1 minute read
ROUTINE And PROGRAM
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The intersections between Queerness and ASD are multifaceted and nuanced, there is limitless subjectivity that is linked to temporalities and context which cannot be replicated. In order to explore these nuances within my own subjectivity I looked for precedents in Suzie Attiwill’s work with ABACUS1, a school for children with Autism on the Mornington Peninsula. There are limits to this dossier in that there are no tangible or appropriate methods to simulate complex spectrum disorders, despite a need to have understanding of these experiences in order to design for them.
I followed a framework from Suzie’s paper ‘Inter¬relational’ to begin to situate some of my findings. I started by interrogating my objects of routine, the materials, habits and moments which create the scaffolding of my day. It is through this structure we can begin to lend meaning to some of the divergencies of ASD. It is important to view a retail experience as a culmination of moving parts internally, through interiority and exteriority.
There is a span of intimate time that will unfold before any designed experience, in which a person may sooth through routine. People with ASD find consistency and predictability safe1, and through this exploration of routine we can understand associations that may exist broadly within human experience. By introducing cues from these personal moments, and taking material cues from safe spaces of structure, we can begin to design with more precision.
In saying this, there is no blanket methodology, eg. It wouldn’t be suitable to take design cues from the ‘home’ as this space is abstract in its meaning - home may not be a safe space nor have a consistent aesthetic across the population. I suggest by mirroring a process or routine through programmatic, consistencies and wayfinding in a retail space, we can create a safe space for people with ASD.
1 Adam, Jos J, Bernhard Hommel, and Carlo Umiltà. 2003. “Preparing for Perception and Action (I): The Role of Grouping in the Response-Cuing Paradigm.” Cognitive Psychology 46 (3)
