Beyond The Wall of Autism A Study into the influence Architecture can have on Autism
Submitted I Accordance with the requirements for the Postgraduate Diploma in Architecture: Back Ground Study Leeds Metropolitan University, Faculty of Arts and Society, School of Architecture and Design 25-01-2010
Written by Matthew Quinn
Narrative
The focus of this back ground study is the integration of a new Research and Assessment centre for Autistic Children, into a suburban context in Broomhall, Sheffield. It is envisaged that the centre will be in partnership with Sheffield Hallam University, National Autistic society and Sheffield Children’s Hospital. With a goal of providing a wide range of facilities, to aid in the research, teaching, and understanding of Autism Spectrum Disorders.
The building aspires to reduce the symptoms of Autism, with its architectural language, in an attempt to improve intercommunication and interrelation abilities that lead to an impairment of cognitive and emotional development.
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Contents Page No. Title page
1
Narrative
2
What is Autism
4
Statistics and organisations
5
Brain storm
6
The city
7
Transport Links
8
The universities
9
Sheffield Hallam University
10
Sheffield University
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Background Studies Sheffield Children’s Hospital
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Ryegate Children’s Centre
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Sheffield Hallam Autism Centre
12
Cleveland Centre for Autism
13
Design Philosophy
14
Architecture and Autism
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Calm, Order and Simplicity
14
Routine
15
Repetition
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Proportion
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Natural Light
16
Proximity
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Containment
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Observation
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Page No. Building Requirements
17
Facilities
18
Site Possibilities
19
Site Option 1
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Site Option 2
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Connections
20
Psalter Lane
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Broomhall Road
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Chosen Site
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Access
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Surrounding Context
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Current State
24
Site Restrictions
25
Site Analysis
26
Site Topography
27
Summary
28
Bibliography
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Books
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Websites
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What is Autism?
Autism is a lifelong developmental disability. It is a set of disorders in intercommunication and
It is part of the autism spectrum and is sometimes referred to as an autism spectrum disorder, or an
interrelation abilities that lead to an impairment of cognitive and emotional development. The essential
ASD. The word 'spectrum' is used because, while all people with autism share three main areas of
characteristics of this disorder are the presence of an abnormal development in the following areas:
difficulty, their condition will affect them in very different ways. Some are able to live relatively 'everyday' lives; others will require a lifetime of specialist support.
Communication:
Difficult or inexistent verbal communication. Difficulties in non-verbal communication.
Socialisation:
Severe difficulties in interpersonal relationship.
Imagination:
There is a lack of imagination characterised by uncommon and repetitive game play.
It is a lifelong developmental disability and is externally manifested in a lack of affective expression, an apparent lack of empathy, an obsessive concentration on particular elements and, often, repetitive movements.
The factors that determine autism have a biological cause and the disorder is manifested during the first thirty months of the child. At a cognitive level, there is a weak central coherence that impairs an adequate integration of the stimuli that surrounds the child.
The three main characteristics mentioned above, make the child unable to discriminate between and, more importantly, predict, any of the events that occur in daily life. Hence, this unpredictable world is felt as alien and makes them feel isolated. Technically it is said that they have no sense of connection between them and the surrounding world.
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The Statistics
Organisations
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It is estimated that 1 in 100 children have autism.
There a numerous organisations and charities that are dedicated to the research, support and treatment
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The lifetime cost to society for someone with autism is estimated to be £4.7m.
of autistic children world wide, ensuring a better future for them and there families.
•
Currently there are insufficient specialist places in schools for children with autism in the UK. The increase in the number of children being diagnosed with autism means that in years to come
•
Nationally
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The National Autistic Society
there will need to be more specialist places for these children in schools. There are
OAASIS
approximately 100,000 school aged children with autism in the UK, yet there are currently only
The Rainbow School
7,500 specialist school places.
Research Autism
In schools identified as having pupils with autism, only 22% of teachers have received autismspecific training. The majority of training given is typically one to four hours.
Globally
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The National Autism Research Institute The Autism Society of America Autism One (global organisation)
(Figure 1 on the next page brakes down the facts of Autism and explores the connections they may have to the built environment.)
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The City
The past few years has seen the city build upon its strong heritage and undergone massive
Sheffield is a city and metropolitan borough of South Yorkshire, England. Its name derives from the River
transformation, with some of the most inspirational public realm designs, such as the Peace Gardens,
Sheaf, which runs through the city and much of it is built on hillsides with views either into the city
Millennium Square and Sheaf Square, that Sheffield has ever seen (fig 2 & fig 3).
centre or out onto the countryside. Sheffield has more trees per person than any other city in Europe, estimated at more than two million; 61% of the city is green space (fig 1).
Figure 3 – The Peace Gardens
Figure 4 – Millennium Square
Locally the people of Sheffield have such affection for the city. Whichever way you look, the charming Figure 2 - Sheffield Skyline
haphazard sprawl of the city is nearly always neatly framed by the beautiful surrounding countryside, During the 19th century, Sheffield gained an international reputation for its steel production. Many
which are only minutes away.
innovations were developed locally, including crucible and stainless steel, fuelling an almost tenfold increase in the population during the Industrial Revolution. Sheffield thrived from industrial footholds
There is a general consensus to ensure that Sheffield remains a unique place. It is felt that the city needs
until the collapse of the coal and steel industries in the 20th century. This economic downturn hit the city
to concentrate less on trying to be like everywhere else and spend more time celebrating the
hard, leaving large industrial areas left abandoned.
individuality of the city and its distinctive collection of buildings.
The city has now grown, from its largely industrial roots, to encompass a wider economic base. Over recent years, due to extensive redevelopment, the city centre of Sheffield has undergone dramatic change. A once run down industrial city is now a thriving city with a strong sense culture.
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Transport Links Sheffield has good travel connections (fig 5). It is linked into the national motorway network via the M1
Sheffield train station is located in the heart of the city, providing excellent access to the city centre for
and M18 motorways. The M1 skirts the north-east of the city, linking Sheffield with London to the south
visitors, ideal for the city’s economy. A number of Major railway routes pass through Sheffield railway
and Leeds to the north. The M18 branches from the M1 close to Sheffield, linking the city with
station, providing easy and regular access to other cities throughout the country.
Doncaster, Robin Hood Doncaster/Sheffield Airport, and the Humber ports. The Sheffield Parkway
A sort distance away from the station is Sheffield Interchange supplying a hub for national and localised
connects the city centre with the motorways.
bus services.
Figure-6 on the next page identifies the Figure - 5 Sheffield Transport Network
Universities relationship to the city centre
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Sheffield Hallam University
The University of Sheffield
Sheffield Hallam University traces its roots back to 1843, when the Sheffield School of Design was
The University of Sheffield developed from three local institutions: the Sheffield School of Medicine,
founded. It had a distinguished history as one of Britain's top schools of art and design and teacher
Firth College and the Sheffield Technical School. These originally formed the University College of
training for more than a century.
Sheffield until 1905 when it became the University of Sheffield.
The two campuses that make up Sheffield Hallam University are in complete contrast to each other.
Unlike traditional “red brick� universities Sheffield is not a campus university as such, although a lot of its
Right in the heart of Sheffield's busy city centre is the University's City Campus, a welcoming modern
buildings are in close proximity to each other. Located in the North West of the city, the campus
environment surrounded by a diverse academic community. The second campus is the tranquil
stretches almost unbroken for a mile from St George's Square into Crookesmoor, with student
Collegiate Campus. Set among lawns and trees in one of Sheffield's leafiest suburbs, which is just typical
residences concentrated in suburbs to the west of the University.
of the city, England's greenest bustling city centre.
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Sheffield Children's Hospital
Ryegate Children’s Centre
Sheffield Children's Hospital NHS Trust is one of only eight specialist children's hospitals in the country,
The Ryegate Children’s Centre is a multidisciplinary assessment and management centre for children
located to the West of Sheffield in an area called Broomhill.
with special needs. It was opened in 1977 and lies one mile to the west of the main Sheffield Children’s
It is a purpose built children’s hospital and represents a unique combination of facilities, expertise and
hospital site.
understanding by providing specialist care from birth to 16 years of age. Its primary catchment area is the North Trent region but it also has a large number of patients referred from all over the country.
It is the headquarters of the Sheffield Children's NHS Foundation Trust and each year cares for around 24,000 inpatients, 89,000 outpatients and more than 51,000 Accident & Emergency admissions. The Trust employs over 2000 staff on multiple sites.
Figure 8 – Ryegate Childrens Centre Figure 7 – Sheffield Children’s Hospital
The centre provides a respite facility for children with complex medical needs and an assessment centre, from which child development, neurology and neurodisability outpatients are delivered, and multidisciplinary assessments undertaken. It also provides a range of therapeutic services such as Occupational Therapy and physiotherapy.
The centre provides a Resource Centre1 which houses the Sheffield Information Giving Network (SIGN), and Disability Index (both resources for parents), social work, dual diagnosis team for Sheffield outreach, the Gait laboratory, and is also used for parents groups, playgroups etc for children with special needs.
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A service set up to provide children and there families with information regarding various forms of disability.
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Sheffield Hallam Autism centre The centre itself provides services for a wide array of illnesses and disabilities. This leaves the control
The Autism centre at Sheffield Hallam University is a developing centre dedicated to enabling people on
and management of the site a complex issue. The building itself is a refurbished With so much going on
the autism spectrum, parents, families and professionals to access information about the autistic
the centre may be easy for a child to become environment for children/people with disabilities such as
spectrum. It provides a program of regional and national workshops, talks and lectures for professionals
autism.
and families along with research into all aspects of Autism.
Set in Crosspool suburb of Sheffield the miss match of 1960’s old school buildings and 1970’s NHS Blocks
The centre is located at the Universities Collegiate Crescent Campus and is part of the cluster of buildings
forms a compact site. Surround entirely by middle class residential and small pocket parks allows the site
that make up the teaching faculty. Although it is labeled a centre for autism the building itself actually
be cut off from the hustle and bustle of the city centre.
caters more so for the undergraduates of the teaching courses.
Unfortunately space on site is limited and future expansion will be difficult. With so many disciplines on
The centre also provides a postgraduate course in Autism. The course provides people, working or living
site the competition for space is fierce, with often the more serious disabilities receiving priority. It is
with autism, with the skills to develop their understanding of the autistic spectrum. Unfortunately the
common to see numerous disciplines located together in one building or block. In terms of autistic users
course is restricted to evenings and weekends due both restrictions in space and the demand for the
to the building this could have adverse effects to there development, for example causing lack of routine
course.
and un-predictability. Therefore there is a need to reduce both pressure on site and provide a building specifically designed to
Ideally, with the ever increasing number of autism case nationally, the course could be integrated into
cater for discipline of Autism in this case.
the teaching degrees. This would provide future generations of teachers with the skills need to better understand and work with a children on the autism spectrum.
Figure 8 – Sheffield Hallam’s Autism Centre and campus buildings
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The Cleveland Centre for Autism Housed at Cleveland Clinic Children’s Hospital in the Debra Ann November Wing, a state-of-the-art facility dedicated to autism treatment, education, and research, Cleveland Clinic Centre for Autism (fig.9) is uniquely integrated within the health-care system and the centre’s Shaker campus location, where it began providing services in 1998. During its first years, the centre offered limited diagnostic services and a small outreach program, primarily providing consultation and training for parents who were establishing home-based behavioural treatment programs for their children with autism. In 2000, in response to community demand, the program expanded dramatically, adding more specialized diagnostic and treatment services and a full-day, non-public chartered school, along with continued consultation and training programs.
It is stated that the centre is a "state of the art" facility, built from the ground up to cater for the individual needs of Autistic children. The layout has been specifically planned out to limit distractions that tend to draw away the attention of children with autism. The question is does its Architectural language conform to this theory also? Is it a case of less is more?
The buildings interior is still strongly institutionalised. It is proposed that the Autism Centre for Sheffield will attempt to break away from this. Expressing its architecture, internally and externally, to connect directly with its users.
With the Cleveland centre it seems to be that the management of the Childs environment along with facilities provided take precedent. The proposed scheme for Sheffield aims to provide a building which can take the principles laid down by the Cleveland Centre and transfer them into its architectural language and spatial planning. Figure 9 – Cleveland Autism Centre
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Design Philosophy
Architecture and Autism
The building is to provide a fully integrated Autism centre for Sheffield, in partnership with both
Globally this theory is nothing new; however in this country the trend for buildings that cater for Autistic
Sheffield Hallam University and the local Children’s hospital. The aim is to meet the extensive needs of
children are usually existing properties that have been converted to meet the requirements necessary.
children with autism and there families, as well as educating students, teachers and the local community.
Calm, Order and Simplicity Complexity can cause stress, it is not harmonious. For people with autism the effects of complexity are
A new state of the art facility uniquely designed from the ground up, with the primary goal of maximising
much greater, they are unable to distinguish separate noises, shapes etc. easily, this can lead to tension.
its user’s independence and the ability to function in the real world. By minimizing distractions and
The building will need to planned in a simple clear manner the user will require little effort to use and
focusing on an environment where individuals can concentrate on learning.
enjoy.
The possibility will be explored that the building will be able to reduce the symptoms of Autism, with its
A clear layout and organisation of spaces can help a child use the building without confusion. A building
architectural language, in an attempt to improve intercommunication and interrelation abilities that lead
that has a sense of clarity and order has a calming effect on the user, whether they are autistic or not,
to an impairment of cognitive and emotional development.
the stimulation is reduced. By providing a calm 'back drop', for users with autism, it can assist in reducing some elements of stress which is helpful for their well being.
Calm and order is not confined to a buildings plan and section. It can also be observed in the use of materials. For example The Cistercians2 reflected the austerity of their faith in their architecture. The plain simplicity of stone walls, floors and roof vaults is uninterrupted by the complex distractions of adornment and embellishments. Their concept is over 800 years old yet is a perfect example of simplicity, calmness and order. Figure 10 – Santes Creus, Catalonia
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A Catholic religious order of enclosed monks, more commonly known as the White monks.
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Repetition Transfer this concept to a modern day example and you get a contemporary space, a space which uses
An autistic child needs repetition in order to learn, things must be done over and over and over again.
similar materials for the walls, floors and ceilings. The limited pallet of materials assists clarity and makes
This repetition is often followed by a reward when a task is complete, a mental note to the child. In my
for a calmer space, maintaining a stable, ordered secure environment.
case this could be a reward room.
The autistic child simply cannot function if there are too many daily changes and is unable to bring order
The theory behind an autistic child’s routine is taken from this repetitive nature. Routes to school, the
to their world. The building environment can provide that order.
same order of dressing, and the same schedule everyday allow the child to feel safe and in control.
Routine
In the same way it is proposed that the buildings architectural language is repetitive, thus mimicking the
Whilst all children benefit from routine in their day to day lives, children with Autism thrive on it. It is
child’s need for repetition and creating visual stimulation. Can this create an environment which allows
very important to look at establishing daily routines in an Autistic child's life. Routines will provide
its occupants to feel safe and secure in the “outside” world?
predictability in their life and relieve much anxiety and uncertainty about what is happening around them. A routine will allow a child with autism to have greater control over their environment.
Proportion “Our ancestors took their models from nature and by imitating them, they were led by divine facts “
The need for routine could be the driving force behind the special arrangement for the building. Putting
Vitruvius
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the theory of whether architecture can benefit children with autism to the test. Spaces could be designed to foster social interaction and cooperation. For example the use of colour coded wings, floors, walls or pods to create landmarks to distinguish one area from another, helping to create a sense of place for the children.
Ancient proportional systems connect to something within the human mind or heart which recognises beauty in a very direct and intuitive manner. When we see a natural form such as a flower we automatically see its beauty. These proportional systems are derived from nature and are abundant in nature.
The buildings arrangement and internal planning could also be derived around routine. Starting at an entrance point, a familiar journey could be created to suppress anxiety and provide comfort. Over time, as the child progresses a new element is added on to his or her routine. This allows a controlled approach to the child’s development and hopefully improving communication and social ability.
Whether or not children with autism have the faculty to understand and perceive good proportion is not known. It is thought that to some may benefit, it may calm. Using its architectural form, the building will attempt to connect with its autistic users in the same way that we connect to ancient proportional systems, with our hearts and minds.
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Marcus Vitruvius Pollio (80–70 BC to 15 BC) was a Roman writer, architect and engineer
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Good levels of even natural light will help make and clarify a space, how it falls onto walls and floors will The Greeks developed this connection through mathematical equation providing a proportion that
help a person come to terms with a space. As Le Corbusier states it has emotional power. It is how much
humans find pleasing, it is referred to as the golden proportion. Some studies of the Acropolis, including
power we should introduce into a space that we need to consider for people with autism
the Parthenon, conclude that many of its proportions approximate the golden rule.
Proximity Proximity is defined as the branch of knowledge which deals with the amount of space that people feel is necessary to set between themselves. Proximity is the condition of being near or close. This personal space surrounds the body and most people guard this space to some degree.
With autism this personal space can be greater and more sensitive than in the average person. During a normal day this space is often infringed upon. This can lead to stress and discomfort and stress.
In a building spaces are defined by ceilings and walls, if they are to close the amount of space is limited. Within a building the circulation space will be the most commonly used space. This space is where the majority of infringements to ones personal space will occur. By providing generous circulation spaces Figure 11 – Greek Ionic colonnade
Natural Light
within the building it will help reduce the impact of this infringement on its occupants.
Containment “The Key is light and light illuminates, and shapes have emotional power” Le Corbusier
It is important that a child with autism is ‘contained’ for their own safety, but It is also important that they are able to wander free, or certainly feel they can. Equally it is important that the carer is comfortable that the child can wander in safety. How we provide a safe place within which this child can
Natural light in any building, how it enters the building will uplift the spirit. Introducing light into a building needs very careful thinking with autism in mind. Too much variety may startle, too much shadow may create stress and reduce visual stimulation.
wander is the problem. History and nature show us that this can be achieved in a subtle manner. For Example a Zen enclosed courtyard which does not give the feeling of restriction. Natural forms, such as hedges, can in some situations provide containment.
Figure 12 – Tadao Ando “The Church of Light” Osaka Japan
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Observation
Building Requirements
Observation will play a significant role throughout the assessment centre. The buildings occupants need
The size and shape of our educational buildings can shape the way we teach and learn and the design of
to be able to easily observe the movements of children with autism for reasons of safety and well being.
our university buildings is changing to meet the demands of interdisciplinary research, new course
This is to assess the level of autism and the improvements the child may be making whilst at the centre.
delivery formats and student learning preferences. Combined with these new teaching methods is a new
It is important that the child does not feel as if they are being watched all the time. To feel free is
take on our university buildings. Gone are the institutionalised class room facilities as designers tune in
important for children with autism.
to students needs.
By providing uncluttered internal and external spaces could assist observation. If there are known secure
Modern University buildings themselves are becoming fashion statements, bright bold and colourful in
boundaries that cannot be seen but are known this allows the children with autism to escape from view,
some cases. Sheffield its self has seen numerous new buildings for both universities breaking through
giving them a sense of freedom.
the hard industrial and commercial streetscape. These new buildings aim to inspire students, appealing to there creative and intuitive sides.
The building itself will be a laboratory to teach the children how to function better in both public and private spaces. For this reason, the more experiences the building can offer, the more opportunities
Creating a hub for learning is key to the design of any educational building and it is envisaged that the
these children will have to learn both self-care and vocational skills.
academic side to the centre will provide this.
The autism side to the building will require strategic special planning. It will need to take in to consideration the individual needs of is autistic users. The building element will be designed to take all the previously mentioned connections between autism and architecture, for example designing for calm, order and simplicity.
One challenge for the design of the centre will be the demise line between the two elements, the assessment/research side and the academic side. The question is can the two building function together as one. Segregation to some extent will be required. It may possible to have the two elements intertwined, working in unison with each other.
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Facilities Each element will have its primary function and will not be totally cut off from the other. Like a strand of
The building will need provide a wide range of facilities to cater for all user groups.
DNA the building could have two elements parallel to each other with minor connections between. This
Facilities for the academic side to the building will include:
will provide the least distraction to the autistic users of the building. A central core of facilities used by
•
each part of the building could provide a social hub for the building.
The site requirements for the building are simple. Proximity to the University and Children’s Hospital is essential. The area in which the site is situated will need to be quiet and secluded, but not to far away for the main transport infrastructure. Location to the student community again is a requirement. The
space. •
Staff facilities, storage, toilets, circulation space.
•
External break out space
Facilities for the Research and assessment side to the building will include: •
balance of these requirements will allow the two elements of the building to function in unison, providing a building that can cater for both its student and autistic users.
Teaching facilities including lecture/seminar space, teaching rooms, computer labs, breakout
Teaching facilities including Individual spaces to cater for the different age groups, reward rooms, daily living and activity space, mediate space, circulation and break out space.
•
Flexible/multipurpose space for teaching, community use and work shops.
•
Research library providing parents and students with information.
•
Research lab and data storage
•
Staff facilities, storage space and toilets.
Public space or a central core between the two building elements may be required, for example a café, waiting areas, reception area, toilets.
Figure 13 – Brainstorm of facilities required
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Site Possibilities
One concern of the site is the distance from the University and Children’s Hospital. The fact that the site
The initial background studies of the city, institutes and facilities for autism have identified two possible
is a n open site will need careful consideration. The surrounding context does not lend itself to bold
sites for the centre. Both sites have good connections to the city centre, and are in quite inner city
statement of architecture, case and point being the old Psalter Lane campus.
suburbs. Each respective site has been chosen due to its location, orientation (in relation to wind and solar gains) and connection to the city and local communities.
Site Option 2 Located closer to the university and Children’s Hospital is site option 2. It currently houses Woodville Hall
.A number of factors will be considered when selecting the site. These will include proximity to the
student accommodation and an old teaching block. Less than a mile from the city centre, it is set in the
university, Children’s hospital and local schools (figure ?).
inner city suburb of Broomhill. The site proximity to Sheffield Hallam University’s Collegiate Crescent campus and the facilities at the Children’s Hospital are a major selling point.
Site Option 1 Site option 1 is currently in disuse and was once part of the art College of Sheffield Hallam University.
The L–shaped site has no major surrounding building restrictions and has the potential to connect with
Located on Psalter Lane, it lies approximately 2 miles from the city centre in a well established
the existing Sheffield Hallam facilities adjacent.
residential suburb. It is a large open area with little restrictions from the surrounding buildings and has good local transport connections to the city centre and surrounding community.
The site will allow the building to refrain from being dominant of the street. The building could be set back into its own context without hindering the local conservation area. There is potential to provide
The site is currently occupied by the existing Psalter lane campus buildings and a Grade II listed building.
both public and private elements to the site, as well as strengthen the current thoroughfare that exists.
The listed building was once the old Sheffield Blue Coats School4, giving the site a strong cultural link to the history of the area. This provides good potential for the site in mixed use development. The whole of the campus site could be broken down into three parts. The old school could be restored, student accommodation could be provided and the Autism Research Centre could take the remainder.
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Provided education for boys mainly from single-parent families, orphans whose fathers died fighting while serving in the forces. The Boys wore the distinctive uniform of long blue coats 1911.
(Figures 14, 15 & 16 over the next few pages show the connections and site possibilities)
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Chosen Site
Access
The site is located in an established inner city suburb in the South West of the city, know as Broomhall.
There is one primary access point to the chosen site, from the North, which is off Broomhall Road
Named after the 15th century listed building, Broom Hall the Broomhall of the 21st century is a multi-
(fig.18). Alternatively there is a secondary access (fig.19) and through fare from the University buildings
cultural community with a large student population. It is divided in to two main areas, the university and
to the East. The second access generally provides staff access a parking for the Robert Winston Building.
student area and a large Somali community.
This green leafy suburb is close to Sheffield Hallam University’s Collegiate Crescent campus and the local Children’s Hospital. It is a diverse area, mixing larger houses and student accommodation and has good local transport connections to the city centre and surrounding areas.
It is located in the Broomhall Conservation Area5. Sheffield’s conservation areas are based upon the quality and interest of an area rather than just that of individual buildings. This includes the historic
Figure 18 – Primary Access
Figure 19 – Secondary Access
layout of property boundaries and streets, which indicate the origins and growth of settlements or
Surrounding Context
characteristic materials and landscaping.
The surrounding context to the site is an assorted mix of Victorian, contemporary and 1970’s residential architecture. It is bordered by residential accommodation to the North, South and West, the Robert Winston Building (Fig.20) of Sheffield Hallam University to the East and a nursery school to the North East.
Figure 17 – Broomhall conservation (area marked in yellow). Figure 20 – Sheffield Hallam Universities Robert Winston Building 5
One of Sheffield’s 39 conservation areas that have been designated across the city since 1967.
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The Robert Winston Building is home to the health and social courses of the university. It is a three
To the south side of the site, behind the Woodville hall building is a small green oasis (fig.23). This
storey building which is U-shaped in plan. It boasts a wide range of features including mock hospital
communal area provides the students with a quiet green space to relax or socialise in. This green divide
wards, Physiotherapy suites, an x-ray theatre, an operation theatre and an ultra sound suite. These
also acts a privacy screen between the Victorian town houses that boarder the site in this area and the
facilities provide Sheffield Hallam’s nursing and social care courses hands on experience.
sheer “cliff face” form of the Student accommodation.
The nursery school is a two storey stone two house (fig.21) which is listed as a building of “Townscape Merit” by Sheffield city council. It is currently occupied by the Kids Unlimited group of nursery schools. Due to the topography of the area the nursery sits above site level looking down onto the existing buildings which occupy the site.
Figure.23 – Green zone to rear of site
Current State The site itself is currently occupied by the Woodville Hall teaching block and halls of residence, both of Figure.21- Victorian Town House Unlimited Nursery)
The residential accommodation that borders the site is a mix of listed two storey Victorian town houses,
which are Sheffield Hallam University owned and maintained accommodation (fig.24).
1970’s terraces and modern takes on the old town houses (fig.22). The teaching block is a 1970’s single story building that consists of a number of class room facilities and a lecture theatre. Until recently it was used as one of the blocks associated with Sheffield Hallam’s teaching degree. This was until the majority of the course was relocated to Sheffield Hallam’s City Campus.
The hall of residence building is one of several catered halls of residence situated in and around the Figure.22- Residential buildings on Broomhall Road opposite the site
Collegiate Campus of Sheffield Hallam University.
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The building itself has 5 Floors, the ground floor consisting of flats instead of individual rooms with shared bathrooms as in the rest of the building. It is split into two sides, A and B, separated by a landing with lift and stairwell access on all floors. Each side has a toilet and shower area for communal use. Woodville Hall is one of the oldest of the three Catered Halls provided at Collegiate Campus and is possibly in the worst condition.
Figure 25 – service area to rear of teaching block and possible connection to thoroughfare
Site restrictions A main concern with any development within Broomhall is the conservation area. Conservation areas are defined as “Areas of special architectural or historic interest, the character or appearance of which it is Figure.24 – Woodville hall teaching block and student accommodation
desirable to preserve or enhance”.
Although the site in its current state has only two buildings occupying it, it still seems congested. Neither
The Broomhall conservation area has many fine buildings and areas that are distinguished by there
building complements the other due to the vast difference in scale between the two. Woodville hall
architecture, landscape and history. These form the special character of the area. In a sense they are
dominates the site, creating a sense that the teaching block looks more like an after thought, probably
examples of our social, cultural and aesthetic history. It is view that these elements must be safeguarded
because it was.
from indiscriminate change.
The ancillary and service spaces for the two buildings seem to close the site off from the Robert Winston
The building must be sympathetic to this existing environment, by making a positive contribution the
building (fig.25). They have formed an area that no longer feels safe and secure, subsequently cutting
character of the area and its surrounding buildings.
the secondary access to the site off. Opening up this area and reconnecting the site to the Robert Winston Building would allow the thoroughfare to be re-established.
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Site Analysis Showing site location, orientation, constraints, traffic analysis and land use.
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Site Topography The topography of the site slopes from North the South creating a drop of approximately nine metres
To the rear of the site is a steep embankment before the residential accommodation begins. The Nursery
from Broomhall Road to Victoria Road. The central area of the site forms a plateau where the teaching
remains at Broomhall Road street level and sits on a plinth of retaining walls to the south and west.
block and student accommodation are situated.
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Summary As the number of Autism cases across the United Kingdom reaches new highs the requirement for facilities that diagnose and treat this illness become an ever increasing need. It is not known whether this increase represents modern threats or better diagnosis. Unfortunately the number of professionals who are trained to deal with autistic children is at a low. This outlines the need for a building that can provide the necessary training, for both future and existing teachers, to deal with autistic children.
The findings of this background study have uncovered a common trend in buildings designed for autistic users. Institutionalisation still seems to take a strong hold on theses buildings. Even the Cleveland Centre for autism, a “state of the art” building for autistic users, seems to struggle to break away from the institution tag.
The need arises for a building that can cater for its autistic users without becoming institutionalised. Connecting to each user individually with its architecture and planning, but still allowing the user to feel in control and secure. It could simply be a spatial planning exercise derived around routine or repetitive architectural form.
The sites location is ideal for is role with the local university and Children’s Hospital. A stones through away from both it has good connections to the city centre and surrounding community. It provides a secluded haven away from the hustle and bustle of the city centre, without being to far from the centre in the process.
The building will create a new direction for the university and the children’s hospital. Attracting Students and teachers from across the country and creating a unique blueprint for the future.
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