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CHIlDREN IN THE CITy

4.3.3.1 universal issues - sensory environment + safety

children with who suffer from sensory integration dysfunction (hyper- or 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, 2010).

Children 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.

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. recommeNdatioN

implementation of 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.

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

CHIlDREN IN THE CITy

4.3.3.2 universal issues - cultivate sense of familiarity

focus

day (2007) 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 relationship.

However, 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.

criteria

Pallasma (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. recommeNdatioN

design play spaces 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.

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.

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.