providing opportunity to practice the skill they have learnt at a structured therapy centre.

CITY discussion / children in the city22

CHILDREN IN THE CITY the

Children with who suffer from sensory integration dysfunction (hyperor hypo-sensitivity) may have an adverse reaction to ordinary sensory stimuli. In contrast, a neurotypical individual may have no problem with such stimuli. This can become a barrier for children with ASD to go out to public, somehow jamming their interpretation of surrounding, and eventually can trigger the change-of-behaviours or tantrums and emerge a 'fight or flight' situation. It can cause particular tension in public spaces as children's misbehaviour always reflect on the perceived moral characters of parents or caretakers.

conclusion / children in

The concept of inclusive design becomes an essential approach in architecture and it is a fundamental concern in the design of public space to develop a cohesive and inclusive environment for all (Sánchez, 2011). A good city will create an inclusive environment, one which can be enjoyed by everyone, regardless ages, genders or disability (Gehl, Gehl2010).

4.3.6 project conclusion

been practicing to design and plan spaces to be accessible by as many people as possible, including individual with disabilities. There are, however, other impairments which are not 'visible' are often overlooked in this inclusion concept (Sanchez, 2011). Due to their impairment, they are always forced to make efforts to adapt to the environment, understand the surrounding and struggle to process the sensory information they receive - music too loud in the mall, neon lights and signage are too complicated and overbright (Vázquez, 2013). The built environment can affect their behaviours and body interaction in relation to public spaces, and thus, influence their spatial experiences and perceptions of the city. On the contrary, the early assumption of how children with ASD perceive and engage with the city is far from accuracy.

DESIGN FOR ASD | DESIGN FOR ALL

city21

(2009) suggests, in order to make people enjoy spending time in city, we need to make places safe and attractive. A safe and inviting city is where people feel comfortable and secure to move around in the public space on foot or by bicycle, with traffic solutions being adopted, by giving special consideration to children, the young, the elderly and people with disabilities. Developing a child-friendly spaces will contribute to the future growth of an inclusive and cohesive city (O'Byrne and Norrie, 2013). Public spaces in the city should be attractive to children, meanwhile they should also be able to play in public space with adult's supervision and visible to their neighbourhood community (Gehl, Architects2010).have

Understanding of how children with ASD interpret public encounters could facilitate the design of urban spaces to promote active engagement of children with neurobehavioral disabilities in the city. A critical set of human factors have to be considered when taking an inclusive design approach - the impact of sensory stimulation on the individual who use the environment.

"Mainstream children are probably more able to cope with badly designed spaces than children with ASD would be. So the responsibility to create a 'good' environment is brought into sharp relief" (Scott, 2009) In settings of urban play spaces for neurological disorders children, it is best to design for the worst case scenario rather than adjust to make them adapt into the environment. As architect John Jenkins (Vázquez, 2013) states, in reference to the design of educational spaces for children with ASD, he affirms that the built environment can also be applied on individual with any ages and any types of building.

Children playing is a good indication of whether the city is designed for all users (Gehl, 2011). An inclusive city can be achieved through developing fun and interesting public play spaces, to ensure children, teenagers and young adults of all levels of skill and agility can enjoy and use the city without segregation or discrimination.

DISABILITITY IS NO BARRIER TO PLAY

CHILDREN IN THE CITY

conclusion / children in the city22

4.3.6 project conclusion

Gehl (2010) highlights in his book, Cities for People, it is important to avoid creating 'special places for special activities' only. An inclusive playground is where children or individual with disabilities were able to play on the same equipment as typical children, not creating another play space specifically designed for children with autism. It is also important to make a play space interesting not only for children, but also inviting for parents and elderly to stay and socialise while watching their children playing. Spaces designed for children with autism require considerations beyond accessibility. A play space design underpinned by universal design principles has gone beyond wheel chair access, it is about getting the whole community to engage in one space, including those who suffering from sensory defensiveness.

"We should not think of what discomfort and awkardness people without disabilities are willing to tolerate, because that suggest a troubling hierarchy of privilage. - Ditto

CHILDREN IN THE

"People(Ryan,142010)with ASD are not social people: they found crowds of people overwhelming & unpredictable." - Tuckett, AMAS Research, 2004

Expecting kid like Jonah to stay at home is not reasonable " - Amy S.F. Lutz, author of Each Day I Like it Better: Autism, ECTand the Treatment of Our Most Impaired Children, 2013)

"A customer at a nearby table began making comments about Milo's loss of behaviour control to the waiter. The man continued talking about Milo and said - special needs children need to be special somewhere else." "What are reasonable expextations of behaviour in public spaces?" -Kim Castillo, mother of 5-year-old Milo. (Lutz, "What2013)aremy children, and my friend’s children, learning about the place of the disabled in the community? Will they grow up thinking it’s perfectly natural for people like Jonah to literally be shunted into a back room?" (Lutz, 2013)

“People look at you like you’ve got three heads, like, ‘Why is that child misbehaving?” “When you have a child with a physical disability, they look at you and feel sorry for you, because they can see the disability. Autism is an invisible disability. What they see is this child having a temper tantrum and you’re a bad parent” -Lorena Burgan, mother of 7-year-old Colin. (Invisible Disabilities Association, 2013)

"The streets are belong to adults. Children are permitted into public spaces only when they have been socialised into appropriate adult ways of behaving."Valentine comments in paper, Angels and devils: moral landscapes of childhood. (Ryan, 2010) … all the plants he would pick up and want to eat them and it used to be really stressful and other people would look at him and you could see them looking at him and thinking ‘oh there is something not quite right there’. -Stella, son aged

" .... social anxiety, fear of the unknown, sensory overload (patrons talking, kitchen noises, background music, air conditioner, bad lighting, smells from the kitchen, etc, etc, etc). When you add that all up in a restaurant, this is a recipe for disaster, it’s not a matter of whether the child will have a meltdown, it’s when. - Stuart Duncan, author for 'Thoughts and strategies: taking a child with autism to a restaurant' for Autism Support Network.

"Our public space should accommodate everyone, by dfinition, inclusive.

CITY appendix / children in the city23

"If I was designing my ideal public space, it would have to include little havens of pease and tranquility where you can escape to. I think a lot of people would be able to appreciate and benefit from that, not just people like me." - Ros, Consultees with Autism (Tuckett, AMAS Research, 2004) 4.3.7 appendix - autism speaks

VOICE WITHIN THE CITY | PARENTS OF CHILDREN WITH ASD

Sensory integration activities are creative, fun and unique, which do not look like 'therapy' for children in general; for children with autism, they play differently by working strenuously at building essential skills with their bodies and better neurological systems. Sensory integration play can help children with autism to to make sensory connection between their body and their surrounding environment.

Fina and Anderson (2013) emphasis that, play is essential for a child with autism in development of thinking; skills for language, emotional, problem solving; and creativity.

Fig. 31 Dr Ayres' Sensory Integration Therapy emphasis on stimulation of senses to develop the skills needed such as care of self and others, engagement with people and objects, and participation in social contexts.

Fig. 30 Greenspan's Floor Time Interventions also has supported the theory that, play can release tension and help in developing sensory experience. It is a tool to allow children creating their own play themes, setting up play events, and initiate interaction.

Fig. 32 Wolfberg, the creator of The Integrated Play Group Model, also explains, through integrated play, children with autism learn by using visual cues to anticipate the next-coming, promote social communication and symbolic play with different peers at different places.

4.3.7 appendix - integrated play with practical sensory interventions

Fig. 33 Ad Verhaul & Jan Hulsegge (2001), the creators of Snoezelen or Multi-sensory environment had shown the effectiveness of sensory play, can provide leisure and calm for individual with neurological disability to release their tension.

CHILDREN

Early studies into sensory processing patterns in autism has resulted in various practical interventional techniques where formal learning takes place. These intervention strategies are intended to increase developmentally beneficial play in children with autism.

IN THE CITY appendix / children in the city24

BONYTHON PARK PLAYSPACE, ADELAIDE

4. water play 6. spider net for adventurous play 1 2 3 4 5 678 A picture

A project transforming Bonython Park, one of the largest single park of the Adelaide Park Lands, into a vibrant family friendly and inclusive space. A new children’s playspace with a 25m flying fox, wheelchair accessible merry-go-round, giant mouse wheel, as well as water play and sand play. It is part of a boarder plan by the Adelaide City Council to connect the parklands together with the city.

" The design of this playground aim to go beyond wheel chair access, it’s thinking about vision impairment, hearing delay or a young child that can’t walk yet or a grandparent with physical limitation” Lord Mayor Stephen Yarwood, Adelaide (2012).

CHILDREN IN THE CITY appendix / children in the city23

8. flying fox for adventurous play7. cozy coccon 2.

Landscape Architect : WAX Design, Amanda Balmer

Fig. 34 All images

The Bonython Park Activity Hub includes a new children’s playspace and a ‘mock roadway’ for children to learn road safety skills whilst having fun on their bikes. citation wheel stepping stool practice balancing merry-go-round board, helping children who have difficulty communicating express how they want to play.

at refereces page 1. hamster

to

3. seating 5. accessible

4.3.7 appendix - precedent studies - barrier-free playground

Architect : JMD Design A project for Sydney Olympic Park Authority moulded terrain to house a variety of integrated play elements that bring challenges and fun to an ordinary park. The concept behind this design is to provide a greater range of inviting and inclusive play environment any many scale to cater for children of all ages and abilities, including teenagers and families. The playground has a very impressive range of play equipment including mega-swings, tunnel slides, wall climbing, double flying fox, spidernets, spinning play disk, scramble wall, multi-level tree house and even a water play area.

double flying fox

By taking fenceless design approach and rework conventional structure-based play elements for a new kids’ outdoor parks. The design work with the earth forms of cones, cuts and terraces, to create a seamless and free-flowing, open play area with surprises and distinctive activity points.

BLAXLAND RIVERSIDE PLAYSPACE, SYDNEY OLYMPIC PARK

Fig. 35 All images citation at refereces page CHILDREN IN THE CITY appendix / children in the city24

Tonkin Zulaikha Greer designed kiosk with cafeteria for spider-netsfamilies

balancing rod design based on sensory play from occupational therapy use of landform to create a free-flowing landscape incorporate with water play elements and informal seating.

embarkment slides & climbing wall spinning play disc mega swing refers to the design of platform swing for disabled children

Landscape

4.3.7 appendix - precedent studies - barrier-free playground

This provide the means to unpack an one-day's activity, discuss the sequence, and organise it again either in staggered blocks or plan form.Fig.

36 all images citation at refereces page CHILDREN IN THE CITY appendix / children in the city23

Each block can be played together with peers or individually without distraction by others. Each room can be used in isolation or as part of a sequence for learning and role Figuresplay. with varying characters with visible emotions (happy, sad, cross, confused ), a tool for non-verbal children to express themselves. 20 of the world's best architects present their version of a dolls' house in an exhibition and auction at Bonhams, 2013. Each dolls' house will be designed to include at least one feature that makes life easier for a child with disability.

Morris Architects This doll's house is designed with the implementation of early intervention strategies to aid children with autism spectrum disorder (ASD). The concept behind the doll's house is to allow each block can be removed completely from the structure. It can be arranged in either a stack or plan form. It replaces the visually noisy and complicated cross section of the typical dolls house with a set of rooms with single colour and simple furniture to allow flexibility of play. This doll house can be provided in park as non-fixed play items for solitary play or social play, to develop their communication skill and social interaction they practiced in Inclassroom.time1-6

4.3.7 appendix - precedent studies - a doll’s house for disabled children

MULTIArchitectSTORY:Duggan

blocks can be removed completely and connected together.

Children with autism may face difficulties to change from a play space to another. This toy designed, act as a transition play tool, to help children carry the oak set as their 'own belonging' to play at an 'unfamiliar' playground. This house consists two distinct elements :

INSIDE -

4.3.7 appendix - precedent studies - a doll’s house for disabled children

appendix / children

1. concrete house with little garden that resistant to outdoor weather.

2. a series of individual oak rooms hollowed out with bright colours that can be inserted into the concrete house. Children who prefer solitary play can have their composition of oak rooms. When they are ready to participate social play or outdoor play, they can bring their "own toys" to participate outdoor play (concrete house) with others.

24

Architects An inclusive doll's house attempts to meet all children's needs and abilities. The concept of this doll's house design intend to highlight the difficulties and safety issue for disabled children to play in public. The fundamental of this design is to create connection between outside (not only garden, but also street and city) and living environment for families with disabled children.

ArchitectOUT:Coffey

Fig. 37 all images citation at refereces page

CHILDREN IN THE CITY in the city

1 2 composition 1 composition 2 detail '' On their journey to individuality, children designated their ‘own’ space by using their personal belonging. For instance, children mark their ‘own’ space with their own personal chair " (Day, 2007).

Studies have suggested a strategy to help children with autism to overcome anxiety in public is through keeping their favourite toys on hand (Autism Speaks, 2013)

Children with ASD are sensitive with particular elements on the floor, such as holes, drain cover and downpipe on the pathway in public space. (What it's like to walk down a street when you have autism or an ASD, LEGO2010) dispatch work by Jan Vormann not only seen as piece of colourful artwork, the repetitive and consistent pattern can be a place-making tool to help children with autism to create their designated 'dots' and 'wire' the interesting spots in city.

Children develop their visual memory when their thinking remains bound to the sense-perceptible world (Day, 2007). However, neurological changes or deficiencies can affect how people perceive and interact with their environment (Wildes, 2013). Adult experience place through the 'use' of space, children are preoccupied with their experiences through exploration (Day, 2007), whereas children with autism perceive spaces with their ‘mind-eyes’, they ‘see’ space with their segmented imagination (Vázquez and Torres, "2013).Visual thinking has enabled me to build entire systems in my imagination." (Grandin, 2010) People with ASD may look down to block out visual input. They may spot particular stuffs on the floor which general people might not notice. They experience difficulty to locate things in a busy environment. (Mary Brake Autism Consultant, 2014)

4.3.7 appendix - matrix - visual art ELEMENTS OF CONSISTENCY

Fig.38 Fig.41 Fig.40Fig.39 Fig.42 CHILDREN IN THE CITY appendix / children in the city23

Children with autism have difficulties with sensory processing. They depend on their visual senses to experience their surrounding since they often cannot interpret verbal cues (Wildes, 2013).

4.3.7 appendix - matrix - visual art Fig.44Fig.43 Fig.46Fig.45 CHILDREN IN THE CITY appendix / children in the city24

VISUAL ChildrenSEQUENCESwithASD

Moss Graffiti is an eco-friendly street pop-up that use living moss to paint on public spaces and allow it to grow in position. It can be a painting material for children with autism to replace the harmful and smell drawing tool. This invention provides opportunity for children with ASD to use them as a private sphere to create their designated nodes in the city

nodes in public space can be ‘wired’ to create a visual or spatial sequence. This can act as a visual cue for children with ASD to map their fragmented perceptions in city space. This is same as children in general, who seek for opportunity to create their own geographies so that they can develop their own sense of place rather than have it be defined by adults (Green, 2013).

4.3.7city.appendix - matrix - visual art Fig. 47 all images citation at refereces page CHILDREN IN THE CITY appendix / children in the

23

seek for routine and predictability. A seamless transition can help them to know what to expect next or where they are going Interestingto.

NODES AND ACTIVATION POINTS

The urban scenography Point Solitude in Berlin has contributed an eyecatching intervention for the unused holes in public space. Everyone can join this urban intervention by assigning a hole and placing in it with a shape of a selected flower that repreent personal dreams, thoughts and ideas. The idea is to let these fragments create new truths, new worlds and new stories in the city. The fragment and the colour of flowers create as meeting point or marking point along the road. People with ASD may have a keen interest with particular elements on the pathway in public space. This invention can help people with ASD to to create visual memory along the street.

4.3.7 appendix - matrix - visual art Fig. 48 all images citation at refereces page CHILDREN IN THE CITY appendix / children in the city24

SEAMLESS AND FREE-FLOWING LANDSCAPE

The concept of this intervention has changed the urban spaces for traffic and parking to become a meeting and pausing space, a playground for children and provide more green space in the city. A play space is made from mogul landscape by using non-glare black rubber, integrated with play elements. This soft rubber can be used as drawing board allows children to draw and paint. The soft material allows jumping and rolling while reduce the noise level. The wooden bench and the kiosk invite parents to interact and relax here while supervising their children playing. This play space can provide a fun and interesting node in the city for children with autism to develop their familiarity in a less sensory stimuli and controlled environment before facing a more chaotic city life. appendix - matrix - nature-based play

Potgieterstraat, by Carve Landscape Architect, is an intervention for a street in the city of Amsterdam, has turned the public square to be more inviting and fun for people in the city.

4.3.7

Fig. 49 all images citation at refereces page CHILDREN IN THE CITY appendix / children in the city23

play Fig. 50 all images citation at refereces page CHILDREN

MUSIC AND WATER PLAY

Music enables an ASD child to become emotionally balanced through use of song and games, which can help relieve internal tension. - matrix - nature-based IN THE

4.3.7 appendix

Hydraulophone is a sound sculpture and musical instrument that can be played by controlling the water jets with fingers to produce different hydraulically effects. Water movement with different textures incorporate with songs can be calming and healing. Landscape architecture has provided an aquatic play element in public space that draws people of all ages, not just children, to have fun in the city. Soft music or other “good sound’ can be used to block out bad sound.

CITY appendix / children in the city24

play CHILDREN IN THE CITY appendix / children in the city23

AND

Fig.53 Fig.54 4.3.7 appendix

Snoezelen Room is specially designed to deliver stimuli to various senses, using lighting effects, colour, sounds, music, scents, etc. The combination of different materials on a wall may be explored using tactile senses, and the floor may be adjusted to balance the sensory stimuli. Studies shows that soft green tones is one of the best colour for children with autism and orange represents warmth and fun, while light brown has the soothing and healing effect. SENSORY COGNITIVE water, light can powerfully affect mood (Day, 2007). Children with hypersensitivities may find strong light colour like red and yellow painful, while hyposensitive children may perceive blue and purple too intense and gloomy.

Water Beads Sensory Play is a type of play combines light and water elements with a variety of shapes and sizes of water beads. Sensory play can help children to learn their sensory attribute and slowly develop social interaction with peers. Fig.52 - matrix - nature-based

BesidesDEFICIENCIES?then

CAN URBAN SPACE BE INTERVENED WITH ASD OCCUPATIONAL SENSORY INTERVENTIONS TO RESHAPE A NEW FORM OF CIVIC PARTICIPATION FOR INDIVIDUALS WITH

AND

Fig.51

LIGHT WATER PLAY

Small children can spend hours scrubbing, hosing outdoor steps in cascades of bubbly water, damming streams, throwing in stones, drawing ripples with fingers or just stamping puddles (Day, 2007). This water play can usually be found around shopping mall or square. A combination of water play with soothing light can be designed based on ASD sensory play to facilitate inclusive play in city. - matrix - nature-based city

children can participate in an evening of night fishing, catching the colour plastic fish in each tub, but also adding their own colourful containers to the mix. The art work can be seen in the dark as a colourful growing mirage at the edge of the park. This can be another type of pop-up in the city after dark for children with autism who have high rate of photosensitivity. Day (2007) emphasis that water play is important for children's healthy development. The constant reshaping form or water reflect their fluid and ever-alive thinking processes.

Fishing in Light, by Luzinterruptus is a pop-up intervention in the Spain city turning plastic containers into a giant lake of water full of artificial 'fish' and light made from different shapes and colours of recycled Adultscontainers.and

Fig.55Fig.56Fig.57 Fig.58 4.3.7 appendix

play CHILDREN IN THE CITY appendix / children in the

24

23

Fig.61Fig.60Fig.59 4.3.7 appendix - matrix - a pause in the city IN THE the city

Children with autism need to withdraw from the noisy environment when they feel overloaded with sensory input. They seek for a space for privacy or to escape from noise and uncomfortable brightness. Sometimes they need a “waiting node” to observe the next coming or before continue to next destination or activities. Seating provides position to observe the on-going activities, without obligation to participate the activities. Similar to typical children, during the introductory stage of play situation, children often stay near furniture or various toy to observe unfamiliar surrounding before participate in play (Day, 2007). In his book 'Life between Building', Gehl (1987) also emphasis the important of seating in the city. People find it difficult to go out in the public if there is ‘nothing to sit next to. Benches are formal - not for the shy. Logs, low wall, steps, fencerails are more casual. This makes conversation easier in less formal environment.

CHILDREN

CITY appendix / children in

FORMAL AND INFORMAL SEATING

The Longest Bench at Littlehampton’s Promenade can provide seating for 300 people, inspired by pupils from Connaught Junior School This design responds to the need of children to have a safe and inspiring play elements come together with seating area. The free-flowing and seamless bench design provide opportunities for imaginary and creative play. It is combined with informal public seating and also shaded area for children who prefer privacy or quiet play.

Fig.63Fig.62 Fig.67Fig.64Fig.66Fig.65 4.3.7 appendix - matrix - a pause in the city CHILDREN IN THE CITY appendix / children in the city24

LentSpace has provided a type of flexible and informal public seating in the city. The dual function operable fence serves as a public amenity in the form of benches and wall panels for exhibitions.   This flexible seating make conversation easier in a less formal environment, as well as provide privacy for those prefer quiet sitting.

4.3.7 appendix - matrix - a pause in the city CHILDREN IN THE CITY appendix / children in the city23

21 Balançoires

Fig.72Fig.71Fig.68 Fig.70Fig.73

NOT A MATTER OF PUTTING A SWING SET (21 SWINGS) is an interactive musical swings is installed at a bus stop alongside a Montreal city street, Canada. The swings play a tune when pedestrians move together. The idea of the design is to bring together people of all ages and backgrounds, and creating a place for playing and hanging out in the middle of the city center. This intervention can be inviting for children with Hyposensitivities (sensory seeker) who enjoy constantly swining or repetative movement. Off-ground, an alternative seating/playing elements for public space, by designers Jair Straschnow and Gitte Nygaard. The concept of the the design has taken considering on how to make seating in public space more fun and inviting, This is an up-scaling play elements combined with seating alternatives – hanging, floating, swinging, laying. A hammock swing can create a sense of comfort for children with Hyposensitivities by being held tightly and enjoy the movement of swinging. Fig.69

• Public

A natural amphitheatre built up from natural lime stone and grass terraces create an informal seating in the park.

STAIR

LANDING AS SEATING

Threshold and transition spaces help children with autism to adjust mood and behaviour from: loud to quiet to private to individual concentrating Outdoor to indoor Stair landing becomes an intermediate zone between being freedom at outside (public) and secured house interior (private). Seating area cooperate with play equipment such as water feature or swing element encourage children to gradually participate with others for plays (Day, 2007).

Seamless integration of children's play elements combines with seating. Fig.76 4.3.7 appendix - matrix - a pause in the city appendix / children in the city

Fig.74 Fig.75

• Sociable

The pavement can be continued to become a bench and after all, a shading just above the bench. This see-through seating remains a level of permeability with surrounding actitivites.

•

CHILDREN IN THE CITY

•

BELVOIR AMPHITHEATRE

CHILDREN'S PLAY BEAMS, HIGH LINE, NYC

24

URBAN ROLL, BY SMD

4.3.8 references - bibliography BOOKS AND JOURNELS

Anderson, A. 2013. Play for children with autism spectrum disorder. Monash University, Victoria. Flynn, B. 2013. City Centre Public Art Plan. Sydney: City of Sydney. Gaudion, K. & Mcginley, C. 2012. Outdoor Environment for Adults with Autism. Green Space. Design Royal College of Art: Helen Hamlyn. Gehl, J. 2008. Life between Buildings: Using Public Street, Great Britain, Island Gehl,Press.J.

2010. Cities for People, Washington, DC, Island Press. Gehl, J. 2011. Launceston Public Space and Public Life. Launceston: Launceston City Council. Green, C. 2013. 'A Sense of Autonomy in Young Children’s Special Places', International Journal for Early Childhood Environmental Education, vol. 1, pp. Invisible8-31.

Aleaxandra, C., Ishikawa, S. & Silversteian, M. 1977. A Pattern Language: Town, Building, Construction, New York, Oxford University Press. Australian Government (2011). Creating Places for People. An Urban Design Protocol for Australian Cities. Australia. Baumers, S. & Heylighen, A. 2013. 'Beyond the Designer’s View', How People with Autism Experience Space', Belgium, Universiteit Leuven. Brake, M. (2014). Introduction to Autism. Sensory Consideration. University of Tasmania, Mary Brake Autism Consultant. Brereton, A. 2011. Core Feature of Autism. Play and Behaviour. Monash Burton,University.E.& Mitchell, L. 2006. Inclusive Urban Design: Street for Life, Oxford, Elsevier Ltd. City of Marion. 2008. Play Space Strategy - The Importance of Play. Council of South Australia. South Australia: City of Marion Strategic Plan 2010Day,2020.C. & Midbjer, A. 2007. Environment and Children, Oxford, Elsevier Ltd. Decker, E. F. 2014. A City for Mac: An Inclusive Urban Design Approach to Planning for Adults with Autism, Kansas State University, Fina,Manhattan.C.D.&

Disabilities Association. 2013. Invisible Challenges with Autism (and other developmental differences). Sault Star, U.S. [Accessed 3 May 2014]. Jacobs, J. 1961. The Death and Life of Great American Cities. New York, Vintage Books. Lantz, J. 2001. ‘Play time’, an examination of play intervention strategies for children with autism spectrum disorders', The Reporter, vol.6, pp. 1-7, 24. Leisure Planners and Jeavons Landscape Architects. 2013. Play Space Strategy. Launceston, Launceston City Council. Lefebvre, H. 2000. Writings on Cities: The Right to the City. Oxford, Blackwell Publishers Ltd. Lutz, A. S. F. 2009. ‘Each Day I Like It Better: Autism, ECT, and the Treatment of Our Most Impaired Children Tennessee’, Vanderbilt University Press. O’byrne, K. & Norrie, H. 2013. The city as an urban playground. “UrbanAgiNation”: Proceedings of the 6th International Urban Design Conference 2013. Sydney, Australia.

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2013. Parents of Child with Autism Seek Help Handling Public Meltdowns, viewed 07 May 14,

4.3.8 references - bibliography Paron-Wildes, A. J. 2013. 'Sensory Stimulation and Autistic Children', Implications, vol. 6. Ryan, S. 2010. ‘Meltdowns’, surveillance and managing emotions; going out with children with autism', Health & Place, vol. 16, pp. 868-875. Sánchez, P. A., Vázquez, F. S. & Serano, L. A. 2011. 'Autism and the Built Environment: Autism Spectrum Disorders - From Genes to Environment', InTech, vol. 19, pp. 363-379. Sachs, N. & Vincenta, T. 2011. 'Outdoor Environment for Children with Autism and Special Needs', Implications, vol. 9, no. 1. Tuckett, P., Marchant, R. & Jones, M. 2004. Close to the Wall. Cognitive Impairment, Access and the Built Environment. Triangle. Vázquez, F. S. & Torres, A. S. 2013. ‘Autism and Architecture: Recent Advances in Autism Spectrum Disorders’, InTech, vol. 2, no. 19. Vincenta, T. M. 2012. Bridging the Landscape of Autism. ASLA 2012 Annual Meeting and Expo. Phoenix, U.S. Yuill, N., Strieth, S., Roake, C., Aspden, R. & Todd, B. 2005. ‘Designing a Playground for Children with Autism Spectrum Disorders’, Institute of Cognitive Science, University of Sussex. AutismWEBSITESSpeaks.

CHILDREN IN THE CITY references / children in the city24

watch?v=J_3ueIBH5DI>.-UMtaking-child-autism-restaurant-3839222>.<http://www.autismsupportnetwork.com/news/thoughts-and-strategies-strategies:Stuart14,Projectcontemporary-design/swings-and-hammocks-for-public-spaces/>Spaces,Paigeinvisible-autism/>invisibledisabilities.org/coping-with-invisible-disabilities/relationships/(andInvisibleinteractivefundraising.co.uk/adollshouse>.Cathedralmeltdowns>.org/blog/2013/12/20/parents-child-autism-seek-help-handling-public-<http://www.autismspeaks.Group.2013,ADolls’House,viewed15April14,<http://DisabilitiesAssociation.2013,InvisibleChallengeswithAutismotherdevelopmentaldifferences),viewed3May,2014,<http://Johnson,Playscapes.2013,SwingsandHammocksforPublicviewed10May14,<http://www.play-scapes.com/play-design/forPublicSpaces.2013,WhatisPlacemaking?viewed17May<http://www.pps.org/reference/what_is_placemaking/>.Duncan,AutismSupportNetworks.2011,Thoughtsandtakingachildwithautismtoarestaurant,viewed07May14,Autism&CommunicationDisordersCenter.2010,TempleGrandinThinkinginPictures,viewed03May14,<https://www.youtube.com/

Fig.39&40 - Juliana Santacruz Herrera. 2012. Yarn Bombed Potholes, viewed 05 April 2014, <http://www.apartmenttherapy.com/yarn-bombed-potholes-by-julian-141524>.

Fig. 14 - DAY, C. & MIDBJER, A. 2007. Environment and Children, Oxford, Elsevier Ltd, pp. 104 Fig.15 - Simon Bills. 2012. Disability is no barrier to adventurous play, viewed 13 May 14, <http://insideadelaide.com.au/article/disability-is-no-barrier-to-adventurous-play/>.

Fig. 25-29 - Sachs, N. & Vincenta, T. 2011. ‘Outdoor Environment for Children with Autism and Special Needs’, Implications, vol. 9. Fig. 30 - EFHerne, 2012, Stanley Greenspan, viewed 10 May 2014, <http://efherne.wordpress.com/2012/09/08/countdown-to-disorder/stanley-greenspan/>

Fig. 2 - Jair Straschnow and Gitte Nygaard. 2013. Off-ground: Adults at Play, viewed 05 April 14, <http://installationmag.com/adults-at-play/>.

Fig. 7 - Arun District Council. 2010. The Longest Bench, Littlehampton. Available at:http://www.studioweave.com/projects/the-longest-bench-littlehampton/. [Accessed 05 April 14].

Fig. 12 - Michal Matika Architecture. 2011, Playground for Accessible Children, viewed 06 April 14, <http://www.michalmatika.com/playground-for-accesible-children/.

Fig. 22 – Deb Malor, 2010, Placewords, viewed 18 May 2014, <http://dm-placewords.blogspot.com.au/2010_09_01_archive.html>

Fig. 34 - All pictures obtained from Sydney Olympic Park Authority, 2014, Blaxland Riverside Park- Things to do in Sydney Olympic Park, viewed 03 May 14, <http://www.sydneyolympicpark.com.au/whats_on/ Fig.parks/blaxland_riverside_park>.35-Allpicturesobtainedfrom Cathedral Group, 2013, A Dolls' House, viewed 03 May 2014, <http://interactivefundraising.co.uk/adollshouse/>

Fig. 6 - Simon Bills. 2012. Disability is no barrier to adventurous play, viewed 13 May 14, <http://insideadelaide.com.au/article/disability-is-no-barrier-to-adventurous-play/>.

Fig. 43&44 - Miriam Sitz. 2014. Mark Schlesinger, Painter, viewed 22 March 2014, <http://therivardreport.com/pechakucha-13/>. 4.3.8 references -

Fig. 23 – Danfromtas, Photos & videos of Port of Launceston (Bell Bay), Australia, viewed 18 May 2014, <http://ports.com/australia/port-of-launceston-bell-bay/photos/#/show-gallery?o=photo-5>

Fig. 19 - Gehl, J. (2011). Launceston Public Space and Public Life. Launceston, Launceston City Council.

Fig.1 - Popelka Poduschka Architekten. 2008, Contemporary Art Centre of Castellón, viewed 06 April 14, <http://we-make-money-not-art.com/archives/street/?page=3>.

Fig. 13 - Simon Bills. 2012. Disability is no barrier to adventurous play, viewed 13 May 14, <http://insideadelaide.com.au/article/disability-is-no-barrier-to-adventurous-play/>.

Fig. 38, 41, 42 – Chelsea Pineda, 2012, Street art with a purpose: Lego interventiona, viewed 05 April 2014, <http://untappedcities.com/2012/10/page/8/>

image credits CHILDREN IN THE CITY references / children in the city23

Fig. 18 - EFHerne, 2012, Stanley Greenspan, viewed 10 May 2014, <http://efherne.wordpress.com/2012/09/08/countdown-to-disorder/stanley-greenspan/>

Fig. 8 - Claire Florey-Hitchcox. 2012. The Hakone Open-Air Museum Playground, Japan. Available at:http://imagineitgroup1.blogspot.com.au/2012/05/hakone-open-air-museum-playground-japan.html. [Accessed 06 April 14].

Fig. 24 – Unknown author, City Park Band Stand, Launceston, viewed 18 May 2014, <http://www.tazzmania.theshoppe.com/photo.html>.

Fig. 31 – Sensory Processing Disorder Foundation, 2013, Building a Social Foundation Live Presentation Next Week, viewed 10 May 2014, <http://spdfoundation.net/sensory-processing-blog/page/3/>

Fig. 4 - Perfetti Van Melle. 2011. Chupa Chups: "Life Less Serious" Ambient Advert, viewed 01 May 14, <http://www.coloribus.com/adsarchive/ambient/chupa-chups-life-less-serious-14739605/>.

Fig. 3 - Stephen Wiltshire. 2014. My Panoramas, viwed 03 May 14, <http://www.stephenwiltshire.co.uk/.

Fig. 11 - Vivian Doumpa. 2013. 2,100 Plastic Bottles Make a Great Intervention, viewed 01 May 14, <http://popupcity.net/2100-plastic-bottles-make-a-great-intervention/>.

Fig. 9 - Alan Parekh. 2007. Ontario Science Centre Hydraulophone – musical keyboard water fountain, 10 May 2014, viewed 10 May 2014, <http://hackedgadgets.com/2007/02/17/ontario-science-centreFig.hydraulophone-musical-keyboard-water-fountain/>.10-Otis.2012.Awindchimeinstrumentforoursensory garden, viewed 06 April 14, <http://www.howwemontessori.com/how-we-montessori/2012/08/>.

Fig. 5 - Jon Phillips. 2012. COA’s HIP Program (Having Involved Parents): Sign swing, viewed 06 April 14, <http://spyrestudios.com/42-creative-outdoor-ads/>.

Fig. 21 - H. Clare Callow, 2013, 5-and-a-Half Things to do in Launceston, viewed 18 May 2014, <http://www.weekendnotes.com/things-to-do-in-launceston/>

Fig. 32 – Autism Social Connection, 2011, viewed 10 May 2014, <http://www.autismsocialconnection.org/ASCWebsite/asc/services.html>

Fig. 16&17 - Daniel Hunziker Design Works. 2013. Point Solitude, Berlin, viewed 10 May 14, <http://www.danielhunziker.com/point-solitude/>.

Fig. 20 - Monissaw. 2009. Royal Park, viewed 18 May 2014, <http://monissaw.livejournal.com/407522.html>.

Fig. 33 – Snoezelen MSE, Explore Snoezelen, viewed 10 May 2014, <http://www.snoezeleninfo.com/main.asp>

Fig. 60 - Até já Marisa. 2013. IBM - Smart Ideas for Smarter Cities, viewed 06 April 2014, <http://watermelonmonkey.blogspot.com.au/2013/06/ibm-smart-ideas-for-smarter-cities.html>.

Fig.52 - Snoezelen. 2013. Snoezelen Multi-sensory Environment, viewed 12 April 2014, <http://www.snoezeleninfo.com/main.asp>.

24

Fig. 48 - All pictures obtained from Daniel Hunziker Design Works. 2013. Point Solitude, Berlin, viewed 10 May 2014, <http://www.danielhunziker.com/point-solitude/>.

Fig. 65-67 - Arun District Council. 2010. The Longest Bench, Littlehampton, viewed 05 April 2014, <http://www.studioweave.com/projects/the-longest-bench-littlehampton/>.

Fig.53, 54 - Dyan Robson. 2013. Winter Sensory Bin on the Light Table, viewed 05 April 2014, <http://www.andnextcomesl.com/2013/11/winter-sensory-bin-on-light-table.html>.

Fig. 49 - All pictures obtained from Carve Landscape Architecture. 2012. Potgieterstraat by Carve Landscape Architecture, viewed 10 May 2014, <http://www.landezine.com/index.php/2012/06/potgieterstraat-byFig.carve-landscape-architecture/>.50-Allpicturesobtainedfrom Alan Parekh. 2007. Ontario Science Centre Hydraulophone – musical keyboard water fountain, viewed 10 May 2014, <http://hackedgadgets.com/2007/02/17/ontario-scienceFig.51centre-hydraulophone-musical-keyboard-water-fountain/>.-MikeAyresDesign.2013.OmiVistaInteractiveFloors, viewed 12 April 2014, <http://www.mikeayresdesign.co.uk/explore-app/omi-vista-interactive-floors>.

Fig.55 - Dyan Robson. 2013. Fishing in Light, by Luzinterruptus, viewed 05 April 2014, <http://inhabitat.com/luzinterruptus-creates-colorful-fishing-in-light-installation-using-borrowed-containers/>

Fig. 71-73 - Jair Straschnow and Gitte Nygaard. 2013. Off-ground: Adults at Play, viewed 05 April 2014, <http://installationmag.com/adults-at-play/>.

Fig. 76 – SMD Arquitectes, Urban Roll, viewed 06 April 2014, <http://www.smdarq.net/urban-roll/> city

Fig. 47 - All pictures obtained from LiveOAK Staff . 2008. DIY Green Graffiti: Making Moss Murals, viewed 07 June 2014, <http://greenupgrader.com/3471/diy-green-graffiti-making-moss-murals/>.

Fig. 61 - Neulhae Cho. 2011. Swingers Bench By Neulhae Cho, viewed 30 March 2014, <http://thedesignhome.com/2011/12/swingers-bench-by-neulhae-cho/>.

Fig.45 - Magda Sayeg. 2012. It redecorating the city with knits all colours, viewed 22 March 2014, <http://www.gentside.com/street-art/elle-redecore-la-ville-avec-des-tricots-de-toutes-les-couleurs_art37098. Fig.html>.46 - Vivian Doumpa. 2013. 2,100 Plastic Bottles Make A Great Intervention, viewed 01 May 2014, <http://popupcity.net/2100-plastic-bottles-make-a-great-intervention/>.

Fig. 74 - Friends of the High Line. 2012. Designs for 3rd Section of NY’s High Line Unveiled, viewed 06 April 2014, <http://homeize.com/designs-for-3rd-section-of-nys-high-line-unveiled/>.

Fig. 75 - Maciej Olejniczak, 2014, Belvoir Amphitheatre, viewed 06 April 2014, <http://brandnewanthem.pl/najpiekniejsze-miejsca-koncertowe-na-swiecie/>

Fig. 56 - Laurenbaier. 2012. Luzinterruptus: design interventions for public issues, viewed 05 April 2014, <http://byoprojects.com/post/28836700278/luzinterruptus-design-interventions-for-public-issues>.

Fig. 57&58 – Photograph courtesy of author Fig.59 - Popelka Poduschka Architekten, 2008, Contemporary Art Centre of Castellón, viewed 06 April 2014, <http://we-make-money-not-art.com/archives/street/?page=3>.

references / children in the

Fig. 68-70 - Quartier Des Spectacles De Montréal. 2013. 21 Balançoires (21 Swings), viewed 05 April 2014, <http://www.dailytouslesjours.com/project/21-balancoires/>.

Fig. 62-64 - Michael Falco. 2012. LentSpace, viewed 06 April 2014, <http://europaconcorsi.com/projects/194229-Interboro-LentSpace>.

utas school of architecture and design