INT 650
Professor Hassnaa MohammedFall 2022
AUTISM FRIENDLY EDUCATIONAL SPACES
Introduction
“Children with neurological differences are the most stigmatized and least supported in the disability rights movement” (Wexler, Leuthi-Garrecht, 2015). The World Health Organization (WHO) estimates that 1 in 160 children worldwide has an autism spectrum disorder, or ASD. In 2018, the number in the United States was updated to 1 in 59 by the Center for Disease Control and Prevention (Park, Nanda, Adams, Essary, and Hoelting, 2020). Autism is an umbrella term for a multitude of diagnoses including Autistic Disorder, Asperger’s Syndrome, childhood disintegrative disorder, sensory processing disorder, and pervasive developmental disorder. (Williams, Vouchilas 2013). Autism spectrum disorders range in severity from mild to severe and are defined by behavioral criteria such as difficulty with social interactions and communication, and having a limited range of interests (Shabha, Gaines, 2013). Built environments in education have primarily been designed to meet the needs of neurotypical students (Black, McGarry, et al., 2022). Although teaching methods have evolved over time and new technologies are frequently incorporated into classrooms, the learning environment has not changed significantly in response to this rapidly growing population (Park, Nanda, Adams, Essary, and Hoelting, 2020). The goal of the systematic literature review is to investigate this gap in learning environment design and to identify key factors in the design of educational spaces that will accommodate the atypical sensory processing of neurodiverse individuals.
Why Architecture for the Neurodiverse Matters
A more holistic approach to education that puts more emphasis on individual learners’ needs is needed. Individuals with developmental disabilities such as Autism Sensory Disorder often struggle to process and navigate their environments due to their extraordinarily heightened senses (Davidson, 2010). This in turn impacts their ability to learn and reach their full potential. By placing these children with special needs into mainstream classrooms that are not equipped to suit their needs, we are marginalizing this group by not offering the same resources and opportunities that neurotypical students receive (Park, Nanda, Adams, Essary, and Hoelting, 2020) With the growing incidence of people with ASD, it is essential that we investigate how this population is affected by the current built environment. In doing so, adverse commonalities and successful interventions will be revealed. This will inform future design strategies for us to incorporate in the design of educational spaces, as well as elements to avoid. In addition, this study can serve as a communication tool for the general population to develop a better understanding of the neurodiverse and why they are exhibiting behaviors that could seem strange to an uninformed observer. With understanding comes empathy and empathetic design will ensure better equity for populations previously overlooked. A more successful learning environment for this group of people will foster their autonomy, inclusion, acceptance, and quality of life.
Methods
A systematic search of the Arizona State University library database was conducted. The ASU library system is one of the top 40 research libraries in North America. It houses almost 5 million books and provides online access to more than 300,000 ebooks and 78,000 ejournals. The following subject keywords were utilized: “built environment”, “autism”, and “sensory”. The results were filtered to only include peer reviewed articles and exclude full books. The first search yielded 71 results. The first 71 results were screened by reviewing the title to determine their relevance to autism-friendly spaces. After removing unrelated results, this screening yielded 28 articles. Abstracts and results/conclusions of each of these articles were reviewed and 2 more were eliminated that did not refer to educational spaces or autistic strategies. The final number of articles included in this systematic literature review is 26 articles. Each article was reviewed for the goal of the article, the discussion of the variables, and conclusion in relation to educational design and/or autism spectrum disorders challenges.
Findings
Empathy and Understanding
As the neurodiverse population increases, designers must have empathy and understanding for the challenges this demographic faces to facilitate designing spaces that are accommodating and equitable. Neurological differences are not limited to the autism spectrum disorder (ASD) community, they should be recognized as a human variation (Wexler, LeuthiGarrecht, 2015). Autism Spectrum Disorders can affect individuals in a variety of ways and with varying degrees of severity which makes designing environments for this population a challenge. Despite the variety of symptoms and aversions to the built environment, there are similarities that can offer us as designers some guidance. In addition, neurodiverse individuals often have difficulty with communication, further complicating the facilitation of their involvement in the design process. Strategies to gain this knowledge are to examine written firsthand accounts from individuals with ASD, to encourage participatory design with the users of the space at the start of the project, and to examine research that indicates how to promote social and emotional wellbeing for those affected by autism spectrum disorder in a learning environment.
Firsthand Accounts
High functioning ASD authors have written autobiographies that can offer some insight as to what it is like to function in a built environment that is primarily designed for the neurotypical person. According to a qualitative study of 45 authors with ASD, these individuals have managed to master coping skills and maintain memorized “files” of appropriate responses and mannerisms for situations that all come naturally to the mainstream population. One author describes it as such: “I sometimes get so tired – you have such complicated rules in your world. And all the time I have to think and think and think about them” (Davidson, 2010). Firsthand accounts give us a window to their worlds and their struggles. This can give us an understanding
that might not be apparent as an outsider. For example, according to one ASD author in the study, external stimuli are experienced very atypically and can have debilitating effects. She experiences sensory confusion or “comingling”. “A sudden bark, or a dog jumping up at me, made my sensory faculties distort my perception, so that the dog became the size of an elephant and everything solid around me seemed to dissolve away and float” (Davidson, 2010). Another author in this study describes how his senses can only be accessed singly, never more than one at a time. Most people use their senses simultaneously, seeing, hearing, and feeling all at once. The author describes how with one sense taking over and shutting down the others, information does not stop accruing…it just fails to make sense. The picture or sound does not go away, but the meaning of the picture or sound does. At this point, he has no way to process or access its meaning (Davidson, 2010). Firsthand accounts such as these can give us a better understanding of the struggles of individuals with ASD which can help in the design of educational spaces.
Participatory Design
There is growing interest in designing autism-friendly spaces, however the ASD community is rarely involved in the design process or consulted as to what an autism-friendly environment would look like (McAllister, Sloan, 2017). Several strategies have been employed to foster a more participatory design process such as surveys and focus groups with parents, teachers, and caregivers as well as individuals with autism. A study in Belfast, Ireland used a physical model kit as a more common language between teachers and architects to design a classroom environment for children with autism (McAllister, McGuire, 2012). Another study developed a ‘jigsaw’ kit with areas of a school and had children on the ASD spectrum arrange the parts into what they deemed a perfect school configuration (McAllister, Sloan, 2017). This could be an option moving forward to include more nonverbal autistic children since pictures could be employed and no verbal communication is necessary. Architects and designers should involve multiple stakeholders such as parents, teachers, psychologists, therapists, and pupils, if possible, to better understand the needs of the autistic child for a learning environment.
Effects of Marginalization on Social and Emotional Wellbeing
The social and emotional wellbeing of this population must be considered when designing educational spaces The growing global ideology for the autistic population is that of inclusion in mainstream school settings. In the US, Federal law mandates that students with disabilities including ASD be educated in the general education classroom as much as possible (Gaines, Curry, Shroyer, Amor, Lock, 2014). However, research done through social media surveys suggests that many neurodiverse students in integrated classrooms are excluded socially and emotionally, they are less accepted by their peers, and have fewer reciprocated friendships than their neurotypical classmates (Williams, Gleeson, Jones, 2019). Neurodiverse students are more prone to anxiety, depression, sadness, low self-esteem, and loneliness (Kanakri, Shepley, Varni, Tassinary, 2017). They also experience bullying more frequently than typically developed students as well as more than other special needs groups. (Williams, Gleeson, Jones, 2019). There is evidence that the development of self-understanding is influenced by interpersonal relationships and self-appraisal in a social context (Williams, Gleeson, Jones, 2019). This raises concern about how ASD individuals are viewing themselves in school settings where they are socially marginalized (Williams, Gleeson, Jones, 2019). Authors with ASD that participated in a
qualitative study frequently reported feeling out of place in the mainstream world and a sense of exclusion. This feeling of exclusion is due in part to their sensory and processing differences from the neurotypical majority (Davidson, 2010). Social exclusion in the school environment can increase the risk of developing mental health problems or low self-esteem (Williams, Gleeson, Jones, 2019). Some theorists claim that self-understanding is less anchored in social relationships, that the ASD child has deficits in empathizing and social motivation and therefore the social world is less relevant to their self-understanding and self-esteem, however research indicates that social relationships are key in shaping the ASD individual’s sense-making of self (Williams, Gleeson, Jones, 2019). There were three day to day experiences in a mainstream setting identified that contribute to ASD individuals identifying as “different” from their neurotypical peers: difficulties associated with autism spectrum disorder, relationships with peers and school staff, and accessibility of the educational environment (Williams, Gleeson, Jones, 2019). Negative interactions with peers due to unusual reactions to stimuli in the school environment can create barriers to engagement and increase social isolation of the individual with ASD leading to their retreat to quieter, less populated areas (Williams, Gleeson, Jones, 2019). Alternative spaces that give opportunities for individuals with ASD to socialize informally in less populated settings could prove beneficial for the self-esteem and mental health of individuals with ASD (Williams, Gleeson, Jones, 2019). Having friends has proven to have a strong positive impact on feelings of self-worth (Williams, Gleeson, Jones, 2019). One article written by the father of an autistic child described an integrated environment for his son in 3rd grade. In the integrated classroom, an unusual friendship developed between a neurotypical child named Nick and his son Devin. The author states that “Nick’s unrelenting friendship taught Devin far more about life than any therapy or therapist” and how “this incredible relationship foster[ed] Devin’s inclusion into his community…and Devin’s success in his professional career as an artist and speaker would not be a reality today [without that environment]” (Paron, 2020). The social and emotional needs of the neurodiverse should be considered when designing educational spaces and determining the interventions to be applied. Eliminating feelings of exclusion and fostering social interaction and friendships should be a priority. With understanding comes empathy, and with empathy comes acceptance. First person accounts that enlighten the mainstream on the experience of the autistic individual, participatory design to better inform designers how to accommodate these individuals and empathy for this population’s current marginalization and its effects on their wellbeing are steps in the right direction towards acceptance and inclusion.
Programming
The physical environment of the school is not the only factor when considering barriers to learning for those with autism spectrum disorder, the organization of the environment is equally as important (Woodcock, Woolner, Benedyk, 2009). Daily activities and learning are affected by atypical sensory processing which will prevent individuals with ASD from reaching their full potential (Park, Nanda, Adams, Essary, and Hoelting, 2020). When designing an autism friendly school, programming of spaces is vital for facilitating success for the neurodiverse pupils. The predictability and legibility of spaces, ease of wayfinding and circulation, grouping of spaces according to activity level, and offering areas of respite are all important aspects to consider. Flexibility to customize spaces for different functions is also important to
accommodate the different needs of those with autism spectrum disorder (Tola, Talu, Congriu, Bain, Lindert, 2021).
Predictability and Legibility of Spaces
A characteristic of people with autism is a need for predictability (Gaines, Bourne, Pearson, Kleibrink, 2016). This allows for organization of space and helps to satisfy their spatial needs (Tola, Talu, Congiu, Bain, Lindert, 2021). A well-defined, simple spatial structure increases the intelligibility of a space and is fundamental in aiding the autistic students need for routine and orientation. Providing spaces that deliver clear messages to the user via architectural delineation can be an intervention that promotes well-being, comfort, and independence for those with autism spectrum disorder (Gaines, Bourne, Pearson, Kleibrink, 2016). Designation of learning spaces into separate pods with the use of carpets or furniture can assist the students’ sense of order and therefore assist their learning (Mostafa, 2015). Organization of space in a predictable way was proven to have a positive effect on autistic behavior (Mostafa, 2015). Designs that have a hierarchy of spaces provide choice to individuals with ASD to decide what type and level of social interaction and sensory stimulation they desire (Tola, Talu, Congiu, Bain, Lindert, 2021).
Wayfinding
People with autism spectrum disorder are sometimes denied the opportunity to interact with the built environment autonomously due to the built form not matching their spatial needs therefore independent wayfinding is an important aspect to consider when designing for this population (Tola, Talu, Congiu, Bain, Lindert, 2021). Visual supports such as signage with pictures and colors as well as circulation paths always providing an overall view of the surroundings are two strategies to ease navigation (Tola, Talu, Congiu, Bain, Lindert, 2021). Verbal children with ASD reported a desire for larger circulation spaces with beveled edges to “give more room to walk and not get squashed and pushed and shoved” (McAllister, Sloan, 2017). Transitions between spaces are often a source of difficulty for the neurodiverse, as the abrupt change of environment is often overwhelming (Tola, Talu, Congiu, Bain, Lindert, 2021). To avoid sensory overload and introduce areas slowly, transition spaces between rooms of differing levels of activity or function should be provided (Tola, Talu, Congiu, Bain, Lindert, 2021).
Sensory Zoning
The grouping of spaces according to activity level was a primary concern for children that were asked to design the perfect school using the jigsaw kit. All of the children that participated grouped noisy, higher activity areas together and positioned them far away from their primary learning environment (McAllister, Sloan, 2017). This is due to a very prevalent hypersensitivity to noise among students with autism spectrum disorder (Kanakri, Shepley, Varni, Tassinary, 2017). In addition to activity level, the size of spaces is an important factor to consider when designing for autistic students. Because of difficulty with communication, autistic children tend to isolate themselves and play alone. Avoiding large spaces in the design is important to encourage social interaction and communication (Williams, Vouchilas, 2013) and to
offer a well-proportioned space that is more manageable so as not to overwhelm the child (Mostafa, 2015).
Respite Areas
Areas of respite or “quiet spaces” to allow for retreat when overstimulated are a prominent theme of research and prove very important to the autistic student. Individuals that have hypersensitivity such as those with ASD can become overstimulated and need a place to escape the stimulation in order to feel restored (Park, Nanda, Adams, Essary, and Hoelting, 2020). However, total isolation and respite should not be the goal. Design of the environment should foster a gradual development of tolerance to sensory stimuli (Park, Nanda, Adams, Essary, and Hoelting, 2020). When ASD children participating in a study were asked if a space or a zone was preferable to be provided as a “sensory friendly area”, the study participants agreed that a zone was preferred. This was because they did not want to be separated from others and reasoned that a zone within the primary space could provide an area for neurotypical individuals that were seeking a quieter or calmer atmosphere as well (Clement, Lee, Park, Sinn, Miyake, 2022). These spaces should be a small, neutral sensory environment with minimal distractions yet still maintain a visual relationship with the surroundings to allow for supervision (Tola, Talu, Congiu, Bain, Lindert, 2021). In addition to recovery areas for times of overstimulation, offering prospect and refuge to the autistic individual gives opportunity for choice and therefore independence and a gain of control over their environment. Prospect spaces allow individuals to preview the terrain and refuge spaces allow the individual to view from a distance in a more enclosed environment (Tola, Talu, Congiu, Bain, Lindert, 2021).
To facilitate the best opportunity for learning, the programming and organization of the educational environment plays a pivotal role. The predictability and legibility of spaces, circulation that promotes independent mobility and wayfinding, grouping of spaces according to the level of activity within and providing areas of recovery are crucial in an educational setting for individuals with autism spectrum disorder.
Accommodations
Autism spectrum disorder is a neurological disorder that impairs an individual’s central and peripheral nervous systems which causes incoming sensory input to be interpreted differently (Wood, Halverson, Harrison, Rosenkranz, 2018). One of the main problems identified for those with ASD in their environment is an altered perception of external stimuli and improper processing of sensory information (Tola, Talu, Congiu, Bain, Lindert, 2021). Areas of difference for individuals with ASD as compared to neurotypical individuals include responses to sounds, light, color, temperature, smells, and movement needs (Martin, 2016). Accommodations when designing a school for the autistic should include material choices to mitigate sensitivity to sound, lighting choices that minimize overstimulation, use of storage to organize materials and minimizing visual distractions through color palette and furniture choices.
Noise
Noise control in school environments for children with autism is extremely important and optimized acoustics are the most highly prioritized design feature when designing for this
population (Mostafa, 2015). Behaviors of the neurodiverse in response to noise can include covering their ears, crying, tantrums, fleeing the area, humming, trembling, hyperventilating, pupil dilation, and even self-harm (Kanakri, Shepley, Tassinary, Varni, Fawaz, 2017). A study that evaluated a modified classroom that had sound absorbing materials compared to an unmodified classroom found that students in the acoustically modified classroom had longer attention span, quicker response time, and less self-stimulatory behavior (Kanakri, Shepley, Varni, Tassinary, 2017). There are four variables that can interfere with the autistic child’s learning environment: reverberation time, background noise, level of teacher’s voice in relation to the level of background noise, and distance between the teacher and the child (Kanakri, Shepley, Varni, Tassinary, 2017). Strategies to control noise in environments for students with ASD are the use of acoustical tiles, draperies, resilient flooring, padded seating, sound-absorbing ceiling materials, and distance from fluorescent lighting due to the humming noise they produce (Kanakri, Shepley, Tassinary, Varni, Fawaz, 2017). Heating and cooling system noise can also be distracting to individuals with autism spectrum disorder, therefore floor heating is another recommendation to eliminate HVAC noise from the classroom environment (Kanakri, Shepley, Tassinary, Varni, Fawaz, 2017). A buffer space between classrooms and noisy spaces such as hallways is also recommended (Kanakri, Shepley, Tassinary, Varni, Fawaz, 2017).
Lighting
Individuals with ASD have a heightened sensitivity to light and other visual stimulation which can have an adverse effect on their behavior in learning environments (Shabha, Gaines, 2013). Many neurodiverse students are particularly reactive to surface glare and cannot process lighting contrast which affects their space perception (Shabha, Gaines, 2013). Fluorescent lights flicker in addition to humming and the flicker is more noticeable to ASD individuals. It is recommended to use dimmable LED lighting to offer flexibility, control, and eliminate visual distraction (Black, McGarry, et al., 2022). If fluorescent lighting cannot be avoided, diffusers should be utilized to minimize the flicker effect (Williams, Vouchilas, 2013) Another suggestion is to use indirect lighting to reduce glare (McAllister, Maguire, 2012). Natural daylight and a view to the outside is recommended (Martin, 2016) and ample shade in outdoor environments as they can be photosensitive (Tola, Talu, Congiu, Bain, Lindert, 2021). When using natural light indoors, adjustable window treatments are necessary to give personal choice and flexibility (Gaines, Bourne, Pearson, Kleibrink, 2016).
Visual Distractions
Visual and physical organization is of utmost importance when designing learning environments for individuals with ASD, as cluttered or highly decorated classrooms can lead to undesirable behavior (Shabha, Gaines, 2013). Providing adequate storage is important to minimize visual distractions and provide a more organized, less chaotic learning environment This also designates spaces to store belongings and offers an opportunity to encourage the pupils to participate in the cleanup process (Williams, Vouchilas, 2013). Color and fabric choices can also contribute to visual distractions and overstimulation. Research shows that patterned furniture fabrics, patterned wallpaper, and contrast of color between main surfaces such as floors, walls, ceilings and doors are all visual triggers for students with autism spectrum disorder (Shabha, Gaines, 2013). Earth tones in a simple color palette and fabric with no patterns are
recommended (Black, McGarry, et al., 2022). Clerestory windows in learning spaces are preferred over windows with a view to reduce visual distractions to the outside environment (Gaines, Curry, Shroyer, Amor, Lock, 2014).
Sensory stimuli in the educational environment should be carefully considered when designing for individuals with autism spectrum disorder. This population is often hypersensitive to many environmental sensory inputs. Noise, light, and visual distractions such as clutter, color and patterns can all hinder learning for those with sensory processing disorders such as autism.
Conclusion
The school environment should be regarded as a ‘silent curriculum’ when designing for individuals with autism spectrum disorder (Taylor, 2009). The design choices made can be tools for success for this population of students. Autobiographies written by authors that have autism spectrum disorder and participatory design with individuals that have ASD as well as their teachers, parents and caregivers can be a wealth of knowledge for us as designers when designing educational spaces. We should consider the emotional wellbeing of these students and find ways to eliminate feelings of exclusion in the built environment as well as foster opportunities to socially engage and build friendships. Aspects of the physical environment in educational design that must be addressed are programming elements such as predictability and legibility, circulation and ease of wayfinding, grouping of spaces based on activity level, and providing easily accessible areas of respite for times of overstimulation. Mitigating problematic sensory input that can interfere with learning should be of high priority. Strategies should be developed to focus on noise control, lighting choices, and minimizing visual distractions through the use of closed storage for visual clutter and simple color and fabric choices. This literature review can serve as a starting point for future studies on the design of learning environments for the neurodiverse. Future research could examine areas not addressed in this review, such as designing playgrounds, outdoor learning environments, and physical education spaces for those affected by autism spectrum disorder. In addition, learning spaces for teaching life skills to prepare this population for independent living as they mature could be examined. Lastly, further development of architectural strategies to help this demographic foster friendships and achieve true integration and acceptance with mainstream students could also be beneficial.
“Individuals with atypical sensory processing…are like canaries in a coal mine” (Park, Nanda, Adams, Essary, and Hoelting, 2020). We can learn from these individuals to improve environmental design for everyone. Anyone who has stepped out of a loud party for a moment of peace or felt a sigh of relief when a flickering lightbulb is finally changed or welcomes the calm when the neighbor’s lawnmower or barking dog stops has a small understanding of what this demographic endures in every aspect of their environment, all the time. The neurodiverse should be looked at as a variation of human experience. Awareness, empathy, and understanding can be the key to a more inclusive society and better designed learning environment for all. “Different is not less and sometimes, it is much, much more” (Paron, 2020).
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