ARCHITECTURE FOR AUTISM TOWARD INDEPENDENT AND MEANINGFUL LIVING
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ARCHITECTURE FOR AUTISM
TOWARD INDEPENDENT AND MEANINGFUL LIVING by Lyee Chong
Thesis document submitted in partial fulfillment of the requirements for the degree of Master of Architecture at Portland State University Portland, Oregon June 2015
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PORTLAND STATE UNIVERSITY SCHOOL OF ARCHITECTURE COLLEGE OF THE ARTS The undersigned hereby certify that the Masters thesis of Lyee Chong has been approved as partial fulfillment of the requirements for the degree of Master of Architecture
Thesis Committee: Advisor Sergio Palleroni Assistant Professor of Architecture __________________________________ ________________ Date Committee Member Juan Heredia Professor of Architecture __________________________________ ________________ Date
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ACKNOWLEDGEMENTS This thesis is dedicated to my brother and sister for being the driving force behind my topic interest. Also to my parents for supporting and motivating me throughout my education at Portland State. The research and documentation would never have been able to be accomplished without the support and guidance from the faculty of the School of Architecture at Portland State University. To Sergio Palleroni, I am grateful for your mentorship. You have helped me tremendously throughout the design process. I also appreciate the enthusiasm and empathy you bring to our meetings. To Clive Knights and Juan Heredia, I appreciate your input, critique and encouragement in furthering this topic throughout the development of my thesis.
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TABLE OF CONTENTS PART 1
PRE-DESIGN
Abstract 1 Understanding Autism Spectrum Disorder (ASD) 3 Problems & Consequences 5 Research Question 7 Live Work Thrive Paradigm 8-11 Case Studies 14-19 7 Autism Design Criteria 20-21 10 Resident-Based Design Goals 22-23 Media Exploration 24-25 Neighborhood Choice Criteria 28 Sunnyside Neighborhood 29 3450 Alder St. 30-33 Site Parameters 34-35 Problems & Consequences of Structural Adaptive Reuse 36-39
PART 2
DESIGN
Experiential Section 42-43 Programmatic Requirements 44 Adjacency Sketch 45 Conceptual Sketches 46-47 Media Exploration 48-49 Dwelling Unit Parti 50 Program Arrangement 51 Adjacency Matrix 52 Square Footage Allocation 53 Building Development Parti 54-55 Ground Plan 56 Basement Plan 57 Roof Plan 58 Renderings 59-61 Conceptual Parti & Material Selection 62-63 East Elevation 64-65 North Elevation 66-67 Interior Finishes 68-69 North-South Section 70-71 East-West Section 72-73 Scale Model 74-77 Conclusion 79
PART 3
WORK CITED
Appendix A: List of Endnotes Appendix B: List of Figures Appendix C: Bibliography
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PART 1 PRE-DESIGN
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ABSTRACT Today, 1 in every 68 children in the United States is estimated to fall under the autism spectrum1 and yet accessibility and building codes designed to accommodate autistic individuals are rarely considered. When autistic children are young, they are cared for and supported by their families. When they grow older and no longer have their families to rely on, the cognitive, financial, and housing problems that they may face typically worsens because autism does not disappear even when a person matures into adulthood. This thesis examines a design solution that will fulfill the autistic individuals’ need for predictability, accessibility and a sense of community in their living/working environments to live healthy, meaningful lives.
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THE ASD SPECTRUM
Social Impairment
PERVASIVE DEVELOPMENTAL DISORDER
ASPERGER’S
KANNER’S AUTISM
Communication Impairment
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Repetitive Behaviors or Interests
UNDERSTANDING AUTISM SPECTRUM DISORDER (ASD) Autism traces it’s history back 60 years ago, when American psychiatrist Leo Kanner studied a group of children that had difficulties in communicating verbally, emotionally and demonstrated odd routine behaviors.2 Around the same period, Hans Asperger, an Austrian pediatrician also recognized similar symptoms among his patients but with the exception of demonstrating higher intelligence in logical tasks and attention to detail.3 Today both disorders are recognized and categorized under the same spectrum known as ASD. Autism Specturm Disorder (ASD) is an umbrella term that covers: Autistic Disorder, Asperger’s Disorder, Pervasive Developmental Disorder.4 It is a neurological developmental disability that impacts the normal development of the brain in the areas of social interaction, communication skills, and cognitive function. Approximately 40% of those affected with Autism Spectrum Disorder have average or above-average intelligence while the 60% have intellectual disabilities that ranges from mild to severe.5 It is the fastest growing serious developmental disability in the U.S., marking a 172% increase diagnosis in children from 2000 to 2014.6 ASD is also reported to occur in all racial, ethnic, and socioeconomic groups with boys affected 4 times more likely than girls. There is no cure for autism but these individuals can be helped through behavioral therapy, educational interventions, speech therapy, occupational therapy, social skills therapy, medication. Individuals with autism often suffer from epilepsy, sensory dysfunction and sleeping disorders.7 3
LIFE CYCLE OF AN AUTISTIC INDIVIDUAL
Age
3
6
10
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SCHOOL PARENTAL SUPPORT
30
45
21+
65+
Marks the most vulnerable ages for autistic individuals
FAMILIAL / INSTITUTIONAL SUPPORT
From birth until age of 21, parental care and school support are needed to aid autistic individuals throughout their daily lives
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Autistic individuals typically receive governmental aid in the form of Medicaid home and community based waivers, social security income, and social security disability insurance
PROBLEMS & CONSEQUENCES Individuals with ASD typically require care and assistance throughout their lives and the problems they face only increases as they grow older. An average autistic individual receives schooling and parental support up to the age of 21. After that, they rely on family and institutional support to survive. It is reported that 78% of people diagnosed with autism do not have full time jobs in the U.S., making it a high population within the 6% of unemployed U.S. citizens.8 The lifetime cost of supporting one person with autism is also much higher than a person without, which ranges from $1.4 to $2.4 million in contrast to $245,000 needed to raise a person without autism until the age of 18.9 Homelessness is also found to be a big issue among autistic individuals. About 9 out of 14 homeless individual are found to be diagnosed with autism.10 Relating it to a national scale, 3.5 million people in the U.S. experience homelessness every year.11 This makes the need for them to have proper housing and employment an even greater concern today.
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CHARACTERISTICS OF AUTISM
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DIFFICULTY IN UNDERSTANDING CONCEPTS
DIFFICULTY IN FORMING RELATIONSHIPS
Autistic individuals typically have difficulty understanding the nuances in figurative speech and abstract language. They typically understand what is presented as literal representations of meaning.
People with ASD may seem distant and indifferent to others. They face difficulty in interpreting what others think or feel and have problems controlling their frustration when misunderstood. This further disrupts their ability to cultivate friendships and meaningful relationships.
DIFFICULTY IN COMMUNICATING It is often difficult to understand the body language expressed by an autistic individual as their facial expressions, movements, and gestures often do not match what they are saying. Starting and maintaining a conversation may be impossible to negotiate from their persistence in obsessive repetition of an activity or topic.
RESEARCH QUESTION “How can applied autism design in architecture enrich the lifespan of aging autistic individuals?” There is a persistent stereotype that people with autism are locked within themselves; in most cases, the only thing locked up, is their potential. Many are held back from a better future by unaccepted, outdated, and underfunded solutions that have not kept pace with pressing contemporary needs. This inhibition prevents and hinders autistic individuals to do, feel, and become who they really are. Autism affects over 3 million people in the U.S. alone and tens of millions worldwide with statistics suggesting that the prevalence rates increasing 10 to 20% annually.12 To this day, scientists and researchers have not found the causality nor cure for autism; only early behavioral interventions and treatments are proven to improve their lives by teaching them necessary skills to function in our “neuro-typical” world. As these individuals grow older, the challenges they face regarding housing, independence and work become not only an individual issue but also a societal one. This architectural thesis seeks to serve as a way to define autism-specific spaces and enrich the lives of autistic individuals through the proposal of a Live-Work-Thrive model.
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THE LIVE WORK THRIVE PARADIGM
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Most buildings today do not take autistic sensory needs into consideration, therefore, autistic individuals not only face problems in their external environment but in their internal environment as well, such as their home. The current model is problematic because it does not cater to their needs and my proposal presents a new typology that will help enrich their lives through a live, work, and thrive environment. It combines the positive aspects of the predictability of home, contributing aspect of the workplace and a place to be their whole selves without having to conform to the norms of society..
A PLACE TO CALL HOME 1. Mediated Learning And Living Support
Having consistency in the learning and living environment of an autistic individual’s life allows them to acquire new skills, have better access to appropriate services, and develop a better social life
2. Access To Medical Care And Clinical Services
Individuals with ASD can benefit from accessible medical care and clinical services as they typically require constant health check-ups and clinical diagnosis
3. Supportive Living Environment
Some individuals with ASD may require little support in basic living skills but may need some intervention in order to complete more administrative tasks,others may require constant care in all aspects of their lives
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A PLACE TO WORK 1. The High Costs Of ASD Education
Individuals with ASD can be given the opportunity to participate in society through applying their learnt skills
2. Respite Services To Cater To Sensory Needs
Respite services are a necessity for individuals with autism to allow them to achieve inner peace and recover from overstimulation caused by the environment or tasks given
3. Skill Appropriate Job Allocation And Supportive Workplaces Individuals with ASD may take advantage of their particular strengths to increase productivity
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A PLACE TO THRIVE 1. Being Among Peers And Supportive Community Autistic individuals and their families can feel a sense of belonging
2. A Place To Comfortably Thrive As Themselves
Autistic individuals require a place of refuge where they will not be discriminated against and have to conform to societal norms and behaviors
3. Raising Public Awareness Of ASD
By having a dedicated center for Autistic individuals to live, work, and play, the public can be exposed to and achieve a better understanding of the condition
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ARCHITECTURAL PRECEDENTS
CASE STUDY 1
Fig. 1.1 Sweetwater Spectrum Building
Sweetwater Spectrum
Fig. 1.2 Quiet Alcove (above) Fig. 1.3 Shared Living Room (below)
Sonoma, Ca It is estimated that over the next 10 years some 500,000 young people with autism will move into adulthood. Sweetwater Spectrum strives be an appropriate, high-quality, long-term housing for adults with autism in a way that could be replicated nationwide. The new community is designed to address the full range of needs of individuals with autism spectrum disorders, maximizing residents’ development and independence. Sweetwater Spectrum is a new national model of supportive housing for adults with autism, offering life with purpose and dignity. The 2.8 acre site provides a permanent home for 16 adults and their support staff. The four 3,250 sf four bedroom homes include common areas as well as a bedroom and bathroom for each resident. Sweetwater Spectrum also incorporates a 2,300 sf community center with activity spaces, teaching kitchen, a large therapy pool, and an urban farm, orchard, and greenhouse. 14
Fig. 1.4 Typical Residence Floor Plan
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CASE STUDY 2
Fig. 2.1 Sunfield Residential School Building
Sunfield Residential School
Fig. 2.2 Section Drawing (above) Fig. 2.3 Hallway (below)
Clent, U.K. A residential building for 12 children aged 5-12 with profound autism. Comprising single bedrooms, bathrooms, living, dining and kitchen facilities, sensory room and commercial laundry. The completed building has attracted considerable attention from other special needs providers around the country as an example of an effective design that specifically meets the needs of children with autism and their carers. Particular attention was given to the use of materials and design elements such as wayfinding, circulation spaces instead of corridors, acoustics, color and lighting. The assisted living complex is designed with circulation space and living accommodation combined with a sense of home from home for residents.
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Fig. 2.4 Floor Plan
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CASE STUDY 3
Fig. 3.1 Sesame Village Building
SĂŠsame Village
Fig. 3.2 Photo of Resident (above) Fig. 3.3 Therapeutic Pool (below)
Messimy, France SĂŠsame Village in Messimy, France is located on a large farm that provides an alternative way of life for adults with autism who have lived most of their lives in large institutions. SĂŠsame Village currently provides housing for 36 individuals with 4 temporary or emergency care support older individuals with autism as an alternative to hospitalization or living at home for a period of time. The facility features 4 individual houses and an administrative centre with orchards and greenhouses for gardening activities for their residents. Each house features a kitchen, dining room, living room, and between 8 to 10 individual bedrooms with individual bathrooms. The houses are identical inside, with color reference points and characteristic decorations to make them individually distinguishable.
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CASE STUDY 4
Fig. 4.1 Hinnerup Kollegiet Building
Fig. 4.2 Quiet Alcove (above) Fig. 4.3 Communal Living Room (below)
Hinnerup Kollegiet
Denmark The Hinnerup Kollegiet in Denmark is currently home to 16 adults with autism, providing a supportive and adapted environment for individuals from early adulthood through to old age. Kollegiet is one of Autism Denmark’s specialized housing facilities that houses adults with autism as well their families in a local community setting. Residents are typically enrolled in early adulthood to provide the opportunity of learning to cope with practical life skills while making friends and learning crafts in Hinnerup’s workshop. Hinnerup, unlike other institutions, serve as a permanent residence for adults with autism. Work is provided by Hinnerup and most capable autistic residents work close to home in related day care services and local schools. For the elderly residents of Hinnerup Kollegiet, they are kept active with small daily chores and social activities or organized by the staff and community. 19
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Autism Design Criteria Developed by Dr. Mostafa
Criterion 1: Acoustics
Acoustics is the most influential feature of the sensory environment upon autistic behavior. Reducing noise levels and echo in educational spaces for children with autism improves their attention spans, response times and behavioral temperament. This criterion proposes that the acoustical environment be controlled to minimize background noise, echo and reverberation within spaces used by individuals with ASD.
Criterion 2: Spatial Sequencing
This criterion is based on the concept of capitalizing on the affinity of individuals with autism to routine and predictability. Spatial sequencing requires that areas be organized in a logical order, based on the typical scheduled use of such spaces. Spaces should flow as seamlessly as possible from one activity to the next through one-way circulation whenever possible, with minimal disruption and distraction, using transition zones.
Criterion 3: Escape Space
The objective of such spaces is to provide respite for the autistic user from the overstimulation found in their environment. Such spaces may include a small partitioned area or crawl space in a quiet section of a room, or throughout a building in the form of quiet corners. These spaces should provide a neutral sensory environment with minimal stimulation that can be customized by the user to provide the necessary sensory input. 20
Criterion 4: Compartmentalization
Define and limit the sensory environment of each activity, organizing a classroom or even an entire building into compartments. Each compartment should include a single and clearly defined function and consequent sensory quality. The separation between these compartments need not be harsh, but can be through furniture arrangement, difference in floor covering, difference in level or even through variances in lighting. The sensory qualities of each space should be used to define its function and separate it from its neighboring compartment. This will help provide sensory cues as to what is expected of the user in each space, with minimal ambiguity.
Criterion 5: Transition Zones
Working to facilitate both spatial sequencing and sensory zoning, the presence of transition zones helps the user recalibrate their senses as they move from one level of stimulus to the next. Such zones can take on a variety of forms and may be anything from a distinct node that indicates a shift in circulation to a full sensory room that allows the user to re-calibrate their sensory stimulation level before transitioning from an area of highstimulus to one of low-stimulus.
Criterion 6: Sensory Zoning
Spaces should be organized in accordance to their sensory quality, rather than the typical architectural approach of functional zoning. Grouping spaces according to their allowable stimulus level, spaces are organized into zones of “high-stimulus” and “low stimulus”. The former could include areas requiring high alertness and physical activity such as physical therapy and gross motor skill building spaces. The latter could include spaces for speech therapy, computer skills and libraries.
Criterion 7: Safety
Safety is even more of a concern for children with autism who may have an altered sense of their environment. Fittings to protect from hot water and an avoidance of sharp edges and corners are examples of some of these considerations.
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RESIDENT-BASED DESIGN GOALS
Developed by Sherry Ahrentzen, PhD, and Kim Steele
Criterion 1: Ensure Safety & Security
Adults with ASD are vulnerable to environmental and social conditions that threaten their security and safety. Controlled access to the home environment may be necessary for the residents who tend to wander or are unaware of potentially dangerous situations outside their familiar environment.
Criterion 2: Maximize Familiarity, Stability & Clarity
Adults with ASD may be confused or frightened with changes in place and organization due to their need for clear and properly designed transition spaces. Regularity in time, place and situation is important for these individuals to be familiar with their home environment. A clear and simple layout makes their environment predictable and easily understood.
Criterion 3: Minimize Sensory Overload
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Sensory overload or overstimulation can cause severe distress in individuals with ASD. Color, texture, sound and other stimuli must be kept at a minimum intensity to avoid stress in lives. To combat overstimulaton, spaces can be grouped according to logical sequence and sensory compatibility. Environmental cues such as subtle changes in wall texture or landmark objects can help communicate to the autistic residents of a specific function or character of a space.
Criterion 4: Allow Opportunities For Controlling Social Interaction & Privacy
Personal space and social interaction levels differ in adults with ASD where they face major challenges in responding to social presence and environments. A variety of environments ranging from large open social spaces to intimate ‘escape’ spaces provide the opportunity for these individuals to interact at their personal level of comfort or choice. This variety within their home environment allows them to manage social discomfort and may help reduce stress among care providers.
Criterion 5: Provide Adequate Choice & Independence
When an environment provides a myriad of choices to adults with ASD, it can be viewed as overwhelming and often uncomfortable. The designed environment must be flexible and adaptive to the resident’s needs over time but pnly allow few available options at a time.
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Criterion 6: Foster Health & Wellness
The core characteristics of ASD are routinized behavioral patterns, impaired social skills and the inability to communicate emotionally. The problems they face may cause frustration, isolation and feelings of loneliness. Spaces must be designed so that they do not amplify noise or promote crowding to avoid eliciting stressful responses and reactions. The sensitivity of ASD residents must also be considered in the choice of material finishes to avoid allergies, asthma, injuries and other afflictions.
Criterion 7: Enhance One’s Dignity
ASD carries a strong social stigma in American society, as such, a sense of dignity must be instilled in the residents through the integration with neighboring residences. Opportunities should be provided to allow the residents to express their individuality through the personalization of personal spaces.
Criterion 8: Ensure Durability
The physical environment of a residence for ASD adults must feature robust and durable materials to be easily maintained for the safety and well being of residents. This also minimizes the long-term cost of maintaining the building or home.
Criterion 9: Achieve Affordability
Housing affordability is a concern to adults with ASD due to their financial status and needs. Careful consideration of a building’s shape, structure, appearance, and layout can not only reduce construction and operational costs but also be both pleasing and functional to inhabit.
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Criterion 10: Ensure Accessibility & Support In The Surrounding Neighborhood
Many adults with ASD may be unable to drive or afford automobiles, making it difficult for them to travel and carry out daily errands. By placing the building’s site located near convenient and safe amenities such as public transportation, supermarkets, and parks, the residents can take advantage of these resources. It also provides the opportunity to allow independent individuals with ASD to access community services without the assistance of a care provider. 23
MEDIA EXPLORATION
Fig. 5. Routine
Routines are often deeply rooted in an autistic person’s obsessive need for predictability and consistency in life.
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Fig. 6. Echolalia Echolalia is the repetitive vocalization of words and is a defining trait of Autism Spectrum Disorder. It is one way that non-verbal autistic individuals use to calm themselves and communicate with others.
Fig. 7. Obsessive
The collage above describes the tendency for autistic individuals to be obsessively engrossed into an activity of interest to the point of hyper-focus and extreme attention to detail.
Fig. 8. Misunderstood
‘Misunderstood’ depicts society’s view of an autistic child as wearing a dunce hat and being punished for “misbehaving”. The superimposed image of a mallet pounding a rectangular peg into a round hole reflects the rigidity of neuro-typical education and conformity. 25
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SITE IDENTIFICATION + DOCUMENTATION
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NEIGHBORHOOD CHOICE CRITERIA QUIETUDE AND SAFETY
A neighborhood appropriate for autistic individuals must not be located close to freeways, main roads or commercial buildings that may cause discomfort or excessive noise to avoid overstimulating the residents. A neighborhood that is both quiet and safe is important in also ensuring that the residents stay out of potentially dangerous situations.
CLOSE PROXIMITY TO AMENITIES
A neighborhood that features supermarkets, healthcare services, and public transportation provides the convenience for residents that do not drive or cannot travel far from their homes.
AVAILABLE WORK OPPORTUNITIES
Work is an important element in fostering financial independence and self-reliance. Job opportunities for autistic adults must be appropriate for their skill level but not hinder their growth and skill development.
AFFORDABLE The neighborhood must feature housing at affordable rates for residents to live sustainably.
FRIENDLY AND ACCEPTING
ASD is a sensitive developmental disorder that carries a social stigma in contemporary society. A neighborhood that is accepting of an autism live-work-thrive building enables the residents to recognize, understand and accept autistic individuals in their community.
ESTABLISHED AND STABLE
A neighborhood that is established and stable is less confusing, disruptive and unpredictable.
SUNNYSIDE NEIGHBORHOOD
The Sunnyside neighborhood is known for its accessibility to public transportation and affordable housing options featuring young, liberal residents and pedestrianfriendly high density mixed-use development. The neighborhood also features plenty of locally owned shops that keep the neighborhood creative and vibrant. Fig. 9. Site Map
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SITE
1
2
3
4
5
1 Zupan’s Market 2 Cosmic Soda Pop And Candy Shop 3 Avalon Theater 4 Yarnia 5 Sunnyside School 29
Fig. 10. Google Street View
3450 SE ALDER ST.
Fig. 9.1 Enlarged Site Map
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The building was chosen for its size and proximity to Belmont Street, a main road running through South-East Portland. It features a rich history and lived its former life as the Standard Dairy building, an automobile repair garage, the workshop of Vanilla Bikes and finally became a 4 loft apartment building. Developed by Kevin Cavanaugh and designed by Brett Schulz, the building retains as much of its original materials such as its exposed brick walls and wide-span wood trusses. The old trusses also span across a new shared courtyard garden located at the southwest corner of the building. The interior finishes feature clear fir millwork, polished concrete floors and gypsum walls.
Fig. 11. North Facade Panorama
NORTH FACADE
The north facade feature garage doors and is the most private entrance into the building.
Fig. 12. East Facade Panorama
EAST FACADE
The east facade features a rustic treatment, leaving the building inconspicuous and inprominent to avoid drawing attention to itself. It also serves as the main entrance to the 4 individual lofted apartments within it. 31
Fig. 13.1. Neighborhood Watch Sign (left), Fig. 13.2. E. Alder St. Pavement Stamp (right)
NEIGHBORHOOD WATCH
The Neighborhood Watch Program strengthens neighborhoods and community safety. The program leads to increased resident safety, home and vehicle security, making neighborhoods less attractive to criminals.
Fig. 14.1. Painted Door on East Facade (left), Fig. 14.2. Open Courtyard Foyer Space (right)
INVITATION TO INTROVERSION
The painted doors lead into an intimate open courtyard space that serves as a threshold to the kitchen and guest bedroom. 32
Fig. 15. North Loft
Fig. 16. East Loft
Fig. 17. East Facade Panorama
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garage
bedroom
garage
dining
living
SITE PARAMETERS
Zoning: CM (mixed commercial/ residential) R2.5 zoning (current redevelopment) Maximum Height: 35 ft. Minimum Setbacks front of building: 10 ft. sides of building: 5 ft. rear of building: 5 ft. garage entrance: 18 ft. Required Outdoor Area detached minimum area: 250 sq. ft. minimum dimension: 12 ft. x 12 ft. attached minimum area: minimum dimension:
bedroom
living
bedroom
dining
courtyard
bedroom dining
living
courtyard
dining
courtyard
living
bedroom
garden
200 sq. ft. 10 ft. x 10 ft. bedroom
GROUND
n
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attic
bedroom
bedroom
bedroom
bedroom
high stimulus bedroom
low stimulus public
private
bedroom
Fig. 18. Site Plan
Sensory zones, lighting orientation and the building’s relationship to adjacent streets are also taken into account during the site analysis and design
bedroom
UPPER
n
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garage
bedroom
bedroom
living
Problems encountered during the retrofit analysis are denoted as “P” and consequences of those problems are stated as “C” below.
dining
living
bedroom
dining
courtyard
bedroom
PROBLEMS & CONSEQUENCES OF STRUCTURAL ADAPTIVE REUSE
To potentially reduce the cost of constructing a new building on a cleared site, the pros and cons of the site is analyzed to judge its potential for adaptive re-use or structurally retrofitting the live-work-thrive center on site.
garage
dining
living
courtyard
dining
courtyard
living
bedroom
garden
bedroom
GROUND
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P1 C1
Only caters to 13 residents(including caretakers) Not maximizing the potential of the site
P2 C2
Spiral staircases are not completely accessible May discriminate against older residents
n
attic
bedroom
bedroom
bedroom
bedroom
bedroom
bedroom
bedroom
UPPER P3
Inefficient use of space due to structural design (inherent in the retrofit)
C3
The main structural system of the building is mainly defined by the trusses and as such, the structural grid, the maximum ceiling and building heights and usable space are limited by it.
n
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N
TH R O
W EST
SOUTH-WEST AXON
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P4
The open space plan does not work with compartmentalization of space within the autism design logic
C4
Leads to disorientation and disorder within autistic spatial logic
T EN
SO
UT
H
E NC A R
ST EA
SOUTH-EAST AXON P5
South facade features a solid large retaining wall
C5
Not optimized for natural lighting required by autistic residents
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PART 2 DESIGN
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EXPERIENTIAL SECTION The experiential section shows the preliminary rendered sketch representing the qualities of spaces proposed in the building along with the relationship between individual programs.
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RESIDENTS • dwelling units • social area
SENSORY NEEDS • sensory garden • bonsai garden • transition spaces • escape space • media room • music room • rec room
RESIDENTIAL ASSISTANTS • dwelling units • office space • conference room • reception
SHARED NEEDS • community entrance • work space • learning kitchen • dining room • laundry room • storage • roof terrace • gym
PROGRAMMATIC REQUIREMENTS The building is divided into 4 main groups. The residential area is needed because the building is catered towards autistic adults with special care needs. It is also wellness center that requires professional care, and as such, residential assistants are required to live on site. The sensory needs of the residents are also taken into consideration with various programs dedicated to their development and growth. Lastly, shared programs such as the work space and community kitchen are necessary for the shared living and working conditions.
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roof terrace
private resident entrance dining room
learning kitchen
resident units
residential assistant units
bonsai garden
sensory garden
storage
administration community entrance
work space laundry room
social area
escape space
gym rec room
media room
music room
ADJACENCY SKETCH The diagram above shows the sketched arrangement of adjacent spaces that interact with each other. The programs are aligned around two garden spaces for wayfinding and natural lighting. For example, the work space is located in the basement to isolate noise and located close to escape spaces and recreational areas. It is adjacent the gym but is located further away from other facilities.
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CONCEPTUAL SKETCHES The following pages show sketches done during the preliminary design stage to express concepts and ideas that informed the design process.
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MEDIA EXPLORATION
Fig. 19.1. Escape Space Collage
Fig. 19.3. Transition Space Collage
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Fig. 19.2. Roof Rec Room Collage
Fig. 19.4. Resident Transition Space Collage
Fig. 19.5. Kitchen Collage
Fig. 19.6. Entry Transition Space Collage
Fig. 19.7. Work Space Collage
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18’
RESIDENTIAL ASSISTANT UNIT 256 sf
living
bedroom
foyer
bathroom
living
bedroom
9’
9’
9’
living
bedroom
9’
foyer
bathroom
18’
14’
TYPE A RESIDENT 192 sf
7’
7’
9’
living bedroom
9’
foyer bathroom
18’ foyer
bathroom
30’ TYPE B RESIDENT 378 sf
14’
bedroom
bathroom
living
10’
10’
10’
bedroom
bathroom
living
14’
DWELLING UNIT PARTI Resident dwelling units are compartmentalized to distinguish specific spaces within a unit and are divided into two types: type A and type B units. Type A units are one bedroom apartments that feature a foyer to act as a threshold to the living room while type B units feature a strict sequential arrangement of spatial function. The residential assistant unit is designed similar to the Type A unit but features a pullout bed in the living room for visitors or resident sleep overs.
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6’
18’
6’
14’
14’
TYPE A
TYPE A
18’
RA
6’ 14’
14’
14’
TYPE A
TYPE A
TYPE A
TYPE A
TYPE A
RA
LOBBY
6’
PUBLIC BATHROOM
WORK
18’
TYPE B
SENSORY GARDEN
CORE
30’
TYPE B
KITCHEN/DINING
30’
BONSAI GARDEN
6’
6’
PROGRAM ARRANGEMENT The residential units are the first to be plugged into the plan layout to define the grid. Transitional circulation spaces are then filled in at six foot offsets to connect individual programs. The kitchen and dining areas are located in the center of the building representing the hearth. Garden spaces are interlocked with communal and social spaces to bring in natural light into the basement.
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music room
media room
social area
bonsai garden
sensory garden
rec room
admin
gym
laundry
resident storage
dining
learning kitchen
work
office
RA unit
residential unit
residential unit RA unit office work learning kitchen dining resident storage laundry gym admin rec room sensory garden bonsai garden social area media room
semi-desirable
music room
undesirable
ADJACENCY MATRIX The adjacency matrix defines the desirability of individual programs in relation to each other. It is broken down into 3 types of adjacencies: Desirable, semi-desirable and undesirable.
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desirable
type B units 756 sf
laundry storage
100 sf 100 sf 50 sf
gym
288 sf
media room
400 sf
625 sf
625 sf
625 sf 625 sf
pantry
483sf
office reception
94 sf 126 sf
conference
252 sf
work
640 sf
rec room
544 sf
music room
464 sf
social area
1215 sf
lounge
342sf
escape space
100sf
roof terrace
1250sf
bonsai garden
468sf
lobby garden
386sf
TRANSITION
dining
sauna changing storage
THRIVE
kitchen
512 sf
WORK
RA units
1344 sf
LIVE
type A units
SQUARE FOOTAGE ALLOCATION Programs are arranged according to typology of use. With the programs required in the building identified, an appropriate square footage area is allocated to each space.
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BUILDING DESIGN PARTI
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TABULA RASA
EXCAVATE
Erase existing building on site
Create space for basement
EXTRUDE GA
Provide natu and view to bas
ARDEN SPACE
ural lighting sement spaces
BUILDING CODE BOUNDARIES
APPLY MULTIFAMILY HOUSING TOPOLOGY
Build off site parameters and grid lines defined by residential units
Establish as a beacon for autism live-work-thrive
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FLOOR PLANS
GROUND n
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BASEMENT n
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ROOF n
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FACADE PERSPECTIVE
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LOBBY
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SOCIAL AREA
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CONCEPTUAL PARTI & MATERIAL SELECTION
= PROTECTIVE
DULLED STEEL PANELS
The center provides a protective environment which satisfies the safety and security needs of autistic individuals. It also features an introverted facade to act as a barrier to shields it’s residents from their surroundings
Modular steel panels are chosen for the exterior treatment of the building’s facade because of it’s hard, impermeable and protective qualities. The symbolic qualities of the material also maintains the building’s presence on the site by being distinguishable for its residents
=
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INVITING
PINE WOOD SIDING
The center must be integrated with the surrounding neighborhood while acting as a beacon for the residents and a signifier of communal housing
Soft pine wood siding lines the main entrance to the building, providing an inviting focal point in contrast to the hard steel exterior
= DURABLE
CONCRETE
The building must be durable, long lasting and also express it’s structural integrity within itself
Exposed concrete is used as the main material for the building’s structure due to its stability, durability and strength. It is a homogenous material that is not distracting nor overstimulating to the residents
= TACTILE
FELT
A warm and comforting material enhances the tactility of spaces that requires noise dampening and intimacy
The qualities of felt serve as dampers of both sound and unwanted stimuli in the building. It is used to line the walls of the resident’s bedrooms to absorb unwanted noise from the external environment
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EAST ELEVATION
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NORTH ELEVATION
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INTERIOR FINISHES
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gypsum interior wall
gypsum interior wall
polished concrete floor
wood flooring
gypsum int
wood fl
Fig. 20.1. Admin Window Perspective
Fig. 20.2. Resident Window Perspective
Fig. 20.3. Residential Assistant Window
Large viewing windows are located in the work area and lobby to provide views of the surrounding neighborhood
Operable high windows provide residents with a sense of privacy by featuring a single window located higher than eye level to deter unwanted gazes
Long and high windows allow vigilant and aware of surround
terior wall
flooring
w Perspective
w residential assistants to be ding activities outside
rough exterior concrete wall
exposed concrete wall
pine door
concrete floor
concrete floor
Fig. 20.4. Basement Windows Perspective
Fig. 20.5. Hallway Skylight Perspective
Clerestory windows bring light into the basement through the elevated garden spaces. They are purposefully set higher assuring a sense of security to the residents
Skylights above transition zones allow residents to be mesmerized by passing clouds and changes in natural lighting conditions
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NORTH-SOUTH SECTION
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EAST-WEST SECTION
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SCALE MODELS
Fig. 21.1. North Facade Photo
1/32” = 1’-0” Scale Model
Fig. 21.2. Building Model Overview Photo
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1/8” = 1’-0” Scale Model
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ROOF
GROUND
Fig. 22.1. Enlarged View of Scale Model
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BASEMENT
Fig. 22.2. Basement Lounge and Lobby Garden (left), Fig. 22.3. Kitchen Space and Bonsai Garden (middle), Fig. 22.4. Dining Room to Entrance Relationship (right)
Fig. 22.5. View from Outside into Lobby Space (left), Fig. 22.6 Side View of Model (right)
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Fig. 23.1. Sensory Overload Collage
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Fig. 23.2 Inner Peace Collage
CONCLUSION Through the research phase of my thesis, I realized that the challenges that autistic people face can be mediated through the assistance of well designed architecture. The building itself acting as a beacon, maintains its presence on the site while educating the public about autism and it’s social impact. This reduces the discrimination against autistic individuals while creating a system or community to achieve independence and self reliance. The building will also raise awareness of the need for more autistic live-work-thrive centers. It’s design serves as a conceptual prototype in which can be replicated and applied onto other sites. Because autism design is still a fairly new niche of focus in architecture, the difficulty in obtaining specific information about it were extracted out of a handful of sources. This made decision making during the design process much harder. Most design documents present predominantly conceptual ideas of what autistic design should be and look like. Therefore, the interpretation of various design criteria served as the main guiding force behind the building’s design. It is a symbol of acknowledgement in which autism is held in high regard and given its place in society. This recognition of the ability of autistic individuals to contribute to society is the benchmark of independence. By allowing them to develop, grow and live independently assisted by caretakers, they are able to reach their fullest potential.
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PART 3 WORK CITED
Appendix A: List of Endnotes 1. “Data & Statistics.” Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 26 Feb. 2015. Web. 2. Kanner, Leo. “Autistic Disturbances of Affective Contact.” 1943. 3. Asperger, Hans, Leo Kanner, and Jørgensen Ole S. Hans Asperger & Leo Kanner. Virum: Videnscenter for Autisme, 1996. 4. Ph.d. Gotham, Katherine. Autism Spectrum Disorder in DSM-5: Overview of Updates to the Diagnostic and Statistical Manual and to the Autism Diagnostic Observation Schedule (ADOS-2). New Hampshire: New Hampshire Autism Council Screening & Diagnosis, 2013. 5. Bernier, Raphael. KidsHealth. January 01, 2014. http://kidshealth.org/ teen/diseases_conditions/learning/autism.html. 6. Ibid. 7. Ibid. 8. Thompson, Dennis. “Study puts a price tag on the lifetime cost of autism.” CBSNews. June 9, 2014. 9. Ibid. 10. Students Against Hunger. “Overview of Homelessness In America.” Homelessness In America. August 5, 2013. http://www. studentsagainsthunger.org/page/hhp/overview-homelessness-america. 11. Ibid. 12. “Data & Statistics.” Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 26 Feb. 2015. Web.
Appendix B: List of Figures Figure 1.1 Sweetwater Spectrum Building Figure 1.2 Quiet Alcove Figure 1.3 Shared Living Room Figure 1.4 Typical Residence Floor Plan Photos courtesy of Tim Griffith http://www.sweetwaterspectrum.org/home0.aspx
Figure 2.1 Sunfield Residential School Building Figure 2.2 Section Drawing Figure 2.3 Hallway Figure 2.4 Floor Plan Photos courtesy of GA Architects http://www.autism-architects.com/
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Figure 3.1 Sesame Village Building Figure 3.2 Photo of Resident Figure 3.3 Therapeutic Pool Photos courtesy of Sésame de Messimy http://www.sesame-autisme-ra.com/etablissements /mainmenu-lien-village-de-sesame.html
Figure 4.1 Hinnerup Kollegiet Building Figure 4.2 Quiet Alcove Figure 4.3 Communal Living Room
Photos courtesy of Autism Europe http://www.autismeurope.org/files/files/EDA-2012/eda-denmark.pdf
Figure 5. Routine Figure 6. Echolalia Figure 7. Obsessive Figure 8. Misunderstood Drawings by author Figure 9. Site Map Figure 9.1 Enlarged Site Map Figure 10. Google Street View Google Maps. 2014. 3450 SE Alder St. https://www.google.com/maps/place/3450+SE+Alder+St,+Portland,+ OR+97214/@45.5177149,-122.6286024,17z/data=!3m1!4b1!4m2!3m1!1s 0x5495a094bdb3c3ed:0x15a1b8555af3351b
Figure 11. North Facade Panorama Figure 12. East Facade Panorama Figure 13.1. Neighborhood Watch Sign Figure 13.2. E. Alder St. Pavement Stamp Figure 14.1. Painted Door on East Facade Figure 14.2. Open courtyard Foyer Space Figure 15. North Loft Figure 16. East Loft Figure 17. East Facade Panorama
Photos taken by author
Figure 18. Site Plan Google Maps. 2014. 3450 SE Alder St. https://www.google.com/maps/place/3450+SE+Alder+St,+Portland,+ OR+97214/@45.5177149,-122.6286024,17z/data=!3m1!4b1!4m2!3m1!1s 0x5 495a094bdb3c3ed:0x15a1b8555af3351b
Figure 19.1. Escape Space Collage Figure 19.2. Roof Rec Room Collage Figure 19.3. Transition Space Collage Figure 19.4. Resident Transition Space Collage Figure 19.5. Kitchen Collage Figure 19.6. Entry Transition Space Collage Figure 19.7. Work Space Collage Figure 20.1. Admin Window Perspective Figure 20.2. Resident Window Perspective Figure 20.3. Residential Assistant Window Perspective Figure 20.4. Basement Windows Perspective Figure 20.5. Hallway Skylight Perspective
Drawings by author
Figure 21.1. North Facade Photo Figure 22.1. Enlarged View of Scale Model Figure 21.2. Building Model Overview Photo Figure 22.2. Basement Lounge and Lobby Garden Figure 22.3. Kitchen Space and Bonsai Garden Figure 22.4. Dining Room to Entrance Relationship Figure 22.5. View from Outside into Lobby Space Figure 22.6 Side View of Model
Photos taken by author
Figure 23.1. Sensory Overload Collage Figure 23.2 Inner Peace Collage Drawings by author
Appendix C: Bibliography 1. The National Autistic Society. “Getting On? Growing Older With Autism: A Policy Report.” 2014. 2. Autism-Europe. “Towards a better quality of life: The Rights of Ageing People with Autism.” http://www.autismeurope.org/publications/reportsand-good-practices/. 3. Dolan, Thomas. Live-Work Planning and Design Zero-Commute Housing. Hoboken : Wiley, 2012. 4. Henry, Christopher. Pitfalls of Observational Studies. May 10, 2012. 5. Henry, Christopher. Architecture for Autism: Architects moving in the right direction. January 5, 2012. 6. Henry, Christopher. Architecture for Autism: Exterior Views. April 04, 2012. 7. Henry, Christopher. Designing for Autism: Lighting. October 19, 2011. 8. Henry, Christopher. Designing for Autism: More Able Not Less Disabled.
December 7, 2011. 9. Henry, Christopher. Designing for Autism: Spatial Considerations. October 26, 2011. 10. Henry, Christopher. Designing for Autism: The ‘Neuro-Typical’ Approach. ArchDaily.com, November 3, 2011. 11. Henry, Christopher. Tactile Architecture: Does it Matter? November 23 , 2011. 12. Joss, Laurel. Are People with Autism at a Higher Risk for Homelessness? February 4, 2014. http://www.autismdailynewscast. 13. com/are-people-with-autism-at-a-higher-risk-for-homelessness/6784/ laurel-joss/. 14. Kanner, Leo. “Autistic Disturbances of Affective Contact.” 1943. 15. Kern, Janet. Sensory correlations in autism, 2007. 16. Killock, John. Factory Home, Runner-up in the 2012 Workplace of the Future Competition. Westminster, 2012. 17. Küller, Rikard. Architectural psychology: proceedings of the Lund Conference. Lund: Studentlitteratur Ab, 1973. 18. Lee, Gloria K. Carter, W. Erik. Preparing Transition-Age Students With High Functioning Autism Spectrum Disorders For Meaningful Work. New York, 2012. 19. Mostafa, Magda, interview by Vanessa Quirk. An Interview with Magda Mostafa: Pioneer in Autism Design ArchDaily. October 09, 2013. 20. Mostafa, Magda, “An Architecture for Autism: Concepts of Design Intervention for the Autistic User.” ArchNet-IJAR: International Journal of Architectural Research, vol. 2, issue 1, 2008. 21. National Public Radio. Young Adults With Autism Can Thrive In High-Tech Jobs. Washington D.C., April 22, 2013. 22. Nordberg, Kathryn. Home of the Month: Erik’s Retreat Opens Doors for Adults with Autism. 2014. 23. O’Neil, Meena. Sensory-Perceptual Abnormalities in Autism: A Case for More Research?, 1997. 24. Pilar Arnaiz Sánchez, Francisco Segado Vázquez, Laureano Albaladejo Serrano. Autism and the Built Environment. INTECH Open Access Publisher, 2011. 25. Psy.D., Carolyn Thorwarth Bruey. Demystifying autism spectrum disorders: a guide to diagnosis for parents and professionals. Bethesda, MD: Woodbine House, 2004. 26. Wright, Scott D., Brooks,Denise E.D’Astous, Valerie,Grandin Temple. The Challenge and Promise of Autism Spectrum Disorders in Adulthood and Aging: A Systematic Review of the Literature. 2013.
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