Redefining Differences: A Spatial Strategy To Embrace Neuro Diversity by prachitikamath

REDEFINING A spatial strategy to embrace Neuro-Diversity

REDEFINING DIFFERENCES A thesis submitted in a partial fulfillment of the requirements for the completion of the course in Interior Design, ISDI - School of Design and Innovation.

To the Department of Interior Design, May, 2021

It is certified that the work contained in the thesis titled Redefining Differences by Prachiti Kamath has been carried out under our supervision and that this work has not been submitted elsewhere for or as a thesis project. DISCLAIMER The thesis/ capstone project is the final year graduate study undertaken at the ISDI - School of Design & Innovation. No part of this document may be reproduced or disseminated in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the prior written consent of the ISDI - School of Design and Innovation and the author.

Mrs. Meenal Sutaria

Ar. Hemant Purohit

Program Director: Interior Design ISDI - School of Design and Innovation

Thesis Mentor

ACKNOWLEDGEMENTS This thesis contains the final submission of Semester VIII - the culminating project of Indian School of Design and Innovation Parsons, for the Diploma of Interior Design. The featured proposal is an Incubation space designed to nurture young neurodiverse minds. Although this thesis is my work, it has been developed in collaboration with the following people, to all of whom, I extensively express my gratitude. I would like to thank my mentor, Mr. Hemant Purohit, without his constant push and critique I would not have been able to remain inspired and aligned throughout the semester. Mrs. Amrita Ravimohan who supported and helped me successfully integrate the research and formulate the study at every stage of creating this thesis book, Mrs. Divya Vijaychandran who enabled effective functioning through timelines and follow ups and more over for her timely counselling and guidance. I am also thankful and fortunate enough to get constant encouragement, support and direction from all faculty members of the Interior Design Department at ISDI. I’m also grateful to Mrs. Shraddha Bhadsavle, Ms. Kudrat Kashyap and Dr. Smriti Swarup, who helped equip me with the knowledge on Special education and Neurodiversity and Mr. Gary Curzai who helped me get access to the site. Lastly, my family and friends for their unconditional support throughout the journey.

Here’s to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes… the ones who see things differently; and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do.

- Steve Jobs 7

01 02 03 8

1.1 Synopsis

1.2 Thesis Statement

1.3 Thesis Proposition

1.4 Introduction

2.1 Different Learning Environments

2.2 Case Studies

2.3 Interviews and Insights

3.1 Target Users: Neuro-Divergent Adults

3.2 Spectrums under Neuro-Diversity

3.3 Stakeholders Of The Ecosystem

3.4 Role of an Incubation Centre

04 05 06 07

4.1 Understanding The Users Needs And Requirements

4.2 Deriving The Programmes

4.3 Design Brief

4.4 Design Strategies

4.5 Site Analysis

DESIGN DEVELOPMENT 5.1 Design Concept

5.2 Zoning & Circulation

5.3 Inspiration Board And Material Board

5.4 Design Proposal

5.5 Individual Zones

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122

126 9

THE ID A 1.1 Synopsis 1.2 Thesis Statement 1.3 Thesis Proposition 1.4 Introduction

1.1 SYNOPSIS We are living in an era of increased neuro-diversity and awareness about various neurological states. Diversity and Inclusion aren't just about race and ethnicity, but also extend to Neuro-Diversity (Individuals who differ in neurological function from what is considered typical or normal, frequently used with reference to autistic spectrum disorders, ADHD, other intellectual disorders). With everyone trying to carve their own niche, it becomes crucial to tailor services around specially abled individuals to put them on a competing pedestal. Too often, they are noted as under-performing. The social stigma surrounding them needs to be abolished in terms of them not being able to be a functional part of the society. The concept is to create an Incubation Centre, inclusive of the neuro-divergents and encourage their interaction with the neuro-typicals. Neuro-divergents tend to be high energy, out of the box thinkers, but navigating the modern environment can be a challenge. The ultimate aim of the Incubation Centre is to mould the person during their transition period (Age group: 15-25, between middle-school and employment), to manoeuvre through personal and professional impediments, rather than enforcing on them a one-size-fits-all principle, thus making it less challenging. The projects intent is to provide a set of skills to them, along with their care takers/parents that will bridge the gap in society's demands from them and their social capabilities.

Also, to overcome the social notion of the specially-abled not being as capable by providing them with survival skills to maintain their own ventures. The Centre will train them to acclimatise to the different environments, professional or otherwise, including all the obstacles they will face in day to day lives. With a series of challenging courses and behavioural modelling, better equip them to take matters in their own hands and nondisruptively face the next chapter of their lives. Their employment can be improved through skill based trainings and personal sustenance, and support from one’s family and care takers. The centre gives them a streamlined direction, based on rehabilitation and training, which provides them with work opportunities and a scope to participate in society. As a designer, one should encourage placing each person in a context that enhances their potential. The main objective of this project is to ensure that our best asset, and the true currency of the industry i.e. People - are in spaces where they can "ALL" thrive. Designing such an inclusive space is not only a social and moral imperative but it unleashes new opportunities and creates new entrepreneurs. Keywords: Neuro-diversity, Inclusivity, Incubation Centre, Rehabilitation, Training, Interaction 11

1.2 THESIS STATEMENT

To investigate the behaviour, lifestyle and strenghts of the Neuro-Diverse community (Age group: 15-25) and identify possible areas of interventions to train and acclimatise the users to learn, explore and engage with the industry.

1.3 THESIS PROPOSITION

Objective - To understand the entire spectrum of Neuro-diversity and identify the role of built environment and the qualities of spatial design in the learning process of the young Neuro-diverse individuals.

Methodology - To identify different inclusive learning environment. - To inquire for psychologists and special educationalists who talk about learning environments, special needs and their requirements, through literature review, dissertations, interviews and case study which are on similar guidelines. - Taking inference via critical analysis, deriving physical, psychological, and sensorial guidelines which would help in creating a positive learning environment. - Relating the inference with the behavioural patterns and ancillary needs of the learners.

1.4 INTRODUCTION Education is one of life's most powerful tools. It encourages individuals to find meaning behind everything and makes a significant difference in life. Education allows people to stand out as equals irrespective of the different walks of life. People learn and enrich their abilities to think critically and creatively as they engage in conversations across differences, especially when all learners' abilities and attributes are embraced. Currently inclusivity of the specially abled mainly concerns with the physical aspect of inclusiveness but it is high time that we take Neuro diversity into consideration . Neuro diverse people have a very sensitive mind and designing a space for them should be through their perspective and convenience. A space can evoke multiple feelings, emotions and thoughts and this directly links to the mind. An inclusive space can only be jusitified once it succesfully considers the factors of the mind. Times like these call for an environment that equips the individuals to evolve by curating a setting that brings out their strenghts.

People who are considered neurodiverse often have higher-than-average abilities and different cognitive styles of thinking allowing for real creativity and innovation. This thesis looks at the alternative ways of delivering education for the learners to be encouaged and to engage with their interests by providing an inclusive learner-led approach in a privileged setting. This optimistic approach hopes to enlighten designers in designing spaces where different individuals can co–exist, particularly those with varied abilities. The environmental needs of the neurodiverse and the proposed spatial interventions also extend its benefits to the well–being of neurotypicals. This thesis revolves around three terms “Learning” “Inclusivity” and “Neuro-diversity”. It effectively integrates these three terms together into creating a space and a design system of an Incubation Centre for the mind to thrive by facilitating learning, independence and engagement to create budding entrepreneurs. In this neurotypical world, people have been defined as diverging from the norm, or by disorder and deficit and not by talent, strengths, and novel thinking.

Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.

- Albert Einstein 15

CASE STUDY & INTERVI WS 2.1 Different Learning Environments 2.2 Case Studies 2.3 Interviews & Insights

2.1 DIFFERENT LEARNING ENVIRONMENTS

GURUKULS Gurukuls are residential schooling systems in which the students, known as shishyas, and the teachers, known as gurus, live in the same house or close proximity. Gurukuls are primarily concerned with imparting knowledge to students in a natural setting while also encouraging a life of brotherhood, humanity, devotion, and discipline. Gurukuls are based on value rather than rank. Instead of fierce rivalry, this develops character, decreases tension, aids in personality growth, and improves discipline, intelligence, and mindfulness. Yoga, meditation, and prayer, for example, promote positivity and peace of mind. Community discussions, self-learning, and other essential lessons are given in subjects such as mathematics, language, and science. Arts, athletics, crafts, and singing are also highlighted. 1

1. Chandwani, N. (2019, March 8). The importance of the Gurukul system and why Indian education needs it. Times of India Blog. https://timesofindia.indiatimes.com/blogs/desires-of-a-modern-indian/the-importance-of-the-gurukul-system-and-why-indian-education-needs-it/

MAINSTREAM SCHOOLS Today's standard education focuses primarily on academics and is based on a ranking system, which is fueled by student animosity towards their peers. There is cramming of conventional learning, rather than practical experiences. Deadlines, syllabuses, and tasks contribute to a spike in poor mental health. Traditional classrooms are not designed to meet the needs of the differently abled, and they do not account for the differences in learning speeds among students. Teachers are not offered any additional instruction to help them understand and interact with students who are differently abled. Regardless of their mental and physical makeup, all students are held to the same standards of critique. Instead of being an institutional concept that focuses on holistic learning, mainstream education has been commercialised.

SPECIAL ED SCHOOLS Special ed schools and programs are for students that have challenges or struggle with learning. Special school programmes are designed to meet the individual needs of each student, allowing them to adapt well and reach every age-appropriate developmental and educational goals. Individualized learning, counselling, self-contained environments, resource rooms, one-on-one help, and other interventions and resources are available. Instead of a "one size fits all" approach, special schools are structured and staffed to level the playing field by offering targeted, customised assistance. This provides an egalitarian atmosphere in which students, regardless of their exceptionalities, are given opportunities to excel academically. 2

2. The main features of special needs schools. (n.d.). Private schools, Boarding school & Summer Camps | OurKids. net. https://www.ourkids.net/school/special-needs-schools-features Image: (n.d.). https://www.autismcdc.com/images/occupational-therapy-1.jpg.

2.2 CASE STUDIES

To understand the design and the elements incorporated for Special Needs students.

To understand how the space functions for varied learners.

The Green School, Bali

To understand the relationship between indoor - outdoor learning.

Rolex learning Centre, Switzerland

School Center and Leisure Activity Center, France

Cairnsfoot Special Needs School, Australia

To understand the functionality aspect of the space

The Green School, Bali To understand the relationship between indoor -outdoor learning.

The Green School is set in a lush jungle with native plants and trees growing alongside sustainable organic gardens on a sustainable campus straddling both sides of the Ayung River in Sibang Kaja, Bali. Classrooms, gyms, assembly halls, faculty quarters, offices, cafes, and bathrooms are among the campus facilities. The campus contains a variety of architecturally significant areas, ranging from large multi-story communal meeting places to far smaller classrooms. As a result, a holistic green community with a clear educational mandate has emerged, with the aim of inspiring students to become more curious, committed, and enthusiastic about the environment and the 3 world.

3. Green school Bali. (2021, April 5). Green School Bali. https://www.greenschool.org/bali/?t=gs.org Images: 1. UN peace Messenger and the spreading of wings. (2021, January 12). Green School Bali. https://www. greenschool.org/bali/bnmag/green-lead/un-peace-messenger-and-the-spreading-of-wings 2. The green school / IBUKU. (2010, October 13). ArchDaily. https://www.archdaily.com/81585/the-greenschool-pt-bamb 3. Heart of school at green school. (2017, November 2). IBUKU. https://ibuku.com/heart-of-school/

Architect: John Hardy Area: 81181 sqft Project Year: 2007

A spacious assembly hall

for school gatherings, morning assemblies, announcements and events

Collaborative classrooms

Well ventilated with plenty of natural light enhancing the learning environment

Cafe and lounge areas

overlooking the outdoors, well ventilated, serves also as a leisure spot

Multistory communal spaces

connecting the different storeys with each without interrupting the communications

Rolex Learning Centre, Switzerland To understand how the space functions for varied learners.

Rolex Learning Center groups silent and calm zones along its hills and slopes rather than providing typical cloistered study quarters. The visitors can enjoy scenic views of Lake Geneva and the Alps from the higher places, not just of the campus. The center serves as a learning laboratory and a cultural hub that is accessible to both students and the general public. It has a library, a multipurpose space, a café, and a restaurant, among other things. The structure is basically one continuous structure that spans 22,000 square metre and has an organic shape; an expanse of open space. One way to actualize the aesthetic mediator between nature and humans is to create many patios to serve natural ventilation, lighting, and even entrance to the house. All of the spaces are visually linked, with just a few glass walls 4 separating them.

4. Rolex learning center / SANAA. (2010, March 22). ArchDaily. https://www.archdaily.com/53536/rolexlearning-center-sanaa-by-iwan-baan?ad_source=search&ad_medium=search_result_all Images: 1. Daylighting | WBDG - Whole building design guide. (2016, 15). WBDG | WBDG - Whole Building Design Guide. https://www.wbdg.org/resources/daylighting 2. Rolex learning centre. (2014, June 6). Bouygues Construction Australia. https://www.bouygues-construction.com.au/project/rolex-learning-centre/

Architect: SANAA Area: 398264 sqft Project Year: 2010

Multipurpose spaces

they function as a learning laboratory, a lounge area, a cultural hub as well as a communicative space

Well equipped library

blending into the open space with no discreet walls and multiple tiny reading nooks

Visually linked spaces

forming a seamless connection between the indoor and outdoor areas; organic in shape

Cafes and restaurants

well maintained and optimally located for easy access

School Center and Leisure Activity Center, France To understand the functionality aspect of the space. The School Center and Leisure Activity Center is a permeable space with the primary design goal of providing a space for children to study, learn, play, and socialize. The building meets the site's limits in order to blend in with the urban structure, provide as much room as possible for the courtyards, and provide optimal sunshine for the schools. The school is divided into four wings that surround a wide tree-lined courtyard. The school has a partially transparent glass and metal facade that faces the main street, connecting it to the open urban space. The hallway, which also serves as a lounge and a break room, and the canopy over the entrance, which serves as a waiting area and a multipurpose space, are both built to encourage different activities. The classrooms look out over a large playground, creating a 5 welcoming environment.

5. Rolex learning center / SANAA. (2010, March 22). ArchDaily. https://www.archdaily.com/53536/rolexlearning-center-sanaa-by-iwan-baan?ad_source=search&ad_medium=search_result_all

Images: 1. Gallery of school center and leisure activity center in Antony / Dietmar Feichtinger Architectes - 3. (n.d.). ArchDaily. https://www.archdaily.com/951699/school-center-and-leisure-activity-center-in-antony-dietmar-feichtinger-architectes/5fb5a7ef63c0172873000194-school-center-and-leisure-activity-center-in-antony-dietmar-feichtinger-architectes-photo

Architect: Dietmar Feichtinger Architectes Area: 38437 sqft Project Year: 2020

Classrooms with a homely feel

homochromous furniture that is soothing to the eyes with a plywood finish

Canopy over the entrance

serves as a waiting area and a multipurpose space encouranging different activities in any weather

Tree lined courtyard

next to the ground level kindergarten classes, also serves as a playground

Classrooms with natural light

designed specially with ground to ceiling partially transparent glass with metal frames

Cairnsfoot Special Needs School, Australia To understand the design and the elements incorporated for Special Needs students. Cairnsfoot Special Needs School is a project for children with mild to serious developmental disabilities, physical disabilities, sensory impairments, and Autism Spectrum Disorders who are in Kindergarten to Year 12. The project's goal was to build an atmosphere that was both safe and challenging for students. In a physical sense, shelter offers security via the built form. Escape rooms, demanding equipment and physical exercises, a crawl tunnel through the hill, artificial turfed hills for play, simple grassy hills for leisure, herb and vegetable gardens, and other features provide a sensory refuge. Water play, scaling hills, achievable balance beams, bike track, ball court, in-ground trampoline, and climbing frames are among the facilities and features that challenge students. Stepping stones, timber balancing logs, and textured concrete with stone inlays are just some of the finishes and textures that appeal to the senses. The presence of pedestrian crossings establishes a direct link to the real world.6 6. Cairnsfoot special needs school / The landscape studio of NBRSARCHITECTURE. (2020, July 24). ArchDaily. https://www.archdaily.com/944141/cairnsfoot-special-needs-school-the-landscape-studioof-nbrsarchitecture?ad_source=search&ad_medium=search_result_all

Images: 1. Cairnsfoot special needs school / The landscape studio of NBRSARCHITECTURE. (2020, July 24). ArchDaily. 2. https://www.archdaily.com/944141/cairnsfoot-special-needs-school-the-landscape-studio-ofnbrsarchitecture

Architect: The Landscape Studio of NBRS ARCHITECTURE Area: 81181 sqft Project Year: 2014

An abundance of grassy hills simple ones for leisure and artificial turfed ones for play and exercise

Herb and vegetable gardens for learning horticulture and learning vegetable cultivation

Challenging equipment and feature

a ball court, a bike track, balance beams, trampoline, etc

Escape spaces shelter through a built form that provides a sense of escape and reassurance

2.3 INTERVIEWS & INSIGHTS

Mrs. Shraddha Bhadsavle Head of curriculum, design and planning Aatman Academy for special needs

The teens face the maximum challenges during their transition...they face conflicting emotions, thoughts within themselves as well as the external environment does support their needs and considerations.

The principle we follow is that we don't teach them...we just facilitate their learning. The kids need to arrive at solutions by themselves, we don't give out prompts and not a direct answer.

Games and other activities which are done in groups and teams or adjusting to certain environments definitely helps in the developement of the childs personality.

Mrs. Lopamudra Kannan Mother of a 11 year old boy with Autism/ ADHD

My kid was unable to complete tasks given to him in time, he knew the answers but he couldn't focus and used to complete it when he felt like.

My kid used to feel pressured to be a part of other children groups as they used to call him "different" and did not include him in their activities.

My kid felt comfortable in his special educational centre more than his school, where there were smaller groups rather than 30-40 students who were competing with each other in school .

Mr. Lohith Kumar 23 year old with Asperger Syndrome

I can see patterns in words and sentences, and I love flaunting my vocabulary....I have super cognitive skills.

I couldn't work with the pressure of curriculum and submissions. It is difficult for me to find inspiration to do certain tasks, but if and when I do it most likely will be better than my colleagues.

I like being in an environment where I am not forced to do something, I like taking my time, reading what interests me and learning multiple things. I want to be off the race and still suceed.

Dr. Smriti Swarup Psychologist & Director Centre of Special Education SNDT Women’s University

Make sure that when you design a space for these individuals, it should make them feel welcoming, provision of break out spaces whenever they feel overwhelmed, activities for motor skills and a space where everyone sees them as talents and not different.

When introducing such an idea, you should give the parents a rigid understanding of the outcome and how will it benefit them in the future

A lot of time parents do not know why is their child behaving in a strange way, what is to be taken care of....diagonising and then giving a direction to different types of care becomes crucial here.

3.1 Target Users: Neuro-Divergent Adults 3.2 Spectrums under Neuro-Diversity 3.3 Stakeholders Of The Ecosystem 3.4 Role of an Incubation Centre

3.1 TARGET USERS: NEURO-DIVERGENT ADULTS

What is Neuro-Diversity? Neurodiversity is a scientific concept arising from brain imaging. People with learning or thinking differences are "wired" differently from their peers, according to a variety of reports. Some children are born with brains that function differently than others in terms of how they think, read, and process knowledge. Neurodiversity refers to the diversity in our minds, as well as how we think, behave, move, and communicate. Some of us have 'spiky profiles,' which means individuals have unique abilities, but the obstacles they face in the environments, as well as the demands placed on them, limits their ability to highlight talents and skills.

Figure 3.a Word cloud Neuro-Diversity

The focus of the thesis is, the young Neuro-Diverse adults (age group: 15-25) since it is when they face the most difficult transition in their lives, which is transitioning from young learners into professional adults.

Nurturing our Neurodiverse creative thinkers of the future. (n.d.). LinkedIn. https:// www.linkedin.com/pulse/nurturing-our-neurodiverse-creative-thinkers-future-prof-amanda-kirby/

3.2 SPECTRUMS UNDER NEURO-DIVERSITY

Description

Autism spectrum disorder (ASD) is a complex developmental disorder characterised by ongoing difficulties in social interaction, speech and nonverbal communication, and restricted/repetitive activities. The effects of ASD and the severity of symptoms are unique in each individual.7

Strengths

Autism Spectrum Disorder

Strong long-term memory skills, Math, computer, musical, artistic skills, Thinking in a visual way, Detail oriented, Average to above average intelligence, Extensive knowledge resulting from deep study in favorite topics etc.

Description

People with ADHD have trouble focusing on projects and managing their concentration, making it difficult to finish a job, for example. ADHD can make it difficult to learn or function, as well as cause stress, anxiety, and depression. An individual with ADHD have trouble sitting still. They are prone to be acting on instinct and easily 8 distracted.

Strengths

ADHD: Attention Deficit/ Hyperactive Disorder

Energetic, Spontaneous, creative and inventive, Direct communication, Independent thinking, which is being less concerned about what others may think of them etc.

Illustration by: Tara Vasanth

Description

Dyspraxia is a neurological condition that inhibits a person's ability to prepare and complete motor tasks. Individuals with dyspraxia often experience vocabulary difficulties, as well as trouble processing and perceiving things. 9

Description

Strong long-term memory skills, working in isolation, effort and tenacity, Artistic and expressive, noticing details and patterns, determined and organised etc.

Strengths

Synaesthesia

Strengths

Dyspraxia

Synaesthesia is a neurological disorder in which activation of one sensory or cognitive pathway (such as hearing) triggers unconscious, unwanted experiences of another sensory or cognitive pathway (such as vision). Simply placed, when one sense is triggered, another sense that is unrelated to it is also 11 activated. Memory boost across music, words, and color stimuli, they see smells, taste colours or feel sounds, they have remarkable IQ, considered to be a super power.

Strengths

Description

Dyslexia Dyslexia is a developmental disability that can affect a variety of issues, including reading and writing difficulties. People with dyslexia have difficulty matching the sounds that the letters produce to the letters they 10 read. Seeing the bigger picture, finding the odd one out. improved pattern recognition, good spatial knowledge, picture thinkers, sharper peripheral vision, business entrepreneurs, highly creative etc.

7 Kandola, A. (n.d.). Levels of autism: Symptoms and criteria. Medical and health information. https://www.medicalnewstoday.com/articles/325106#symptoms 8 NallN, R. (n.d.). ADHD: Overview, characteristics, and treatments. Medical and health information. https://www.medicalnewstoday.com/articles/323667#treat ments 9 Newman, T. (n.d.). Dyspraxia: Causes, symptoms, and treatments. Medical and health information. https://www.medicalnewstoday.com/articles/151951#diagnosis_adults 10 What is dyslexia? (2019, August 5). https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/what-is-dyslexia 11 Synesthesia. (n.d.). https://www.psychologytoday.com/us/basics/synesthesia

Anxiety Social responsiveness Repetative Behaviour Lack of Management OCD

Empathetic Creative Persistent Imaginative Analytical Energetic Problem Solver

Understanding traits and strengths of different spectrum 46

User 1

User 4

User 2

User 5

User 3

User 6

Analysis of Users strenghts 47

3.3 STAKEHOLDERS OF THE ECOSYSTEM Society Industry Experts

Professionals

Therapists Neuro Divergent Learners

Psychologists Neuro Divergent Entrepreneurs

ECOSYSTEM

Educators

Educational Counsellor

Neuro Divergent Students

Family

3.4 ROLE OF AN INCUBATION CENTER Definition: "Incubation Center is a unique combination of infrastructure and people, designed to nurture and grow new ideas by supporting them through early stages of development and change." Some established roles that are heavily dependent on and enhanced by technology are among the roles that are expected to see increased demand over the next five years. To develop and broaden these positions, the industry requires a diverse community of innovative minds with a variety of skills and abilities. Divergent thinking has the added benefit of providing solution that might have never existed 7 before. It is time that this talent and creative skills should be nurtured during their developing stage. People who are neurodivergent have been labelled as "different" or "other" in society, but not necessarily in 12 a positive light.

12 Predicting entrepreneurship from ideation and divergent thinking. (n.d.). https://www. researchgate.net/publication/228254416_Predicting_Entrepreneurship_From_Ideation_and_ Divergent_Thinking

Neurodiversity is important for exploring new ideas and paradigm thinking in science, technology, and the arts. Seeing the world from a different perspective also leads to new thoughts. Specific performance standards, such as the need to stay still for more than 30 minutes, remain quiet, and learn not to answer out of turn, can be enforced by traditional teaching. But they also learned that in order to follow social stereotypes and succeed, they must suppress ( but not thrive). Incubators, Innovation centres, science and technology hubs, can play an important role in facilitating appropriate access to their abilities by developing opportunities for teamwork, positive challenges, the ‘relative freedom in carrying out tasks, and appropriate recognition and encouragement to develop new ideas’ which aids creative thinking.13

13 dIn. https://www.linkedin.com/pulse/entrepreneurship-neurodiversity-sme-partnership-2021-kirby/

INTRODUCTION TO THE SPAC 4.1 Understanding The Users Needs And Requirements 4.2 Deriving The Programmes 4.3 Design Brief 4.4 Design Strategies 4.5 Site Analysis

4.1 UNDERSTANDING THE USERS NEEDS & REQUIREMENTS The necessity for understanding the users' needs and requirements is to implement the design principles so as to achieve a design concept that positively impacts people with special needs and enhances their learning capabilities. Neurodiverse people experience and respond to the surroundings differently and hence the built form needs to tend to such requisites while also taking any possible deviations into consideration. Listed below are the design principles that are of focus while designing a built form for neurodiverse inclusivity.

1. Lighting One of the most crucial aspects of designing for the neurodiverse is that there should be plenty of lighting; both natural and artificial. Lighting helps the users orient and navigate themselves throughout the day and also helps the mind to relax and focus. In certain spaces, the lighting should be manageable with controlled settings depending on the activities assigned to that space and for better user adaptability.

2. Visual transitions Visual transitions refer to the preview of the theme of /activities occuring in different zones of the design. The user should be allowed to understand what is happening in a space before entering it to ensure that their anxiety is allievated and the uncertainty/unfamiliarity of the space is eliminated. The design should be such that the user gets a 'sneak peek' into the space and can wait outside while observing what is happening on the inside just to familiarise themselves.

3. Safety Safety is an important consideration while designing a space for the neurodiverse since what is considered traditionally safe such as a safety alarm could very well be triggering for people with certain neurodiverse conditions. A sense of comfort and wellbeing should prevail over the place and any unsafe factors should be eliminated. Presence of "escape spaces" in order to get away from any overwhelming stimuli is a must. 52

4. Familiarity Designing a space with minimal amount of surprises and a sense of predictability will help the user get better accustomed to the space and feel at home with subsequent visits. Familiarity with a space will help the user learn the layout quickly, thus moving or changing the locations of the furniture should be kept to the minimum. Ensuring that the shape, sound and smell of the space is coordinated will also enhance familiarity.

5. Signage Use of signs and symbols throughout the place will help the users navigate better and this should be done without heavy reliance on text or abstract art. The signage should be precise and easy to read from varying distances with a proper contrast with the background. Certain signs need to go both ways since people with autism struggle with reversing sequences. Signs at a higher level should be larger and smaller signs should be replicated at eye level. 53

6. Flooring The colour, contrast and texture of the flooring materials plays an important part in helping the neurodiverse develop certain cognitive functions. A sudden change in the flooring colour and/or material can be perceived as a step or a boundary or area of danger and could be triggering. Flooring should always be cushioned/matted for safety concerns as well.

7. Sensory Sensory specifications stem from the preferences of the user and thus it is essential that the tactile, visual, auditory and olfactory sensations within the space can be controlled as required simply by adding or removing the stimuli. This includes concepts like soundproofing for elimination of unwanted auditory stimuli or elimination of certain kind of smells along with introduction of pleasant smells, for example via an air freshener.

https://forbo.blob.core.windows.net/forbodocuments/792349/Forbo%20Design%20for%20the%20 Mind%20Whitepaper%20UK%20April%202020.pdf

8. Clarity It is crucial to ensure that the information and signage provided within the space regarding the various activities is very easy to interpret and understand with simple pictograms made for wayfinding and an overview of the activities. Attention should be paid to avoiding all factors that bring about confusion like complicated technology which diminishes human control.

9. Acoustics Minimising background sound, echo and reverbation should be taken into consideration since acoustics affect a person's sense of comfort and concentration. Soft surfaces and furniture that absorbs sound can counter echo and reverbation. Provision of quiet spaces with minimal acoustic stimuli is essential. Another way of enhancing acoustics is to create smaller spaces within a large space instead of keeping a vast open space.

Aspectss. (n.d.). autism-archi. https://www.autism.archi/aspectss

COLOUR PSYCHOLOGY

Colours can evoke certain emotions, which can alter an individuals experience, thoughts and moods. Colour is very significant in the nature of the users immediate environment if they're on the spectrum. It is said that users with spectrum have anomalies in their eye structure. Chemical imbalances and neural differences cause changes in rod and cone cells. In comparison to children with normal growth, 85 percent of children on the spectrum experience colours more intensely. In this scale, shades with white and grey undertones have a soothing

Red Stimulates power

Orange

Pink

Joy and well-being

Relaxes muscles

Yellow

Violet

Creates aura of hope

Calms hyper activeness

Green

Indigo

Alleviate Anxiouness

Soothes the eyes, nerves and ears

White

Blue

Calms the mind

Calms tired nerves

Black Provides a blank slate for running thoughts

Figure 4.a Shows the physical and emotional effects of various colours and colours with undertones of whites and greys which can be used when designing a space for them.

Networking Outdoor-Indoor Hyper-activity

Well-being

Informal areas

Experimenting Awareness

Creativity

Observations Interactive

Inclusivity

Motor skills Interactions

Ideating Explorations

Entertainment

Tangible elements

Escape areas

Breaking Stereotypes Explorations

Encouragement

Sensory

No clutter

Buffer zones Therapeutic

Discussions

Holistic Focus

Community

Independence

Stress

Expressions

Nudge Theories Socializing

Learning Audio-Visuals

Friendship

Concentration

Word map indicating tangible and intangible words to be incorporated in the programmes. 58

4.2 DERIVING THE PROGRAMMES

The mindset behind deriving the programmes is chiefly based on the users needs and requirements. The design should be such that every single deviation is catered to, leaving no box unchecked. This includes neutral spaces to avoid overwhelming stimuli, occupational training for developement of motor skills, vocational training to tackle social impediments, activities like Arts and crafts, horticulture so as to develop cognitive function amongst others. The aforementioned programmes ensure that the user reaches their age appropriate developmental and educational milestones.

A space for Diagonostics, Psychologists & Counselling

A space for Therapy, Gym, Interactive areas and Silent rooms

Awareness Guidance Care

Motor skills Independence Escape zones

Resource rooms (library & computers), Collaborative workstations, Individual pods and Breakout spaces

A space for Exploring, Expressing and Creating

Read, Research, Interdisciplinary learning Social learning Observing Collaboration

A space for Cook, Grow, Eat and Relax

A space for Collaboration, Interaction and Engagement

Independence Experiment, Learn, Relax

Community Industry engagement Share & Connect

Multi-purpose spaces + Exhibition gallery

Hands on working Ideating and exploring Dynamic Learning Ownership

Break out areas/ Escape areas

PROGRAMMES

COLLABORATIVE CAFE Area: 770 sqft Collaboration, Library, computers, conversations A section is allocated to communicative learning through resource rooms which include a well-equipped library, computers for both individual and collaborative workstations. The purpose of this section is to encourage learning and betterment of knowledge through communal conversations as well as absorbing information from the surroundings. Communicative learing is a non-conventional form of learning mostly focusing on knowledge through word of mouth. This section also has huddle rooms designed for small meetings and discussions. Facilties: Resources Huddle Room Brainstorming board Individual workstations Collaborative tables Pin-up cork board

KINETIC CORE Area: 1700 sqft Occupational therapy, Vocational Therapy, motor skills To ensure that the users get regular exercise and physical therapy under guided supervision, multiple physical activities are scheduled in the Kinetic core. Occupational therapy focuses on overcoming any physical, sensory or cognitive hurdles faced during the course of daily/work activities. A gym equipped with weights, a monkey-bar, an in-ground trampoline etc is provided. Vocational therapy will enhance the required set of skills for a particular career path and includes speech therapy, life-skill counselling and repetitive tasks like stitching, pattern making, coding, etc. Facilties: Monkey bar Trampoline Gym equipments Physio-therapy equipments Work table

COMMUNITY YARD Area: 2500 sqft Events, exhibitions, performances, Interactions This is a linear stretch of an outdoor space reserved for community events. The space has a welcoming vibe and it features an exhibition gallery, a small amphitheatre for performances/felicitations and a learning space where there can be informal interactions between the users and the experts/ professionals whenever they visit. It encourages conversations between the community during events but can also serve as a getaway space in absence of events. Facilities: Amphitheatre Exhibition space Outdoor seating

EXPRESSION STUDIO Area: 1010 sqft Creative space, workshops, expressions This section undertakes activities such as arts, music, drama etc to allow the users to utilize their creative liberty. The section features an art zone, an interactive wall, musical instruments, Individual work tables for diy projects, a multi-purpose workshop space which can be used for tasks like pottery etc. This section pushes the users to showcase their imagination with a creative outlet, which prepares them for any possible future displays of their artfulness. Facilities: Storage and inbuilt seats Musical instruments Tool kits Different work tables Easels

IN-HOUSE SUPPORT Area: 1900 sqft Therapy, Diagnosis, Medical, Faculty room While designing a space for users with special needs, the utmost importance is given to any sort of help that they need. For this, a support section is created that features a psychologist's room, a diagnostic centre, a medical room and a faculty lounge. The users can talk to an expert and seek counselling which will help alleviate their anxiety while also providing timely mental health check-ups. A diagnostic centre and a medical room are provided in case of any injury or sickness. The faculty lounge is a waiting area for the users or any visitor and thus it also features a family room in case the users families visit. Facilties: Sofa seating Waiting area lounge Work stations

ESCAPE COVE Area: 300 sqft Breakout, calm, Intimate space Neurodivergents at times get overwhelmed by certain situations and require some space to avoid the overwhelming stimuli. Thus, a dedicated space is allocated in the design which functions as a getaway room. The Escape cove features soft music, calming wallpaper, swings and cushions to relax on, a small reading nook, bean bags to lie down on and soft carpeting which all contributes to a relaxing aura essential for the users. Facilities: Bean bags Cushions Relaxing visuals

EDEN ISLAND Area: 750 sqft Meditation, Inner peace The Eden Island is a rooftop space assigned for activities like yoga and meditation. Studies show that yoga and meditation have a promising positive outcome on mental health in general. Thus, weekly sessions are scheduled for the users in order to rejuvenate their minds and instill a sense of positivity and calmness. Facilities: Yoga mats Benches

KITCHEN GARDEN Area: 1000 sqft Cook, grow, eat, explore To instill culinary prowess while simultaneously meeting nutritional needs, a space is alloted to culinary classes that allows the users to learn how to grow and cook their own food while also letting them experiment with their food. The kitchen garden has a well equipped kitchen with multiple stoves, a refrigerator, serving tables etc and an outdoor mini farm where the users can learn horticulture. Facilities: Growing pit Stove units Service table Refrigerator Vending machine

SENSORIAL EXPERIENCE MAPPING The spectrum of sensorial stimuli that a user experiences in each section of the proposed design, needs to be noted as per the intensity. The sensorial mapping presented, gives us an idea of the aforementioned of the various sensory stimuli. Thus, it helps the user to engage all types of sensations and prepares them for any further situations that insist for the same.

Intensity

Conversations, Interactions, Emotions

Light, Visuals, Colours, Shapes

Soft Music, Vibes, Feelings, Auditory senses

Events & Landscaping

Materials, Textures, Touch, Colours

Raw smell., Food, scents

EXPRESSION STUDIO

COMMUNITY YARD

KINECTIC CORE

IN-HOUSE SUPPORT

COLLABORATIVE CAFE

KITCHEN GARDEN

ESCAPE COVE

Shows the sensorial experiences in each spatial programmes.

4.3 DESIGN BRIEF

Designing a holistic incubation space that facilitates explorations, learning, and care for young neurodiverse community in order to unleash their talents in the professional world. This Capstone project aims to redefine society’s paradigm about the Neuro-diverse community into an Incubation space, structured to help them succeed through a blended co-existence of learners, facilitators, and caregivers, as well as socially inclusive programmes that invite a diverse range of experts to connect and engage. The space primarily caters to diverse learners and their learning styles in order to prepare them to be independent, secure, and comfortable through specially tailored programmes that cater to the mind and body, aiding in the holistic development of individuals.

4.4 DESIGN STRATEGIES

Way finding & Circulation

Overlaps, Adjacency & Common spaces

Indoor- Outdoor Relationship

Individual & Community segregation

Huddle & Breakout areas

Expressions and Creative ownership

Sensorial Experiences

Sequences & Connections

4.5 SITE ANALYSIS - The Site is located in Bandra Reclamation. Around a set of Old Bandra houses and a very homely surrounding. - The Site is surrounded by newly opened cafes and restaurants, old residential buildings and bungalows and a hospital which makes it a very potential site. -The building is located close to the main road which provides easy access to the site. - Pedestrian access is also convenient as the area has footpaths on either sides of the road. - The surroundings remain busy throughout the day, so there is very limited parking access.

Hospital

Old Family Bungalows

Public Park

Cafes and Restaurants

Residential Buildings

Hotels

Carter Road Pali Hill Bandra Bandra-Kurla Complex

Hill Ro

Bandra Reclamation

hw ay

Bandstand

W es

te r

Ex pr es

Bungalow 9

Mahim

Bandra-Worli Sealink 75

MACRO ANALYSIS

Main Road

Secondary Road

Highway

Nearby Bus Stops

MICRO ANALYSIS

Bandra Reclamation Lilavati Hospital

Residential Buildings Restaurants & Cafes

Chemist & other retail shops Bungalows

- The height of the structure is 24’ and has an exposed ceiling with wooden framework. - Windows on all sides ensure maximum sunlight throughout the day.

INDOOR-OUTDOOR RELATIONSHIP

CONNECTION OF DIFFERENT LEVELS

SEQUENCE OF SPACES

OPEN LAYOUT

- Being on an inner road of Bandra, the surroundings are quiet and not so busy throughout the day.

Main Building Facade

Entrance and Exit

Front facade and outdoor area

Terrace

Exposed roof

Ground Floor Interior space

First Floor Interior Space

BUNGALOW 9 BANDRA RECLAMATION

Connecting staircases Pitched roof

Balconies and terraces

Outdoor spaces

PLOT AREA: 10800 SQFT 79

DESIGN DEVELOPMENT 5.1 Design Concept 5.2 Zoning And Circulation 5.3 Mood Board And Material Board 5.4 Design Proposal 5.5 Individual Zones

Adjacency Mapping 81

5.1 DESIGN CONCEPT ENDOW is a concept which showcases a wide variety of spaces for socializing and enhanced learning. The design ensures provision of spaces that have hands-on tangible elements and sensations that can assist with focusing. The space is tailored in a student centric fashion, depending on the task undertaken and the environment best suited for it. Presence of active zones encourages creativity, movement and cognitive development. Simultaneously, dedicated quiet rooms are provided to accommodate intense concentration. Transition zones feature interactive walls and other elements including visual connections amongst the spaces. Creating an ecosystem with multiple micro-environments, instead of an open expanse, enables people to find the right level of stimulation and prevents sensory overload.

CONCEPT SKETCHES

EXISTING PLAN

Ground floor plan Scale 1: 250

First floor plan Scale 1:250

5.2 ZONING To achieve optimum productivity in terms of space usage, the zoning process started with a site study. The zoning of programmes in relation to their individual area criteria was used to derive an area statement and the benefits of the spatial structure. Following the completion of the area statement, the adjacent programmes were paired with the user in mind. While doing so, circulation space, user experience, user behaviour and natural lighting were taken into consideration.

IN-HOUSE SUPPORT 1900 sqft KITCHEN GARDEN 1000 sqft

ESCAPE COVE 300 sqft

EDEN ISLAND 750 sqft

KINETIC CORE 1700 sqft

EXPRESSION STUDIO 1010 sqft

COLLABORATIVE CAFE 770 sqft

COMMUNITY YARD 2500 sqft

ZONING Kinetic Core

Kitchen Garden

Collab Cafe Expression studio

In-House Support

Escape Cove

Community Yard

Ground floor plan

Eden Island Kinetic Core

First floor plan

CIRCULATION

Ground floor plan

First floor plan

5.3 INSPIRATION BOARD

Pinterest. Accessed April 24, 2021. https://www.pinterest.ca.

MATERIALS

Olive green carpet Flooring

Grey carpet tiles Flooring

Tactile flooring

Circulation and walkway

Upholstery Fabric Seatings

Wooden flooring

Concrete flooring

Grey rubber mats

Porcelain tiles

White-cream granite

Mulitple Textured flooring

Podiums

Kitchen floor

Outdoor compund ground

Kitchen counter tops

Kinectic Core

Outdoor Area

5.4 DESIGN PROPOSAL The proposed design spans over 10800 sqft showcasing a wide assortment of spaces having their own unique characteristics coming together as one. There is a fluidity to the indoor arena due to the absence of any internal barriers, weaving the space horizontally and vertically. Instead of conventional fragmented designs, the proposal conserves the advantage of a wide space, making this design oriented towards the focal group. The design encorporates different zones for all the programmes with the provision of coalescing the activities as the need be. There is a visual connect between the indoor and the outdoor space which functions as a preview even before you enter the space.

Categorising spaces with flooring differences

Visual connect and fluidity through different zones

Sequence of zones

Connection between levels

A B'

A' B

GROUND FLOOR PRESENTATION LAYOUT Scale 1:125

A B'

A' B

E FIRST FLOOR PRESENTATION LAYOUT Scale 1:125

SECTION AA'

Scale 1:125 98

SECTION BB'

Scale 1:125 99

SECTION CC'

Scale 1:125 100

SECTION DD'

SECTION EE'

SECTION FF'

Scale 1:125 101

Exterior Isometric View

102

Exploded Isometric View

103

5.4 INDIVIDUAL ZONES COLLABORATIVE CAFE

104

105

EXPRESSION STUDIO

106

107

COMMUNITY YARD

108

Entrance walkway

Outdoor Learning

109

110

Amphitheatre

KINETIC CORE

Occupational Therapy

111

112

Vocational Training

113

IN-HOUSE SUPPORT

114

Faculty Room

Therapy Room

115

KITCHEN GARDEN

116

EDEN ISLAND

117

TERRACE/ BREAKOUT AREA

118

119

ESCAPE COVE

120

121

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CONCLUSION

CONCLUSION Neuro diverse people have out of the box talents and distinct cognitive ways of thinking, enabling them to be truly creative and innovative. These qualities are very beneficial to the industry as they prove to be a competitive advantage. This has caused forward-thinking employers like Google, Microsoft etc to hire neuro diverse individuals. Thus, their inclusion in the industry is a symbiotic relationship. Conventional designs are moulded for neuro-typicals. Enforcing the same mould on the neuro diverse will hinder their potential to put their best foot forward. Deviation from conventional designs is the need of the hour for neuro diverse inclusivity. It is observed that neuro diverse individuals often get diagnosed in their late childhood, this calls for an environment which helps them thrive despite the late diagnosis, in their adolescent years, since by this time they are self aware of their interests.

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This thesis, proposes such an environment that prepares the primary users to be independent, self aware and navigate through any situation before they enter the industry. In the field of spatial design, the concept of designing for neurodiversity is relatively new. A re-evaluation of what 'Universal design' implies is needed. Inclusiveness of the specially abled is mostly concerned with the physical nature of inclusiveness. Enhanced emphasis needs to be given to mental exceptionalities. Conventional design is subjected towards neuro-typicals. This traditional outlook needs to be eliminated to make way for the new convention which should be a 'Universal Inclusive Design.' Excluding the needs of a community, just because they deviate from the 'norm', is immoral and unethical. Over the next few years, spatial design needs to aim for all kinds of inclusivity with a surplus of inclusive space for diverse communities.

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CREDITS This, as most valuable accomplishments in life, was far from a one-man show. Here are the key individuals behind the scenes who enabled this project to be a success, and to whom I express my heartfelt gratitude. Dr. Meghana Vartak Chiranjivi Vartak Rajvi Parikh Tanvi Amin Adhishree Phadnis Tanvi Namjoshi Mehula Kothari Nancy Khilwani Anusha Mittal Ria Thakur Kalp Ladhani Paurali Patil

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BIBLIOGRAPHY

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BLOGS Bailin, A. (2019, June 6). Clearing up some misconceptions about Neurodiversity. Scientific American Blog Network. https://blogs.scientificamerican.com/observations/clearing-up-some-misconceptions-about-neurodiversity/ Admin. (2021, February 20). Blog. Education Design International. https://educationdesign.com/blog/ Thompson, E. (2021, April 20). Global accessibility is an urgent issue: Help us address it. D&A | Diversity and Ability. https://diversityandability.com/blog/global-accessibility-is-an-urgent-issue-help-us-address-it/ Inclusion first: How social enterprises are rethinking recruitment. (2021, April 20). The Social Enterprise Magazine - Pioneers Post. https://www.pioneerspost.com/business-school/20210420/inclusion-first-how-social-enterprises-are-rethinking-recruitment Neurodiversity, empathy, anxiety, and burnout – a roller coaster of intertwined emotions? (n.d.). LinkedIn. https:// www.linkedin.com/pulse/neurodiversity-empathy-anxiety-burnout-roller-coaster-kirby/ "Nurturing Our Neurodiverse Creative Thinkers of the Future." LinkedIn (blog). n.d. https://www.linkedin.com/pulse/ nurturing-our-neurodiverse-creative-thinkers-future-prof-amanda-kirby/.

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ONLINE CASE STUDIES Cairnsfoot Special Needs School "Cairnsfoot Special Needs School / The Landscape Studio of NBRSARCHITECTURE." ArchDaily. Last modified July 24, 2020. https://www.archdaily.com/944141/cairnsfoot-special-needs-school-the-landscape-studio-of-nbrsarchitecture?ad_source=search&ad_medium=search_result_all. "Cairnsfoot Special Needs School « Landezine International Landscape Award LILA." Landezine International Landscape Award LILA. Accessed April 21, 2021. https://landezine-award.com/cairnsfoot-special-needs-school/. "Cairnsfoot Special Needs School." NBRS ARCHITECTURE. Last modified August 19, 2020. https://nbrsarchitecture. com/portfolio/cairnsfoot-special-needs-school/. The Green School Green School International. Last modified April 21, 2021. https://www.greenschool.org. "The Green School / IBUKU." ArchDaily. Last modified October 13, 2010. https://www.archdaily.com/81585/thegreen-school-pt-bambu. "PT Bamboo Pure: Green School, Bali." Designboom | Architecture & Design Magazine. Last modified August 24, 2012. https://www.designboom.com/architecture/pt-bamboo-pure-green-school-bali/. Hardy, John. "My Green School Dream." TED: Ideas Worth Spreading. n.d. https://www.ted.com/talks/john_hardy_ my_green_school_dream?language=en. Rolex Learning Center "Rolex Learning Center / SANAA." ArchDaily. Last modified March 22, 2010. https://www.archdaily.com/53536/rolexlearning-center-sanaa-by-iwan-baan.

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Rolex Learning Center | SANAA / Kazuyo Sejima + Ryue Nishizawa, Design-to-Production, Rolex Learning Center | Archello." Archello. Accessed April 21, 2021. https://archello.com/project/rolex-learning-center-2. "Rolex Learning Center by SANAA." Dezeen. Last modified October 31, 2016. https://www.dezeen.com/2010/02/17/ rolex-learning-center-by-sanaa/. " Minutillo, Josephine. "Rolex Learning Center by SANAA." Architectural Record | Building Architecture, House Design & Products. Last modified June 19, 2010. https://www.architecturalrecord.com/articles/8237-rolex-learning-center-by-sanaa. "SANAA: Rolex Learning Center in Lausanne, Switzerland." Designboom | Architecture & Design Magazine. Last modified May 2, 2019. https://www.designboom.com/architecture/sanaa-rolex-learning-center/. School Center and Leisure Activity Center "School Center and Leisure Activity Center in Antony / Dietmar Feichtinger Architectes." ArchDaily. Last modified November 20, 2020. https://www.archdaily.com/951699/school-center-and-leisure-activity-center-in-antony-dietmar-feichtinger-architectes?ad_source=search&ad_medium=search_result_all. "Activity Condenser. School Center and Leisure Activity Center by Dietmar Feichtinger Architectes." Accessed April 21, 2021. https://www.metalocus.es/en/news/activity-condenser-school-center-and-leisure-activity-center-dietmar-feichtinger-architectes. Adey, Robinson. "School Center and Leisure Activity Center in Antony / Dietmar Feichtinger Architectes." Arch Articulate. Last modified December 9, 2020. https://archarticulate.com/school-center-and-leisure-activity-center-in-antony-dietmar-feichtinger-architectes/. Hazelwood school of impaired Ahmed, Ruba. "Hazelwood School District | Alan Dunlop Architect Limited." Arch2O.com. Last modified August 25, 2018. https://www.arch2o.com/hazelwood-school-alan-dunlop-architect-limited/. "Hazelwood School by Alan Dunlop Architect Limited." Architizer. Last modified July 24, 2013. https://architizer.com/ projects/hazelwood-school/. 130

ARTICLES Aspectss. (n.d.). autism-archi. https://www.autism.archi/aspectss Neurodiversity is a competitive advantage. (2017, May 1). Harvard Business Review. https://hbr.org/2017/05/neurodiversity-as-a-competitive-advantage Disabled World. (2014, January 1). What is: Neurodiversity, Neurodivergent, Neurotypical. https://www.disabled-world.com/disability/awareness/neurodiversity/ Neurodiversity. (2020, August 13). Exceptional Individuals. https://exceptionalindividuals.com/neurodiversity/ What is Neurodiversity? (2013, October 7). Psychology Today. https://www.psychologytoday.com/us/blog/ my-life-aspergers/201310/what-is-neurodiversity

ICONS Flaticon. Accessed April 21, 2021. https://www.flaticon.com.

PRIMARY DATA SOURCE Interview of Dr. Geeta Patil, Psychologist at SNDT University, Mumbai & Dr. Smriti Swarup - Psychologist and Former Dean faculty of Education & Director Centre of Special Education, SNDT University, Mumbai. Conversations with Mr. Lohith Kumar and Ms. Manasvi Vunnam who are Neurodiverse individuals. Interviews of Parents, Curriculum Designer, and Occupational Therapist, Visit to the Aatman Academy/ Aatman Educational Society, Thane.

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It's not a disability , it's just a disorder.

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