Center For Autism

DESIGN DISSERTATION REPORT ON

CENTER FOR AUTISM AT VAPI

BY RASHI RAJNIKANT BHAVSAR (BACHELORS

IN ARCHITECTURE)

GUIDED BY AR. SUVARNA LELE

NOV,2018-19

THAKUR SCHOOL OF ARCHITECTURE AND PLANNING, KANDIVALI (EAST), MUMBAI. (AFFILIATED TO UNIVERSITY OF MUMBAI)

CERTIFICATE

This is to certify that the project entitled “Center for Autism” is a bonafide work of “Rashi Bhavsar” (Roll No. 07) submitted to the University of Mumbai in partial fulfillment of the requirement for the award of the degree of Undergraduate in “Bachelor of Architecture”.

(Ar. Suvarna Lele) (Ar. Dhiraj Salhotra) Guide Principal

I declare that this written submission represents my ideas in my own words and where others' ideas or words have been included, I have adequately cited and referenced the original sources. I also declare that I have adhered to all principles of academic honesty and integrity and have not misrepresented or fabricated or falsified any idea/data/fact/source in my submission. I understand that any violation of the above will be cause for disciplinary action by the Institute and can also evoke penal action from the sources which have thus not been properly cited or from whom proper permission has not been taken when needed.

(Signature)

(Rashi Bhavsar Roll no. 07)

Date:

Thesis Approval for Dissertation for B. Arch.

This dissertation report entitled “Center for Autism” by Rashi Bhavsar is approved for the degree of Bachelor of Architecture “University of Mumbai”.

Examiners

1. ----------------------------

2. ----------------------------

Date:

Place: Mumbai

HYPOTHESIS

By Means Of An Intricate Program the Social Stigma Associated with Autism Can Be Obliviated. Moreover, People Suffering from Autism Can Lead A Fruitful Life, If They Are Provided with Proper Care and Treatment.

I would like to take this opportunity to acknowledge all those who have helped me in getting this study to a successful presence status.

I would like to express my deep sense of gratitude to my guide, Ar. Suvarna Lele for her valuable suggestion and criticism. Her help and support made this possible. I would not forget to remember Ar. Parul Kumtha for their encouragement and more over for their timely support and guidance till the completion of our project work

I extend my sincere thanks to my parents, they accompanied me to all my research for the study and survey. All my friends for extending help and to all the authorities which helped me in this study.

I dedicate this work to my parents, brother and friends.

Once again, I take this opportunity to thank all those who directly or indirectly helped me and sincere apologies if I have forgotten to mention anyone in particular.

The term autism first was used by psychiatrist Eugen Bleuler in 1908. He used it to describe a schizophrenic patient who had withdrawn into his own world. The Greek word ''autós'' meant self and the word “autism” was used by Bleuler to mean morbid selfadmiration and withdrawal within self.

The pioneers in research into autism were Hans Asperger and Leo Kanner. They were working separately in the 1940’s. Asperger described very able children while Kanner described children who were severely affected. Their views remained useful for physicians for the next three decades.

Many causes of autism have been proposed but understanding of the theory of causation of autism and the other autism spectrum disorders (ASD) is incomplete. Research indicates that genetic factors predominate. The heritability of autism, however, is complex, and it is typically unclear which genes are responsible. In rare cases, autism is strongly associated with agents that cause birth defects. Many other causes have been proposed, such as childhood immunizations, but numerous epidemiological studies have shown no scientific evidence supporting any link between vaccinations and autism.

Autism is a global issue, all countries like U.S.A, U.K, Africa, China, India are working on its Treatment. A new government survey of parents suggests that 1 in 45 children, ages 3 through17, have been diagnosed with autism spectrum disorder (ASD). This is notably higher than the official government estimate of 1 in 68 American children with autism, by the Centers for Disease Control and Prevention (CDC).

In India, 1 in 68 children being diagnosed with Autistic Spectrum Disorder (ASD). Early diagnosis, social acceptance of kids suffering from the neurological disorder and clearing misconceptions about the same is extremely important for social welfare. At least 70 million individuals worldwide have Autism, 10 million in India. Clearly this show an upwards tread in the ratio of kids with autism in India. (Indian Express. Oct 17,2017)

In a country with almost 10 million autism patients, and only 22 institutes for their treatment out of which only one center which purely works for autism is a disturbing ratio. This fact states that if on an average each facility is treating 100 ASD children, then only 2200 ASD children are being treated per year. Which is not even 0.1 % of the ASD population.

The facts clearly suggest the urgency to build facilities for the treatment of ASD children and actively work on spreading awareness about this topic as well as work on training centers for the people who are willing to teach autistic kids.

TABLE OF CONTENT

1. Chapter 1

INTRODUCTION

1.1. Introduction

1.2. Prevalence of Autism in India

1.3. Aim

1.4. Objective

1.5. Scope & Limitation

1.6. Need for the project

1.7. Research Methodology

2. Chapter 2

UNDERSTANDING AUTISM

2.1. Interview with psychologist

2.2. Treatments

3. Chapter 3

LITERATURE REVIEW

3.1. Interviews

3.2. What atypical told us about autism

3.3. Connecting sensory sensitivities with the surrounding spaces

4. Chapter 4

HUMAN RIGHTS AND STANDARDS

4.1. The Persons with Disabilities Act of 1995

4.2. The Architectural Barriers Act of 1968

4.3. Standards for special children (NBC 2009)

4.4. Refined learnings from the literature

4.5. Design methodology

4.6. Design guideline

5. Chapter 5 CASE STUDY

5.1. Case study

5.2. Comparative study of the schools

6. Chapter 6

LITERATURE STUDY

6.1. Netley school for autistic, London

6.2. Whitton gateway asd unit, London

6.3. New Struan – a center for autism, alloa, Scotland

6.4. Comparative study of the schools

7. Chapter 7

SITE

7.1. Site location

7.2. Justification of the site

7.3. Location of the site

7.4. Site analysis and inferences

8. Chapter 8

DESIGN BRIEF

8.1. Design proposal

8.2. Tentative requirement

8.3. Area statement

8.4. Conclusion

LIST OF FIGURES

LIST OF TABLE

CHAPTER 1

INTRODUCTION

1.1 INTRODUCTION

Autism spectrum disorder (ASD) is a broad term used to describe a group of neurodevelopmental disorders. These disorders are characterized by problems with communication and social interaction. People with ASD often demonstrate restricted, repetitive, and stereotyped interests or patterns of behaviour.

ASD is found in individuals around the world, regardless of race, culture, or economic background. According to the Centers for Disease Control and Prevention (CDC), autism does occur more often in boys than in girls, with a 4 to 1 male-to-female ratio. The CDC estimated in 2014 that nearly 1 in 68 children have been identified with ASD. There are indications that instances of ASD are on the rise. Some attribute this increase to environmental factors. However, experts debate whether there’s an actual increase in cases or just more frequent diagnoses.

As there was no Indian scale to diagnose or measure autism, the National Institute for Mentally Handicapped (NIMH) developed the Indian Scale for Assessment of Autism (ISAA) for diagnosing and measuring the severity of autism in 2009. This scale was based on CARS(Childhood Autism Rating Scale) and has 40 items divided under six domains – social relationship and reciprocity; emotional responsiveness; speech, language and communication; behaviour patterns; sensory aspects and cognitive component. The items are rated from 1 to 5, increasing score indicating increasing severity of the problem. A score of <70 indicates no autism, 70-106 (mild autism), 107-153 (moderate autism), and >153 (severe autism). It takes about 15 to 20 minutes for administration of ISAA. The ISAA was devised with the aim of quantifying the severity of autistic symptoms so as to enable measurement of associated disability.

1.1.1 Disability percentage of subjects as per autism severity scores on ISAA

Figure 1.1.1 Boy to girl Ratio

People on the autism spectrum may have been diagnosed with one of the following disorders:

• autistic disorder

• Asperger’s syndrome

• pervasive development disorder-not otherwise specified (PDD-NOS)

• childhood disintegrative disorder

1.2 PREVALENCE OF AUTISM IN INDIA

Similar to the western world, there has been an increase in the prevalence of autism in India over the years. Once considered rare, the current understanding is that autism is in fact one of the more common developmental disabilities. The increase in prevalence can be attributed mainly to increased awareness amongst professionals. Changes in case definition, earlier detection, and diagnostic substitution of cases may also be contributory. However, a true increase in prevalence cannot be ruled out, especially because advanced parental age at conception, and perinatal risk factors like prematurity and high-risk infant survival have increased over the years. Recent estimated prevalence of ASD in India ranges from 0.15% to 1.01% in various studies, depending on the screening method used, and the areas surveyed [4,5]. In the INCLEN study, the prevalence of ASD (then termed as PDD) was 1 in 125 in children 3-6 years and 1 in 85 in children 6-9 years of age. The prevalence in rural areas was 0.90%, 0.6% in hilly regions, 1.01% in urban areas, 0.1% in tribal areas and 0.61% in the coastal regions. Recently there has been noticeable increase in the prevalence of autism in india according to the recent study one in 88 is the Ratio found for ASD and other autism disorders. Autism clinics run by Delhi hospitals, including the All India Institute of Medical Sciences (AIIMS) have also reported a sharp rise in cases.

Even though there has been a vast increase in the number of cases being detected, majority of people with autism in India, especially adults, remain undiagnosed, and do not receive the services they need.

1.3 AIM

To Facilitate development natural learning abilities and rehabilitate children & adolescents with ASD (Autism spectrum disorder).

1.4 OBJECTIVES

• To identify their deficits and understand the role played by architectural elements in their intervention.

• To understand environmental implications for teaching strategies used for children with autism in educational spaces.

• To address the enabling aspects of environment that might improve functional performance of children with autism in educational spaces and rehabilitation spaces. For example- Visual Character, Spatial sequencing and its quality, Escape areas, Clutter free spaces, Colour, Texture, Materials, Acoustics etc.,.

• To address their needs and design accommodation based on their behavioural aspects, cultural and social aspects.

• To critically review the relevant theories and implement the learning in the design of the project.

• To understand the impact of existing structures on the intervention of autistic children.

1.5 SCOPE AND LIMITATIONS

Studying the mind-set of autistic in itself is a very vast subject hence this topic limits itself to the study and research of their behavioural aspects in educational environments and environments which help them in rehabilitation. It attempts to define quiet spaces, intervention areas, open spaces, transition spaces, circulation spaces, multisensory areas and inclusive education spaces for the autistic. It also attempts to understand their perception of spaces through 5 senses.

1.6 NEED FOR THE PROJECT

Centers for Disease Control & Prevention (CDC) estimates that approximately 1 in every 88 children are diagnosed with some level of autism, (one in 54 boys) a sharp jump from the previous numbers released in late 2009, and frighteningly distant rate from one in 10,000 cases seen in the 1980s.

Experts estimate that every 2-6 children out of every 1000 have Autism. The prevalence rate of autism in India is 1 in 88 (figure may vary as many cases are not diagnosed) and currently 10 million people are suffering in India. The government only recognized the disorder in 2001, till 1980s, there were reports that Autism didn't exist in India (Dr. Vinod Kumar Goyal, TOI). These alarming rates of increase call for attention by all the fields and clearly architecture has been ignoring the effect of built environment in their development.

CHAPTER 2 UNDERSTANDING AUTISM

2.1 INTERVIEW WITH PSYCHOLOGIST [DR LAVANYA PATEL] (Vapi)

2.1.1 What is ASD?

Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behaviour ASD can be a lifelong disorder, treatments and services can improve person’s symptoms and ability to function.

Autism is known as a “spectrum” disorder because there is wide variation in the type and severity of symptoms people experience.

According to DSM-5 the diagnose of this mental disorder are:

• Difficulty with communication and interaction with other people

• Restricted interests and repetitive behaviours

• Symptoms that hurt the person’s ability to function properly in school, work, and other areas of life.

2.1.2 How do you diagnose ASD?

Autism diagnosis is based on:

• watching how the child plays and interacts with others – that is, how the child is developing now.

• interviewing parents and teachers

• reviewing the child’s developmental history – that is, how the child has developed in the past (birth history)

Diagnosis usually involves many specialists and professionals testing and assessing the child – this is called a multidisciplinary assessment. When lots of specialists work with the child, it gives child the best chance of an accurate diagnosis. It also helps to develop the best treatment plan.

A multidisciplinary team usually includes:

• a pediatrician or child psychiatrist, a

• psychologist and a speech pathologist

• Other professionals like an occupational therapist.

The professionals might want to see the parent and the child several times

They’ll ask parents some questions about:

• What the child does, how he/she is now, and how he/ she’s been in the past.

• They’ll measure the child’s strengths and weaknesses in areas like thinking, moving, communicating and so on. And they’ll watch how he/she interacts and plays with others.

• There are Tests and tools for diagnosing autism spectrum disorder.

• Professionals also use standardised tests or tools to help them diagnose ASD like;

▪ Screening tools

▪ Diagnostic tools

• Professionals also check for other medical difficulties and delays.

2.1.3 What is the next step after diagnosis?

After your child has been diagnosed with autism, the next step is getting them in to see a general psychiatrist who specializes in treating neurodevelopmental disorders and working with troubled youth. Their psychiatrist may or may not prescribe medication, but they will definitely work with your child on overcoming their obstacles and controlling their behaviour. After a while, you will most likely see marked improvement, especially if your child was diagnosed young and started treatment right away.

You may consider stopping counselling sessions for your autistic child after you’ve seen behavioural improvements. While it’s understandable that every parent wants a “normal” life for their child, and it may seem reasonable to stop counselling sessions once things have improved, there are real benefits to continuing their therapy sessions.

Children with autism are especially sensitive to routines and the need for a schedule. Even minor life changes can be very disruptive. Your child will develop a trusted relationship with their therapist and will need a confidant as they enter adolescence and experience life changes. Keep taking your child to their designated general therapist and watch as their behaviour, confidence and trust continues to grow.

2.1.4 What are the methods in treating ASD?

a) Types of Treatments

There are many different types of treatments available. For example, auditory training, discrete trial training, vitamin therapy, anti-yeast therapy, facilitated communication, music therapy, occupational therapy, physical therapy, and sensory integration.

The different types of treatments can generally be broken down into the following categories:

b) Behaviour and Communication Approaches

Behaviour and communication approaches that help children with ASD are those that provide structure, direction, and organization for the child in addition to family participation.

1. Occupational Therapy

Occupational therapy teaches skills that help the person live as independently as possible. Skills might include dressing, eating, bathing, and relating to people.

2. Sensory Integration Therapy

Sensory integration therapy helps the person deal with sensory information, like

sights, sounds, and smells. Sensory integration therapy could help a child who is bothered by certain sounds or does not like to be touched.

3. Speech Therapy

Speech therapy helps to improve the person’s communication skills. Some people are able to learn verbal communication skills. For others, using gestures or picture boards is more realistic.

4. The Picture Exchange Communication System (PECS)

PECS uses picture symbols to teach communication skills. The person is taught to use picture symbols to ask and answer questions and have a conversation.

c) Dietary Approaches

• Some dietary treatments have been developed by reliable therapists. But many of these treatments do not have the scientific support needed for widespread recommendation. An unproven treatment might help one child, but may not help another.

• Many biomedical interventions call for changes in diet. Such changes include removing certain types of foods from a child’s diet and using vitamin or mineral supplements. Dietary treatments are based on the idea that food allergies or lack of vitamins and minerals cause symptoms of ASD. Some parents feel that dietary changes make a difference in how their child acts or feels.

• If you are thinking about changing your child’s diet, talk to the doctor first. Or talk with a nutritionist to be sure your child is getting important vitamins and minerals.

d) Medication

There are no medications that can cure ASD or even treat the main symptoms. But there are medications that can help some people with related symptoms. For example, medication might help manage high energy levels, inability to focus, depression, or seizures.

e) Complementary and Alternative Medicine

• To relieve the symptoms of ASD, some parents and health care professionals use treatments that are outside of what is typically recommended by the pediatrician. These types of treatments are known as complementary and alternative treatments (CAM). They might include special diets, chelation (a treatment to remove heavy metals like lead from the body), biologicals (e.g., secretin), or body-based systems (like deep pressure).[3]

• These types of treatments are very controversial. Current research shows that as many as one third of parents of children with an ASD may have tried

complementary or alternative medicine treatments, and up to 10% may be using a potentially dangerous treatment.[4] Before starting such a treatment, check it out carefully, and talk to the child’s doctor.

2.1.5 Is there a Categoric Classification for Autism?

Yes, Autism is classified into five types:

• Asperger’s

These classify people who fall under the high functioning autism spectrum. They are often intelligent and excel in academics and work life. However, their impairment lies in the lack of social skills. While they develop communication and language skills in the same way as any other developing child, their deficits become more obvious with age as they struggle to keep up with the expectations of their family and extended community circles.

• Pervasive Development Disorder

Pervasive Developmental Disorder – Not Otherwise specified is used to classify people who do not fit into any particular category of Autism. They meet some of the criteria for classical autism, but not necessarily all. Their impairments could range from mild to severe requiring support ranging from anywhere between Level 1 to Level 2. Functioning level is usually moderate to high, barring exceptions where they overlap with other disorder syndromes.

Figure 2.1 Stages of Autism

CDD, also known as Heller’s Syndrome is an interesting one; typically affecting toddlers and pre-schoolers. In this case, the child grows normally until (at least) the age of 2 and then shows a sudden drop in social, communication and behavioural skills. CDD is often overlooked initially by the parents as they tend to attribute this sudden impairment as a ‘transient and temporary’ phase for their child and would expect it to pass away.

• Rett’s Syndrome

Rett’s syndrome occurs only in girls – the only form of Autism Spectrum Disorder can be diagnosed and medically confirmed. Girls with Rett’s Syndrome suffer from significant communication impairment. Also, one of the common symptoms of Rett’s Syndrome is the girl’s limited ability to use their hands for regular activity. Typically this syndrome deteriorates with the girl’s age, thus requiring more support and time.

• Classical Autism

Among all the various types of Autism, Classical autism is perhaps the broadest and most predominant form of autism. In technical terms, anyone showing autistic tendencies that satisfy the guidelines laid out by “DSM 5 Autism Spectrum Disorder” is termed Autistic.

The effects of autism in such people may range from mild to very severe. Research has shown that the brain of autistic children has a fair number of electric impulses that any other normal brain of similar age.

2.1.6 What is Applied Behaviour Analysis?

Applied Behaviour Analysis (ABA) is a therapy based on the science of learning and behaviour.

Behaviour analysis helps us to understand:

• How behaviour works

• How behaviour is affected by the environment

• How learning takes place

ABA therapy applies our understanding of how behaviour works to real situations. The goal is to increase behaviours that are helpful and decrease behaviours that are harmful or affect learning.

ABA therapy programs can help:

• Increase language and communication skills

• Improve attention, focus, social skills, memory, and academics

• Decrease problem behaviours

The methods of behaviour analysis have been used and studied for decades. They have helped many kinds of learners gain different skills – from healthier lifestyles to learning a new language. Therapists have used ABA to help children with autism and related developmental disorders since the 1960s.

2.1.7 How much improvement is expected after a child’s treatment?

ASD is wide variation in the type and severity of symptoms which a child experience and each child with autism has different ability. Therefore, developments or improvements can differ from one child to another depending on the severity on the Spectrum.

For example; Some children may show improvements quickly with occupational therapy treatment plan i.e. developing independent skills to accompanish daily living activities like eating, bathing, dressing up etc. whereas some children with speech delays as their concerns would be going for a speech therapy. And might show developments in communication; like the child is now able to communicate with two words or a sentence perfectly. Some children with more delayed milestones may take more time to improve. It depends on the child’s grasping capacity and his/her response to the treatments and management of behaviour.

2.1.8 Any suggestions for an autistic institute?

According to the difficulty faced by children with ASD. Following points should be taken into consideration;

• A sense of calm and order

• Good levels of natural light and ventilation

• Reduction of detail

• Good proportion

• Proxemics (the amount of space that people feel it necessary to set

Figure 2.2 Signs of Autism

Figure 2.3 Characteristics (ASD)

between themselves)

• Containment (ensuring that autistic people are safe and secure within their environment)

• Easily managed, durable materials

• Good observation

• Good quality acoustics

• Clearly delineated areas for specific activities (ICT, group work, independent work)

• ‘Quiet room’ with curved walls to offer a sensory-controlled, calming zone or oneto-one teaching area

• Low level windows to provide pupils with a clear view of outside areas

• High level windows to provide a safe means of ventilation

• A ‘light shelf’ and specifically angled ceiling to maximize natural daylight

• A daylight simulator to raise the level of light on dull days

• Dimmer switches to enable pupils and staff to control the levels of artificial light

• Large carpeted areas to reduce noise

• Ample storage space to reduce the need for clutter

• High quality, robust and attractive furnishings

• Well organised and attractive display areas

• An external door leading to the gardens beyond, enabling learning to naturally extend into the outside space.

2.1.9 How many counselling sessions are required for the parents of the children with ASD?

There are no specific number of counselling sessions which the parent has to undergo. But yes, the counsellor may need some personal information initially about the childlike; birth history, delay in any milestone etc. Some parental sessions might be taken to explain some activities and home-based plans for the child. Some sessions in accordance with the feedback; if you have observed any specific improvements/development or any unusual behaviour.

2.1.10 Other than the treatment what can be done to help a child with ASD?

As a PARENT

Learn about autism.

The more you know about autism spectrum disorder, the better equipped you’ll be to make informed decisions for your child. Educate yourself about the treatment options, ask questions, and participate in all treatment decisions. Become an expert on your child.

Figure out what triggers your kid’s challenging or disruptive behaviours and what elicits a positive response. What does your child find stressful or frightening? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you’ll be better at troubleshooting problems and preventing or modifying situations that cause difficulties.

Accept your child, quirks and all.

Rather than focusing on how your autistic child is different from other children and what he or she is “missing,” practice acceptance. Enjoy your kid’s special quirks, celebrate small successes, and stop comparing your child to others. Feeling unconditionally loved and accepted will help your child more than anything else.

Don’t give up.

It’s impossible to predict the course of autism spectrum disorder. Don’t jump to conclusions about what life is going to be like for your child. Like everyone else, people with autism have an entire lifetime to grow and develop their abilities.

Provide structure and safety

▪ Be consistent

▪ Stick to a schedule

▪ Reward good behaviour

Create a home safety environment

▪ Find nonverbal ways to connect

▪ Look for nonverbal cues

▪ Figure out the motivation behind the tantrums

▪ Make time for fun

Figure 2.4 Autism Symptoms

Create a personalized autism treatment plan

▪ Build on your child's interests

▪ Offer a predictable schedule

▪ Teach tasks as a series of simple steps

▪ Actively engage your child's attention in highly structured activities

▪ Provide regular reinforcement of behaviour

Figure 2.5 Typical Behaviour (ASD)

NOTE: Lovass technique and applied behavior analysis are the preferred techniques followed by autism centers

Table 1 Summary of popular Treatment/ Approaches with ASD

LITERATURE REVIEW

3.1 INTERVIEWS

AUTISTIC PATIENT:

Name- Russell Lehman

Age – 27

1. When where you diagnosed with autism? I was diagnosed at age 12.

2. What was your parent’s reaction after diagnosis?

Both my parents and i knew something was amiss for a long time, so receiving a documented diagnosis came as a relief to all of us. We finally knew the cause behind all the stress in my life.

3. What were the measures they took for your education and counselling?

Once I was diagnosed with autism my parents had me enrolled in an individualized education plan (iep) within school and even before my diagnosis i was already seeing a counselor.

4. What was the reaction of people around you?

The reaction of those around us after my diagnosis was mostly love and support.

5. Where there any measures to educate them?

My parents always had to slowly teach my extended family how to interact with me (such as no surprises, no loud noises, talking softly and quietly with no direct questions, etc.)

6. What sort of difficulty did you face with autism?

The main symptoms of autism that pose the most difficulty to me are severe anxiety, obsessive-compulsive disorder (OCD), depression and sensory overload.

7. What would you advice the govt and schools should do for autistic people?

My advice would be to be accommodating and address the specific needs of every individual. Instead of following a structured, one-size-fits-all program, we have to tailor our programs to the individuals, especially those on the spectrum.

8. What difficulties did you face with your occupation?

I am always at an increased rate of stress, and sometimes i just cannot function due to one little mishap during the day. This is especially hard for people to understand. Social anxiety is also a difficulty when it comes to going out in public, and depression as well, when I don’t feel well enough to get out of bed in the morning.

9. Have you taken any measures for a secured future?

Steps I take for a secured future are finding a job i truly love, meditating and initiating self-care to keep my well-being intact, and to surround myself with loving and supportive people.

10. Any advice while making an autism center?

My advice would be to come up with 3 main goals for your center and to post them where you can always see them. Then whatever decisions you make going forward about the center, ask yourself if it falls under one of your three main goals.

Parent of autistic child:

Name- Anjali Joshi

1.At what age was your child diagnosed with ASD?

At an age of 3 yrs. And 2 months.

2.How much time did you take to accept the fact that your child has ASD?

I can’t quite remember how long because as a mother i felt the urgency for his treatment. But i hoped that the psychologist’s diagnosis was wrong.

3.How did you prepare yourself for the coming years?

After my son’s diagnosis I was devastated and was desperate for help. I frantically kept calling parents of children with autism. We enrolled our in special ed classroom. I started going in the classroom frequently to see how the teacher taught the kids with disability. I tried to read books written by parents of autistic children. We started him on speech therapy. We learned about different therapies that were available. But the most important thing i had to train myself for, was to deal with the embarrassment I felt when he acted out in public place.

4.Anything in specific that bothers your son? (eg : colour, texture, Sound etc.)

a) What do you do to calm him down?

Our son went through phases. Nothing about him is constant. He used to get bothered by nail ticking sound, seeing monkeys in the cage terrified him, balloon popping scared him. Haircuts, doctor, dentist visits were very difficult. Somedays he would be tactile defensive and some days he would want a lot of pressure on his body. Some days he would keep smelling people’s hair. Sometimes he would suck on his lower lip so much that it would get swollen. Somedays the labels on the shirt bothered him.

For doctor and dentist visits we did a lot of role plays. For the monkey watching I took him to the zoo every day during the summer. For haircuts I kept the hair cutting kit out so he could see it. I made him hear the scissors sound and the razor sounds to desensitize him. For the lip biting constant reminders helped some and he just stopped one day. For hypo smell sense I got him to smell different things like spices, coffee, tea, soaps etc. This helped a lot. Many times, I brushed his body or squeezed him in the blanket so he felt calmer.

b) He likes natural places? Like trees, fountains etc ?

I don’t know what environment he liked the best since he used to be quite oblivious to his surroundings. I don’t think he had any preference for in-door or outdoors.

5.Does he like playing in open play grounds? (swings, slides etc.)

He used to be obsessed with swings. If we let him he would be on the swings for the rest of his life. He went to playground just to be on the swings. He didn’t care much about slides or jungle gym.

6.He feels safe in what sort of environment i.e. where is he most comfortable?

I would say at home. He is most comfortable at home. He does feel safe at home.

7.How did you adapt to his behaviour?

He used to act out in store, library, mall, and restaurant. Basically, no matter where we went, he acted out. At home and school were no different. So, we tried role play. Also, before the visit I talked to him about what to expect and my expectations of him. In spite of all that he still had behaviours. I never took him out of the situation. He learnt that his tantrums do not get him out of the situation. So, he slowly learned to handle the situations.

a) Was there a breaking point?

Age 15 was his most difficult age. He had violent behaviours. At times I thought he will end up in the institution. But after that age he got much better. We just were patient enough and kept working with him. I.e. Talk to him after the incident.

Work

8.How did you prepare him for his workplace?

Our son doesn’t have a job outside the home. In order to prepare him for a job i did take him for volunteering for about 4 years. He did have a job in a workshop for disabled individuals. But we came to a conclusion that none of the jobs he would get in the community he would enjoy. So, we decided to teach him to be productive member of our family. He does everything in the home. He works on academics, art, crafts, cooking, cleaning, shopping, yard work, exercise and he plays sports. So, he is busy doing tons of things all day.

a) How did you train him to get into the occupation? N/a

b) How did you convince him to work? N/a

c) How much sleep does he require per day?

He sleeps for 6 to 7 hours in the night.

d) Does he feel that he is special?

I think he does.

e) Has he mentioned or talked to you about it?

No, he hasn’t. He is not completely verbal. But his face talks loud and clear.

Food routine:

1.What is the time gap between his meals?

He eats lunch, mid-afternoon snack and dinner.

2.Does he need to avoid any particular food?

No. But we are vegetarians, so we do not cook any meat at home but occasionally he eats chicken at the restaurant.

3.Is he choosy when it comes to food?

He used to be. But now he accepts verity of foods.

4.Does his behaviour change when he is hungry & gets his food late?

If he is doing his favorite activity or challenging activity, he doesn’t remember about food but if he is free or in an unpleasant situation then he gets irritable if hungry.

5.Does he get tired easily?

No. Actually he has excessive energy. We still have to have him sit down and do deep breathing to settle down. Mostly this helps

Excretion:

1.Is he diagnosed with any gastrologic problem?

No. But he used to have gastric problem between the ages of 5 and 10. That problem went away as soon as I started homeschooling him. So, I think going to the school and being in neuro typical classroom stressed him to no end. Not being able to talk doesn’t mean have nothing to say or not understand anything.

2.Does he need any assistance?

Physically no. But for intellectual tasks needs some assistance. For example, for cooking he needs assistance with how much salt he needs. Or while doing money math he needs some assistance.

3.Is he able to control his bowl movements?

Yes. In fact, that hasn’t been his problem.

Social life:

1.Does he feel bullied/depressed/scared when he is with other kids?

He is around other people when he goes out in community. He doesn’t show anxiety unless he is playing basketball or bowling in competition. Or when he feels inadequate, he tries to be isolated. For example, when we have guests, he tries to be by himself when everyone talks. He is not comfortable being with people who want to talk a lot because he can’t make sense of it and he can’t participate.

2.How many friends does he have?

He doesn’t have friends.

3.Is there attraction to someone? No.

4.Does he like hanging out with his friends? N/a

3.2 What atypical told us about autism

Lesson 1: There are appropriate and improper ways to refer to anyone with autism

First up, don’t ever refer to anybody as autistic, abnormal or retarded. The politically right way to refer to this group of human beings is “people with autism”. This is one of the first things a counselor points out to Doug at his only look at an autism parent support group Elsa attends. Also, did you understand these on the autism spectrum like to refer to people who don’t have this condition as neurotypicals? This potential an individual who has a “typical” brain, or anyone who is intellectual, cognitively, and developmentally on track

Not everyone who’s on the Autistic Spectrum Disorder (also known as ASD) will face the same challenges or have the same quality of life.

Lesson 2: People with autism can be high functioning

Not each person who’s on the Autistic Spectrum Disorder (also acknowledged as ASD) will face the identical challenges or have the same quality of life. Although 70 per cent of these with ASD are mentally slow, in accordance to Sing health, they can still enjoy a notably accurate excellent of life. The other 30 per cent consist of persons like Sam, who have high-functioning autism. Although Sam is in contrast to most teens you come throughout ― he despises loud noises and bus rides but loves penguins ― the teen is still capable to cope in mainstream schools, get a part-time job at a gadget store, and even has a girlfriend!

Lesson 3: People with autism have the equal desire as neurotypicals to connect and bond with others

People with autism frequently come across as cold and disconnected humans with zero filters ― now not the fine desire for a boyfriend or girlfriend. These socio-emotional difficulties come with the territory as ASD impairs one’s capability to understand nonverbal cues. They take the entirety at face value and every word spoken literally. However, it doesn’t quit them from trying to join emotionally with others. Sam, for instance, at age 18, is geared up for a considerable other in his life. This journey puts him on the path to self-discovery ― at one point, he even realizes precisely what it is to just comprehend when you’re in love with somebody. Yes, we’re speaking about that sweet, albeit sad, carpark slow-dancing scene between Sam and his therapist Julia (played by Amy Okuda),

whom he’s hopelessly in love with.

Lesson 4: Those with high-functioning autism additionally have their own challenges

Just because they’re more self-sufficient than others on the spectrum, it doesn’t mean that people with high-functioning autism don’t have to deal with their own set of challenges. Throughout the series, Sam looks to be navigating the confusing boy-girl relationship labyrinth tremendously well. That is, up until the object of his affection, his therapist Julia, rejects his feelings ― rather vocally. This sends Sam on a downward spiral, the result is that the teen has a nervous breakdown, such that his mother and father have to literally peel him off the ground of a public bus. two

Lesson 5: Raising a infant who has autism can stress your marriage

Even the strongest of marriages take a hit when dealing with the trials and tribulations of being a parent, what more when you are raising a child with autism? Take more care of your partner and the marriage when the going receives tough due to the fact if you don’t, you would possibly end up like Elsa and Sam. Though they love each other, the highschool sweethearts have drifted apart, likely because they’ve been placing their son’s wishes before their own for so long. So much so that Elsa scoffs when Sam suggests a date night, something which they haven’t done in years. Couple time does happen eventually, however it ends in disaster.

Lesson 6: Raising a baby with autism changes you

Once a carefree dancer, Elsa turns into an overbearing helicopter parent after having Sam. Indeed, raising a child with autism is a million times more challenging than raising a neurotypical child ― and it can alter who you are permanently. Worrying about your child’s safety and future or constantly watching for the subsequent meltdown can take a toll on any parent. Elsa has constructed her entire identity round Sam’s dependence on her, so when her son starts battle for independence, she feels undesirable and unappreciated. Desperate for some attention and feeling disconnected from her husband, Elsa finds alleviation in the arms of another man.

Worrying about your child’s security and future or continuously awaiting the next meltdown can take a toll on any parent.

Lesson 7: Don’t underestimate how supportive neurotypical children can be of ASD kids

Nothing restores your trust in humanity greater than the kids in this programme. Sam has a common love-hate relationship with his younger sister Casey. They call each other names one minute and love each other fiercely the next. Casey, who goes to the same school as her brother in order to keep an eye on him (she’s offers Sam his lunch money daily), additionally feels accountable for his general well-being. She bears so an awful lot responsibility on her shoulders that she is even willing to put her desires on the backburner, so that she can stay in the same school as her elder bro. Casey hopes to attend a prestigious school on a full scholarship and emerge as a professional athlete. Then, there’s Sam’s girlfriend Paige, who so needs Sam to be her date to the winter formal dance that it prompts her to lobby for a silent disco ― music is streamed into individual headphones rather than being blasted out loud. Thanks to Elsa’s and a number of parents’ support, the silent disco receives the green light and Sam attends his first-ever dance! Oh, and who can overlook Sam’s colleague-cum-buddy-cum-co-worker Zahid. He coaches him through all the complexities of human interaction and is even up for giving Sam a tight man hug whenever it’s needed.

Lesson 8: As parents, it’s ok to admit that you sometimes can’t take care of the challenges of raising a child who has autism.

A random family picture from years ago in which Doug is noticeably absent opens up a Pandora box of family secrets. It doesn’t take Casey long to figure out that her beloved dad had walked out on the family for a few months when the children were still young when coping with a toddler with autism got tough. Although it happened a long time ago, it isn’t something Doug is proud of. Nor is Doug proud that he can’t publicly admit to people that his son has autism. This also explains why he has only joined Elsa once at the autism parent support group and has never informed his colleagues ― whom he sees daily ― about his son’s condition.

The biggest lesson absolutely everyone learns from this series is that no one ― not even a

individual with autism ― will ever be ready for the challenges life throws at them. Very often, it can be overwhelming for anyone involved. But don’t be afraid to admit it as this is the first step you’ll take to dealing better with the situation and being more inclusive as a community.

3.3 CONNECTING SENSORY SENSITIVITIES WITH THE SURROUNDING SPACES

• After a critical analysis of the literature study and conversation with the psychologist, autistic children can be categorised into 2 types.

1- Hypo sensitive (under sensitive)

2- Hyper sensitive (over sensitive)

• The following are the precautions that should be taken while designing spaces for the children.

• SIGHT: Our sight helps us to define objects, people, colours, contrast and spatial boundaries. Children with an ASD may experience the following differences. Hypo: Objects appear quite dark to them and hence it is advised to use as many mild colours as possible so that their sight sensitivity can be improved. Hyper: Easier and more pleasurable to focus on one detail rather than the whole object. It is henceforth advised to give simple details on the walls, windows, doors etc.

The following are some of the architectural elements which are to be carefully scrutinized while designing spaces for the autistic.

• Lighting: Various theory have surfaced concerning the sensory issues. For example, some say that there should be limitation the daylight and ventilation but the other contradict the same. At the same time majority of them agree in reducing the usage of fluorescent light as the individuals affected with autism are vulnerable to sub visible flicker of the bulb which leads to headaches, eye strain and increased repetitive behaviour. Schools for autistic children use day lighting which according to eminent psychologists helps them in their cognitive abilities and improves overall health. There should be some spaces where children can look in and out but not the classrooms as they can be very distracting. The provision of day lighting should be the least distracting and maximize the usage of incandescent lighting. Graded lighting with various intensities in one particular room helps them to get exposed to various types of lighting.

• Colour and Texture: The perception of colours by autistic children differ from the neurotypicals due to the defect in their sight because of chemical imbalances and neural deficiencies. Stating the discussion with Dr Thomas Kishore, Reader in Health Psychology Department, HCU, most of the children with ASD see colours with greater intensity than neurotypical children. For these children, red appears nearly fluorescent, vibrating with intensity. A small proportion of the children see

Figure 2.1 Appropriate Lighting

the colour as neurotypical children do and 5% of them see muted colours i.e., they perceive every colour as grey. Using subtle colours in the background and contrast colours as the main activity will draw their attention. Fascination to spiral and the like patterns makes them sit at one place. The usage of glazed or polished tiles should minimized; matt finished tiled can be altered with textured tiles for them to distinguish between the textures. These areas will then act as “MULTI SENSORY AREAS”. If carpets are being used, then one can use both hard and soft material. Several ancient cultures, including Egyptian and Chinese, practised “Chroma therapy” or using colours to heal. This is used today as holistic or alternative treatment in many health centers.

a) Red- Used to stimulate body and mind and increase circulation but mostly its usage is avoided as children perceive this colour with greater intensity which hurt their sight.

b) Yellow- Helps in stimulating nerves and purify body; risky as it can cause anxiety or cheerfulness based on their sensitivity. Hypo sensitive children react in a positive manner but causes anxiety in hyper sensitive children.

c) Orange- Helps in healing lungs and heart and increase energy levels. Very energizing colour for both sensitivities.

d) Blue- Believed to soothe illness and treat pain also increase their productivity. Dark shades can be overly depressing whereas light shades such as Caribbean Sea Water have a calming and soothing effect.

e) Green- Helps in maintaining good health. Considered one of the safest colours as it maintains tranquility without making the children overly depressing like blue. Psychologists suggest that soft tones of green are the best colours for autistic children.

f) Black- Extremely depressive and should be avoided and can create feelings of loss and oppression, causing the child to draw back inside.

g) White- Similar to blue this colour can be either very soothing or very agitating based on their sensitivities

• Visual Character: A very simple and clutter free spaces must be designed as children under this spectrum can very easily be distracted by confusing designs and shapes. Spaces should be organized and compart mentalised according to their activities. For 10 children and a teacher, a minimum of 15’x20’ room should be designed. Too small spaces can be suffocating where as too large spaces can be very

Figure 3.2 Color Scheme

Figure 3.3 Minimalistic Detailing

distracting. Open plan classrooms and multipurpose rooms with open design is very problematic and very confusing. One solution can be creating areas that are organised and free flow areas. Fletcher Thompson believes that “ceiling heights must be kept low, spatial volumes small and learning spaces intimately proportioned, especially when teacher-student interaction is primarily one-on-one.” One can create an un-distracting and functional area by thinking about the activities that happen in that room. Bookshelves, walls, furniture, soft furnishings and variety in flooring materials can all be used to create a calm, structured environment, and to help autistic children recognise the activities of a room. Simon Humphrey, a renowned architect in field on autism, suggested that by eliminating shadows and junctions around the window has a calming effect on the minds of children.

• HEARING: One of major impairment in children with ASD thereby effecting their communication and the ability to balance themselves (to an extent)

Hypo: Mostly have only one ear functioning and therefore they sometimes do not recognize certain sounds. Children under this sensitivity enjoy loud noises and crowded places. Incorporating large open spaces helps in their social interaction and can help them in distinguishing between the sounds.

Hyper: Contrary to the above these children have magnify the noise, listen to every detail. Hence it becomes very difficult to them to concentrate on one particular thing. A solitary space should be provided away from the clamorous spaces for the children to aid them in learning.

• Acoustics: My understanding of autism is that they struggle to discriminate different sounds and are more sensitive to it. Any building must respond to this in terms of impact of sound, flanking and reverberation time. This can be achieved by using opaque materials roof in order to reduce the impact of rain, mass wall construction using acoustical materials. Areas that have fewer auditory distractions can help improve attention while lessening verbal stimulations or outbursts. Use of noise and echo treatment in all classrooms, especially speech rooms to increase attention span. Moreover, all the classrooms should have the option of being acoustically modified; so autistic children are gradually placed from spaces that have total acoustic treatment to non-treated rooms in order to endure the external world.

• TOUCH: This is a very important sensory activity for the children to distinguish between various objects and react accordingly.

Hypo: They have ability to withstand high pain and are known for self-harm. Attracted to heavy objects.

Hyper: Touch sensitive, very particular about their clothing; they only like certain types of material and expect the surrounding to possess the same. Curtain cloth, carpets must be of the gentle material.

• Materials and Elements: Complexity in the detail of the building causes visual distractions and sometimes obsession. By using limited pallet of materials and reducing hard edges visual distractions can be limited. Quality of spaces can be enhanced by carefully selecting the materials and adaptable furnishings that foster their development and learning. Sensory elements that are soft, such as beanbag chairs, stuffed couches, swings, carpeting, and water have an advantage and proved to be beneficial for autistic children. Hence there is a necessity to provide such sensory opportunities at a school for their exploration.

• SMELL: Highly responsive to various types of smell. Children with ASD may experience the following

Hypo: Non-responsive to any type of smells be it their own body odour. Sometimes they go lick the object to identify it. Avoid any sharp and needle like surfaces. Hyper: Highly responsive to every odour. This sensory activity overpowers their other senses. Toilets, kitchen and the like spaces are usually placing far from their learning spaces.

Spatial sequencing: Rooms that develop odours like toilets and kitchen must be placed away from the therapy rooms to reduce distractions. If it becomes inevitable to place such room beside therapy room then the orientation of the room and wind direction must be considered and placed such that the air from the toilet/kitchen does not pass through the classroom. The following diagram Quiet space: Autistic children require more personal space than normal children and this should be considered when designing classrooms, halls and anything that will contain social interactions. In places were educational activities are done there should be space large enough for one caretaker and one student.

Figure 3.4 Stack Planning

HUMAN RIGHTS AND STANDARDS

4.1 HUMAN RIGHTS OF DIFFERENTLY ABLED PERSON.

The Persons with Disabilities Act of 1995

a) Aim & Objective of the Act:

The government of India has put in place an Act for the disabled to make sure the disabled also form an important part of nation building. The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 came into force on February 7, 1996. It is a significant step which ensures equal opportunities for the people with disabilities. The Act provides for both the preventive and promotional aspects of rehabilitation like education, employment and vocational training, reservation, research and manpower development, creation of barrier- free environment, rehabilitation of persons with disability, unemployment allowance for the disabled, special insurance scheme for the disabled employees and establishment of homes for persons with severe disability etc.

The main provisions of the Act are:

b) Prevention and early detection of disabilities

• Surveys, investigations and research shall be conducted to ascertain the cause of occurrence of disabilities

• Various measures shall be taken to prevent disabilities. Staff at the Primary Health Centre shall be trained to assist in this work

• All the Children shall be screened once in a year for identifying ‘at-risk’ cases

• Awareness campaigns shall be launched and sponsored to disseminate information

• Measures shall be taken for pre-natal, peri natal, and post-natal care of the mother and child

c) Education

• Every child with disability shall have the rights to free education till the age of 18 years in integrated schools or special schools

• Appropriate transportation, removal of architectural barriers and restructuring of modifications in the examination system shall be ensured for the benefit of children with disabilities

• Children with disabilities shall have the right to free books, scholarships, uniform and other learning material

• Special Schools for children with disabilities shall be equipped with vocational training facilities

• Non-formal education shall be promoted for children with disabilities

• Teachers’ Training Institutions shall be established to develop requisite manpower

• Parents may move to an appropriate forum for the redressal of grievances regarding the placement of their children with disabilities

d) Employment

3% of vacancies in government employment shall be reserved for people with disabilities, 1% each for the persons suffering from:

• Blindness or Low Vision

• Hearing Impairment

• Locomotor Disabilities & Cerebral Palsy

• Suitable Scheme shall be formulated for

• The training and welfare of persons with disabilities

• The relaxation of upper age limit

• Regulating the employment

• Health and Safety measures and creation of a non- handicapping, environment in places where persons with disabilities are employed

Government Educational Institutes and other Educational Institutes receiving grant from Government shall reserve at least 3% seats for people with disabilities.

No employee can be sacked or demoted if they become disabled during service, although they can be moved to another post with the same pay and condition. No promotion can be denied because of impairment.

e) Affirmative Action

Aids and Appliances shall be made available to the people with disabilities.

Allotment of land shall be made at concessional rates to the people with disabilities for:

• House

• Business

• Special Recreational Centers

• Special Schools

• Research Schools

• Factories by Entrepreneurs with Disability

f) Non-Discrimination

• Public building, rail compartments, buses, ships and air-crafts will be designed to give easy access to the disabled people

• In all public places and in waiting rooms, the toilets shall be wheel chair accessible. Braille and sound symbols are also to be provided in all elevators (lifts)

• All the places of public utility shall be made barrier- free by providing the ramps

g) Research and Manpower Development

• Research in the following areas shall be sponsored and promoted

• Prevention of Disability

• Rehabilitation including community-based rehabilitation

• Development of Assistive Devices

• Job Identification

• On site Modifications of Offices and Factories

• Financial assistance shall be made available to the universities, other institutions of higher learning, professional bodies and non-government research- units or institutions, for undertaking research for special education, rehabilitation and manpower development

h) Social Security

• Financial assistance to non-government organizations for the rehabilitation of persons with disabilities

• Insurance coverage for the benefit of the government employees with disabilities.

• Unemployment allowance to the people with disabilities who are registered with the special employment exchange for more than a year and could not find any gainful occupation

4.2 The Architectural Barriers Act of 1968

It mandates provision of disabled-access toilet facilities in such buildings. The aba marks one of the first efforts to ensure that certain federally funded buildings and facilities are designed and constructed to be accessible to people with disabilities. Facilities that predate the law generally are not covered, but alterations or leases undertaken after the law took effect can trigger coverage.

Uniform standards for the design, construction and alteration of buildings so that persons with disabilities will have ready access to and use of them. These uniform federal accessibility standards (UFAS) are developed and maintained by an access board and serve as the basis for the standards used to enforce the law.

4.3 STANDARDS FOR SPECIAL CHILDREN (NBC 2009)

TYPICAL WASHROOM PLAN

Table 2 Standards

TYPICAL WASHROOM SECTION

4.4 REFINED LEARNINGS FROM THE LITERATURE

•The building should have a simple layout which reflects order, calm, clarity and has good signage and transition space.

•Autistic children may show different sensitivities to spaces: some will be frightened by large, open spaces and wish to withdraw to smaller spaces, while others will not like enclosed spaces. Providing a mix of larger spaces with smaller ones to withdraw to when anxious can help.

•Designing low sensory-stimulus environments reduces sensory overload, stress and anxiety i.e., by proper positioning of spaces like toilets and kitchen away from the classroom and therapy areas, using non-flickering lighting fixtures, providing good acoustics etc.

•The provision of pleasant, well-proportioned space, with plain, bare walls decorated in muted soft colours will allow teachers to introduce stimulus, (such as wall displays of work or information), gradually to suit pupils needs.

•Classrooms can be arranged so that teachers may employ different teaching methods, with spaces for individual work or screened personal workspaces.

•Containment in the class base for reasons of supervision, safety or security by the use of two door handles, at high and low-level, must neither compromise escape procedures, nor violate human rights, (in that children must not be locked up unless they are secured or detained legally in secure provision).

•Robust materials should be used where there are children with severe disabilities and safety precautions for doors, windows, glass, plaster and piped or wired services are required.

•There is a need to balance security and independence and to find the right mix between tough materials and special equipment on the one hand and ordinary, everyday items on the other, in order to avoid an institutional appearance, at the same time eliminating risks.

•Simple or reduced detailing and changes of plane may reduce the opportunity for obsessiveness.

•The building should have non-reflective surfaces, non-confusing textures, and reduced corridor area to eliminate running opportunities.

4.6 DESIGN GUIDELINES

ASPECT STANDARDS USED IN CASE STUDY and TSS FOR SPECIAL CHILDREN

ORIENTATION OF THE BUILDING

ACCESSIBILITY

SPACES IN THE UNIT

N-S direction for the maximum usage of sunlight and warmth in cold countries.

Electronically controlled and monitored entrances. Pick up and drop off points at the entrance to the school.

Classrooms, therapy rooms, sensory rooms, soft landscaped play area, library, storage, toilet, cafeteria, lunch room, transition space, atrium, one to one assessment area and quiet spaces.

AREA REQUIRED

LIGHTING

VENTILATION

COLOURS AND TEXTURE

2-3 sq.m per child and not more than 8 children per classroom.

Floor to roof windows with opaque blind curtains, roof windows, clerestory windows and artificial lighting with dimmers. No incandescent lighting.

Sill to windows for proper ventilation, wind catcher roofing systems.

Muted colour scheme; white, muted earth colors, light green and blue.

VISUAL COMFORT High ceilings, visual connectivity between classrooms and play areas, visual cues, non-reflective flooring and pin board areas.

TRANSITION SPACE

SPATIAL SEQUENCING

Considered as heart of building as a most effective social area; usually circular.

Toilets and kitchen are placed far away from the classrooms and therapy rooms.

SAFETY MEASURES No sharp edges, minimum detailing, ample room size, ceiling height and corridor width.

ACOUSTICS

Opaque roofing material in order to reduce the effect of rain, mass wall construction.

STAIRCASES Min 300mm wide Tread, Max 150mm high riser and 50mm Kerb space. (TSS standard for special standard)

RAMP Min 1800mm wide, Min 1:12 slope; Max 1:20 slope (TSS standard for special standard)

DOOR Min 900mm + 380 mm (for the wheel chair), Handle position – 800 mm from FFL (TSS standard for special children)

WHEELCHAIR MANOUEVRING SPACE

1450mm x 1500mm buffer space (TSS standard for special children)

Table 3 Design Guidelines

CHAPTER 5

5.1 CASE STUDY

5.1.1 ACTION FOR AUTISM – NEW DELHI- ACTION FOR AUTISM –NEW DELHI

Location: Pocket 8, Jasola Vihar, New Delhi

Orientation: NE – SW

Building Typology: Institutional building for autistic children and adults

Climate: Extreme

Area: Approx. 600 sqm

INTRODUCTION:

Action For Autism (AFA), New Delhi is the pioneering, national and nonprofit autism society of India. The organization gives assistance and services to people with autism and those who work with them in South Asia.

Founded in 1991, this parent organization started with the intention to "put autism on the Indian map." Awareness of autism in India has grown exceedingly in the past decade, and their activities have additionally modified to meet current needs in India. According to

AFA, there are presently 17 lakh people with Autism in India. The company works thru direct services, advocacy, and lookup to improve the lives of children with autism and their families. They are also committed to supporting other international locations in South Asia gain legal awareness of autism and develop services for kids and families.

The middle used to be started out via Merry Barua along with different dad and mom whose teenagers are autistic, in a small room at Chiragali. Currently, she is the Head of the institution which comprises of 60 students and 25 teachers. To greater effectively orchestrate countrywide activities for autism, this agency accelerated and was relocated to the AFA National Centre for Advocacy Research and Training at Jasola vihar in 2006. This 4 storeyed center includes 8 classrooms for the secondary children, 5 Parent-infant intervention rooms, 2 Sensory rooms, 2 Occupational remedy rooms, a library, and a Research Unit. The middle caters to 60 humans of age 3years to 34 years. They no longer only instruct the people in the triad impairment however also inform them about future independence. The middle additionally employs excessive functioning autistic adults in their office which boosts their confidence.

Figure 5.1 Site Location

Figure 5.2 Action For Autism, New Delhi

GROUND FLOOR

• The ground floor includes the reception area, office area, seating area, cafeteria, library, a storage area, swimming pool, outside play area, and toilet. The hall connecting all these areas is only 1.5m wide which makes it challenging for teenagers to stroll beside any assistance.

• The swimming pool is used during the summer season which in accordance with the body of workers is an effective way to train sensory skills.

• The seating vicinity in the reception is very spacious and some youngsters use this region as a break out space.

• The counter present backyard the reception sells the merchandise made by way of the teenagers at some stage in their arts and crafts class.

• The play area existing outdoor the building is used with the aid of secondary youth at some stage in their playtime.

FIRST FLOOR

1. The first floor comprises of parentchild intervention wing which has 5 rooms, 3 classrooms, 1 sensory room, and toilet. The hall in the Parent-child wing is only 1m which makes it tough for two people to walk simultaneously. The other corridor leading to sensory room and other lecture rooms is 1.5m broad which makes it challenging for kids to walk without any assistance.

2. Parent-child wing: This region in an early intervention area where the parent of the kids under 3 years is trained to apprehend the complication of the disorder. Parents are additionally taught to understand the behavioural and cultural aspects of the children. This way the intervention not only happens in the center but additionally at home. 4 rooms have a look through window frame beside the door so that parents can seem to be into the classification besides distracting the children.

• Lighting and ventilation:The corridor leading to these rooms is dark, gloomy and slender (1m wide) with no ideal natural light. The rooms are well lit and ventilated naturally; also, there is a provision of artificial lighting fixtures in every room.

• Acoustics: The rooms are no longer dealt with acoustically; the noises from the adjoining-type are very much audible which distracts the young people from concentrating on their activity. Some of the rooms use curtains as acoustical

Figure 5.3

materials but given the variety of teenagers and their potential to make noise, curtains are now not sufficient.

• Colors and texture: All the partitions are rough textured and colored white. Since this vicinity is for toddlers, the partitions are embellished with sensory stimulating substances such as charts depicting fruits, vegetables, color-coded exercise tags etc. Children on occasion have a tendency to damage themselves by using scratching the partitions and circumambulations round the furnishings and by accident hit the walls. There is a necessity of smooth finished walls with variegated textures for them to distinguish between the materials.

• Acoustics: The rooms are no longer dealt with acoustically; the noises from the adjoining-type are very much audible which distracts the teens from concentrating on their activity. Some of the rooms use curtains as acoustical substances however given the number of teens and their capability to make noise, curtains are no longer sufficient.

3. Semi-open play area: This area is for low functioning kids who can't interpret safety. The semi-open region is included all around by means of with MS grill. Playing with different kids promotes social interaction.

4. Sensory area: This is a one to one intervention location where the baby is taught by projecting videos and photos on the wall. Low functioning young people use this house as it is hazardous to let them play outside beside assistance. Due to the space constraint (the region of this house is about 10sq), the personal house of the toddler is compromised which triggers nervousness and develops seizures. Lighting and ventilation: The room is well ventilated with home windows on one side. The requirement of this room does no longer indicate the provision of a window as teenagers are taught in the darkroom with the help movies and snapshots on OHP.

5. Toilet: The bathroom furnished is no longer kids friendly; they want assistance to use the washroom.

SECOND FLOOR

1. The second floor comprises of four school rooms for secondary children (high functioning), three classrooms for most important kids (low functioning), 1 sensory room, 1 storage area, and toilet. The hall in the secondary kid's school room is solely 1m which makes it tough for two people to stroll simultaneously. The other corridor leading to sensory room and other school rooms is 1.5m huge which makes it challenging for kids to walk except for any assistance.

2. Classroom area (Secondary children): The

Figure 5.4

study room is about 10sq.m and incorporates 6 youth per classroom with a teacher-student ratio of 1:6. Some specialists think about this as more burden on one teacher. The typical ratio observed somewhere else is 1:3. The study room has areas for sitting, weaving, laptop training, and storage space. There is a look via a window from the hall so that parents can look at the things to do by means of the kids without worrying about the class. Only in secondary lecture rooms computer education is provided; the instructors believe that these kids examine better and quicker over the laptop than over the blackboard.

• Lighting and ventilation: Although the classrooms are properly lit and ventilated by using home windows on one side, the views via the windows are distracting so the administration blocked the home windows with opaque sheets.

• Colors and texture: All the partitions are rough textured and colored white. The partitions are very dull with no decorative photographs or images. Many organizations use shade coded photo playing cards over muted color walls to talk with children. Since this place is for secondary children, the conversation is not an issue. Although they are repetitive in their behaviour, they can communicate with others.

• Acoustics: The vicinity of the rooms being just 8sq.m and no longer being acoustically dealt with distracts the kids from concentrating on their activity.

3. Classroom location (Primary children): There are three lecture rooms for children between 3 – 10 years ago. The furniture is these rooms are well matched with the children. The lecture room is about 10sq.m and incorporates 5 teenagers per study room with a teacher-student ratio of 1:5.

• Lighting and ventilation: The classrooms are well ventilated by 2 windows on two sides. It will become very challenging for kids to concentrate on their activity. Hence the administration included the windows with curtains to block both light and ventilation. They motivate the usage of synthetic lighting and air flow for these children.

• Colors and texture: All the walls are difficult textured and colored white. The partitions are very stupid with no decorative pix or images. Although the region is for important children, the walls are now not decorated with color-coded image activities. The use of color tape on the floor acts as a compartmentalizing of the space. This makes kids sense like their non-public space and helps them to calm down.

• Acoustics: The vicinity of the rooms being simply 8sq.m and not being acoustically dealt with distracts the kids from concentrating on their activity. Some of the rooms face the road, therefore the vehicular noise and the road noise distract children.

4. Semi-open play area: This vicinity is for low functioning kids who can't interpret safety. The semi-open location is covered all round by with MS grill. Playing with different kids promotes social interaction.

THIRD FLOOR

1. The entire floor is devoted to the research and diagnostic unit. The organization lately collaborated with UCLA on a lookup on Autism. There is additionally a gathering house for parents to meet the instructors once in a month to test the development in this floor. COMMON

SPACES IN THE CENTER

2. Circulation Space Ground floor - Circulation area is not often used by individuals. Walk from cafeteria to office. First and Second groundParent-child wing and the infant school rooms are connected via a narrow corridor. Secondary lecture rooms are related with a well-lit hall of 1.5m wide Third ground - Corridor connects the research unit with the gathering space.

3. Circulation space in every flooring is narrow and contains many other activities alongside with circulation such as play area, storage, fire safety etc. The essential circulation area is 1.5m which is very hazardous for kids as they walk with their fingers away from the body. Children usually wander in the hall as the house has no distractions.

4. Swimming pool Swimming pool is operated throughout the summer season days and summer season camp. This is a sensory approach to instruct kids the sense of water. According to the teachers, this proves to be an effective sensory technique for teens to learn quickly.

3- Play Areas The play place on the ground flooring is adjacent to the parking facility. It is located beside the entrance to the building. This is a lifeless house and is now not used by means of teens as they are intimidated with the motors round them. High functioning group of young people uses this play area throughout their play time. The play areas in the first and second floor are covered with a grill.

Figure 5.5

Figure 5.6 Primary classroom

Figure 5.7 Typical classroom

Figure 5.8 Swimming pool at Ground Level

Figure 3.9 The picture depicts Opaque sheets over the window

Figure 5.10 Play area on Ground floor

Figure 5.11 Unorganized circulation space on Second floor

5.1.2 CASE STUDY: UMMEED CHILD DEVELOPMENT CENTER

Location: Ground Floor, Mantri Pride 1-B, 1/62, N.M. Joshi Marg ,Lower Parel

Orientation: NW – SE

Building Typology: Residential building

Climate: Hot & Humid.

Area: Approx. 200 sqm

INTRODUCTION:

Ummeed provides specialized care for most developmental disabilities and has moved into areas of training, research and advocacy. It is now one of the country’s leading NGOs, much respected for its work in the field of children with disabilities

The NGO is located in Lower Parel (East), Mumbai. It is one of the very few CDC’s available to people of the lower middle income group. Children and young adults are the target demo graph which benefit from is NGO.

HISTORY

The idea of Ummeed was born while Dr. Vibha Krishnamurthy was working at Children’s Hospital in Boston as a Developmental Pediatrician. The resources available at the hospital and community there brought home to her the paucity of facilities available for children with developmental disabilities in India.

Upon her relocation to India in 1998, she worked with a number of non-profit organizations as well as Jaslok Hospital, Mumbai, while she reflected on how best to provide the range of specialized services required for children with special needs. She maintains that identifying and treating disabilities in children makes for a healthier society at large in the long run.

On November 5, 2001, with the help of her husband, Ashish Karamchandani, a partner of the Monitor Group, she founded Ummeed with an initial staff of three.

Figure 5.12 Circulation space

Figure 5.13 colours used for Graffiti

CLINICAL SERVICES – The NGO treats a variety of development disorders like ADHD, ADD and Autism etc. The clinical features of this NGO extend to equipping and empowering the individual families as they hope to resolve these issues. The means to deal with children with particular are explained thoroughly to the family members of the child during therapy.

TRAINING CENTRE – The centre is also used to train people and community workers to effectively deal with children suffering from these disorders.

RESEARCH – The research undertaken at this center is provided to international and national parties for statistics. These statistics help understand the underlining issues in mental health care across India.

WORKING

The centre occupies the ground floor of a building called Mantri Pride. On entry the reception is to the right side while the seating is to the left. The family is to register with the NGO before entering the private area of the structure where various therapies are practiced.

The rooms provided for therapy are as follows: -

1. Observation Room (OR)

2. Autism Room (AT)

3. Occupational Therapy (OT)

4. Early Intervention Room (EI)

5. Toilets (TOI)

6. Development Room (DR)

PLANNNING

• The reception area is the only public space open to everyone.

• The therapy rooms are separated by a two-way door. This area is private and deals with the children on a one to one basis.

Figure 5.14 Teaching Autistic Kids

Figure 5.15 Training Sessions

• A large hall dedicated to early intervention is provided to educate, advocate and spread awareness about mental health among children. Parents are mainly targeted so that their children are allowed to receive the right therapy. This hall is provided before the therapy dedicated rooms to prevent disruption to the children receiving therapy.

• Since volunteers are accepted to help the NGO large staff rooms are provided to meet the unpredictable number of staff members in the program.

DESIGN ASPECT

• Light soothing colors are used in the interiors to make it comfortable for patients suffering from certain development disorders.

• Graffiti is used on the walls as the center is mainly for children.

• Furniture used is attractive and colorful since the structure is for young children.

• Each room has a unique interior design detailed for its purpose

Figure 5.16 AT room

Figure 5.17 Observation Window

Figure 5.18 Workshop on occupational Therapy

• The autism therapy room is provided with a shelf kept away from the reach of the child. This is to make him want the toy at all times stimulating his brain

• A safety mat is also provided to ensure the child cannot hurt himself under any circumstances.

• Comfortable seating for parents and doctors is provided while observing the child

• An additional observational room is provided to see the child in isolation.

• The glass is a one-way glass, so the child cannot see the people on the other side.

• A sound system is used to hear the child in the adjacent room.

• The system might introduce ambient sounds to test the child as well

Figure 5.19 Typical Autistic Therapy Room

INFERENCE

Ummeed as a NGO has set out several targets to improve the lives of children all over Maharashtra. The NGO is has a very small area to work with and has utilized interior planning to create spaces for therapy rooms.

There is a lack of architectural endeavour in this project which would see a greater overall impact. The innovation of spaces remains fairly limited. The rooms are similar to any pediatric rooms which are meant for regular children.

Through careful research more possibilities of design can be achieved.

The impact of this small scale centre is quite massive. Surely a bigger centre would effect more change in the field of development disorders around the country. The limited number of CDC’s in the country makes this program a niche area in the medical field. Hence a larger scale might benefit the general population more

Figure 5.20 Circulation Area

Figure 5.21 Sensory Room

5.1.3 Disha Special School and Autism Center

Location: Race Course Towers, Gotri Road,Vadodara

Orientation: NE – SW

Building Typology: Institutional building for autistic children and adults

Climate: Hot & Dry

Area: Approx. 500 sqm

INTRODUCTION:

Disha is Mrs. Prabha Mehta’s brainchild to provide direction, hope and a channelized path to persons with developmental disabilities. Disha helps recognize unique personalities of individuals and assists them to develop the ability to make eye contact, show affection, smile, laugh, and build verbal or non-verbal language skills. In doing so, we spread hope and life to thousands of families in need.

DISHA is one of the premiere institutions of India providing comprehensive and wide range of services to children with Autism, Down’s Syndrome, Cerebral Palsy, Speech and Hearing Impairment and multiple disabilities through its following programs:

• Disha Special School & Autism Centre

• Community Based Rehabilitation

• Pre-vocational & Vocational Training

• Online counseling of children with Autism from cities and towns in India and abroad

• Parent-child program for families from other cities

SERVICES:

Clinical services – At Disha the children are given all the therapy and training services like Physiotherapy, Occupational Therapy, Speech-Language and Communication Therapy, Sensory Integration Therapy, Play Therapy, Art Therapy, Dance Therapy, Music Therapy, Aroma Therapy, Yoga Therapy, Remedial Education Etc.

Public Awareness and Advocacy- Spreading awareness about autism and other developmental disabilities is one of Disha's prime focuses. They organize seminars, publish & distribute brochures and charts regarding autism spectrum disorder and other disabilities. Autism awareness posters in English and Gujarati created by us are displayed in various educational institutions and other suitable areas to spread awareness.

Outstation Children and OPD- At Disha, their goal is to help as many individuals on the autism spectrum as possible. Their outstation children program is designed to help children with special needs from other cities of Gujarat. Their professionals develop a program plan for home-based training and train parents on how to carry out the skill training and therapy program. Outstation parents are given home training program for their children and regular

Figure 5.22 Entrance

follow up is provided. Children from Vadodara are also given individual therapies with appointment in OPD. Follow up takes place at regular intervals to evaluate the progress.

Community Based Rehabilitation - At Disha, they also provide Community Based Rehabilitation (CBR) program. The objective of this program is to reach out to children and adults with disabilities from BPL families in and around Vadodara and help them realize their potential to lead a dignified and independent life. Their field team regularly carries out door-to-door surveys to identify individuals with special needs so as to provide them need based interventions and services. they provide services to these individuals both at home as well as at the center. Children under CBR program have access to all facilities and services available at the Disha Special School and Therapy Centre.

WORKING:

The center has its own individual building with a total of 3 floor (G + 2). On entry the reception is in the front with a small waiting area. The admission process takes place in the office with registration of the child with the institute.

The rooms provided for therapy are as follows: -

1. Autism Room (AT)

2. Occupational Therapy (OT)

3. Early Intervention Room (EI)

4. Toilets (TOI)

5. Transit room (I & II) (III & IV)

6. Sensory Room

PLANNING

The facility runs in an individual building which was a donation to the NGO, it’s a Ground + two floor facility. The ground floor is dedicated for general mental illness treatment and community rehabilitation program and the first floor the works as an autism center. The second floor on the other hand is used just for storage and is nonfunctional for now.

GROUND FLOOR

1. The Ground floor is dedicated for general treatment like physiotherapy and works for community rehabilitation program for children with mental illness.

2. There is a reception at the entrance with a small waiting area.

3. This floor has all the administrative office, enrollment office and finance office.

4. There is a physiotherapy room next to which there is a community-based rehabilitation center

5. Which connects the playground.

6. There is a kitchen with a storage room attached to it. There are 2 toilets on this floor.

7. There is a speech room, assessment room and a psychologist cabin.

8. There is a pre-vocational therapy room which is used by autistic kids as well.

9. All the rooms have proper natural light and ventilation.

Figure 5.23 Entrance to the building

GROUND FLOOR

FIRST FLOOR

1. The staircase us to the first floor which further leads us to lobby space.

2. There is a resource and library room where children and faculty can find no. of books to help them gain knowledge.

3. There is an Early intervention center with occupational therapy section in it. This is for infants (Age 2-5).

4. There are two transition rooms (I, II) and (III, IV) which is the next step after EIC.

5. There is a pre-vocational room which is also used for activities like stitching, embroidery, etc.

6. There is a small art room , with all the work of kids showcased on two walls.

FIRST FLOOR

7. There is a sensory room where kids with sensory issues are treated the room is extra ordinarily designed with different texture on walls to different materials used in room to treat hyper and hypo category of sensory issue.

8. All the rooms of this floor have proper light and ventilation except for the sensory room which is intentionally dark with dark colored curtains.

DESIGN ASPECT

• Light soothing colours are used in the interiors to make it comfortable for patients suffering from certain development disorders.

• All the spaces have proper natural light and ventilation except for the sensory room.

• All the rooms have its individual identity and specific function.

• All children have proper assistance when needed.

Figure 5.24 Transit I, II

Figure 5.25 Physiotherapy Room

Figure 5.26 Early Intervention Centre

Figure 5.27 Testing Equipment

SENSORY ROOM

Sensory Integration Therapy:

Individuals on the autism spectrum might have difficulty processing sensory information. They are either hypersensitive or under-sensitive to light, noise, and touch. They might be unable to tolerate day to day sounds around them. On the other extreme, some might constantly keep moving, rocking, flapping hands or at times injure themselves to be fully aware of their bodies. Advanced Multi-Sensory Integration Unit is equipped to work with children with autism, visual impairment and other sensory difficulties. The qualified team of teachers, occupational therapists and physiotherapists provide, according to each child’s needs, constructive, comfortable and appropriate training.

Figure 5.28 Sensory room Equipment

Figure 5.29 Used for Hypersensitive children

Figure 5.30 Sensory Room

Figure 5.31 Different textures on wall

INFERENCE

Disha Charitable Trust is one of the chosen few NGOs in Gujarat, who have received an accreditation and certification from Credibility Alliance, an independent Agency of high repute, for complying with stringent norms of good governance, transparency and accountability.

The building was not built has a special child school, but the interior is renovated according to the specific need of specially abled children. There is proper space distribution for all the necessary functioning of the organization.

There is proper natural light and ventilation in all the rooms. The organization not just looks at treatment and therapy but provide all the activities for overall development of kids with mental disabilities.

The spaces provided for all the rooms is spacious but the assessment room, psychologist cabin and speech therapy room is very small roughly about (1.5 x 2 m).

Figure 5.32 Occupational Therapy

Figure 5.33 Awareness Program

Figure 5.34 Intervention Centre

Figure 5.35 Enrollment office

5.2 COMPARITIVE STUDY OF THE SCHOOLS

ASPECT

UMEED CHILD DEVELOPMENT CENTER

Located in lower parel, Surrounded by tall buildings. centre occupies the ground floor of a building called Mantri Pride

DISHA SPECIAL SCHOOL AND AUTISM CENTRE

ACTION FOR AUTISM LOCATION

Located in the heart of the city, in the prime location (Alkapuri). Surrounded by residential and commercial buildings

Located in the residential area in the outskirts of the city surrounded by park, water plant and Agra canal.

ORIENTATION NW - SE NE - SW NE - SW ACCESS TO THE BUILDING

Separate entrance for the institute, not secured.

Individual occupancy

Single and secured entrance to the building

Individual occupancy

Single and secured entrance to the building

SPACES IN THE UNIT

5 autism therapy room, 3 observation room, 3 occupational therapy room, 1 developmental room and early intervention center pantry, research unit, gathering space, office space, reception and toilets.

5 classrooms, 1 Parent child intervention rooms, 1 sensory rooms, a library, indoor and outdoor play area, kitchen, research unit, gathering space, office space, reception and toilets.

10 classrooms, 5 Parent child intervention rooms, 2 sensory rooms, a library, indoor and outdoor play area, cafeteria, research unit, gathering space, office space, reception and toilets.

AREA

CLASSROOM AREA

Approx 4 sq.m for 1-2 children

LIGHTING Windows and artificial fluorescent lighting

Approx 15 sq.m for 10 children

Windows and artificial lighting

VENTILATION No natural ventilation Good ventilation in every classroom. All rooms have big windows

VISUAL COMFORT Well planned interior with soothing graffiti on walls

TRANSITION SPACE

Long I shaped narrow corridor(1.2m).

COLOURS AND TEXTURE Well planned colourscheme with interesting graffiti on the walls of common

High ceilings, simple and clean surfaces with proper visual cues

Long and wide (2m) L shaped corridor.

All rooms are coloured beige and have smooth texture except for the

Approx 10 sq.m for 6 children

Windows and artificial lighting

Good ventilation through windows on one side

High ceilings, simple and clean surfaces but no proper visual cues

Long L shaped narrow corridor.

All rooms are coloured white and have rough texture.

WIDTH 1.2m wide

LIGHTING AND VENTILATION

2m wide

1 to 1.5m wide

COLOUR AND TEXTURE

REMARK

Properly illumination with artificial light and ventilation

Planned colour scheme with soothing colors and graffiti on walls

The facility works excellently and is said to be one of the best special child treatment facility, but it is not very spacious and occupies only one floor in a building

Properly lit and ventilated by windows and artificial source as well

Beige coloured spacious corridor.

The facility is prestigious and one of the best in Gujarat. It has self-owned building. And the organization not only works as an autism center but also has community rehabilitation cell.

Properly lit and ventilated by windows opening to courtyards

White coloured which gives a spacious feeling.

The facility is said to be India’s first and only autism center which focuses just on ASD. The NGO also has a self-owned building. And is excellent as an autism center.

STRENGTH

well-structured organization and good quality treatment

WEAKNESS Deficiency of space and no natural light and ventilation

Proper interior according to the special need of specially abled children

should utilize the space more adequately

India’s only specialized autistic center

Can improve on ventilation in few rooms

Table 4 Comparative Study of schools

LITERATURE STUDY

6.1 NETLEY SCHOOL FOR AUTISTIC, LONDON

Netley ASD Unit is a specialist facility for autism built within the existing grounds of Netley Primary School. The form of the single storey 4300 sq.ft building, determined by site constraints, is a single storey ‘L plan’ with solid boundaries as shown in the figure, enclosing a courtyard. Entry to the community centre is electronically controlled in one wing through a controlled door on Netley Street, and to the ASD in the other through a controlled gate into the courtyard, with a second controlled entrance at the junction of the building’s two wings.

Access to the building: Controlled access makes the building secure to contain children running, as well as excluding unwelcome intruders.

Spaces in the center: The unit accommodates two teaching spaces and a multi-purpose therapy room in addition to a staff office, toilets and storage areas, in a single storey design. The building also accommodates an adult education unit. This includes a crèche, which is used by Camden LEA as a community facility.

Classroom area: The classrooms (two) are designed as 3D spaces with different areas defined in plan and section to create diversity within a single space. Both classrooms incorporate a ‘one-to-one’ or withdrawal space and a separate wet-room area.

Lighting and ventilation: Both classrooms have extensive, floor to ceiling windows providing good daylight and views to the courtyard. Roof lights to the rear of each classroom provide additional lighting during the day and ventilation. Providing many openings on walls and on roof have both positive and negative impact. As discussed, positive factor being not depending on artificial lighting and ventilation and negative being, this can distract the children as the numerous openings

Figure 6.1

Figure 6.2

Figure 6.3

invites chaos and confusion in class area. Usage of blinds or opaque paper are some solutions followed by the staff to avoid distraction.

Visual comfort: High ceilings give an airy feeling to all spaces, including corridors in both units, and artificial lighting has been designed to come from the same direction as the daylight. Simple and clean surfaces without any intricate detailing to reduce distraction. Visual cues are also provided for them to understand space and objects.

Colours and texture: The circulatory areas and transition spaces used subtle Lilac and classrooms are painted white. All the walls are neatly plastered and painted. The classrooms are muted, with neutral colours to both walls and floors. The exception to this is the entrance hall, where the architects have employed colour and used a curved, green wall to create a more welcoming but calm atmosphere.

Construction technology: No sustainability measures were incorporated, but high levels of insulation, natural ventilation natural day lighting (use of sun pipes) and condensing boiler contribute to low energy consumption. Externally all materials were selected for low maintenance, and timber cladding is protected by large roof overhangs, other finishes being brick, aluminium and slate roofing. Canted and curved walls were incorporated in the design as safety measure for the children.

6.2 WHITTON GATEWAY ASD UNIT, LONDON

Whitton Gateway ASD Unit is a specialist facility for 15 children on the autism spectrum in London. The unit is situated within the grounds of the existing campus of a school and also doubles up as a school community facility. This is a standalone building with three classrooms, sensory room, communal space and supported facilities.

Entry to the building: The ASD unit is in a corner of the school grounds away from the entrance. Hence a separate access was created which allows the children to be dropped off discretely at the door, rather than being taken through the busy playground in the morning and evening. Orientation of the building: The building in a sense turns its back on the existing school and is intended to be inward looking, private and discrete, with a desire by the architects to create some secluded green space for the children of the unit.

Transition space: Circulation space would not just be a corridor but would be the main social space and ‘heart’ of the building. Hence the entry and circulation space are designed giving a circular form. All but one of the classrooms open directly into this circular assembly, which also is connected to the library and external green space. The space is well lit by picture and clerestorey windows and is designed to be calming and non-institutional.

Figure 6.4

Figure 6.5

Classroom spaces: All the key communal spaces are generously designed and are capable of being used for more than one function. Furthermore all of the External side of the classroom classrooms are considerably larger than would be the case for mainstream children, with a classroom average of 4–5 m2 per child for up to eight children, rather than 2–3 m2 for classrooms of 25–34 children. Classrooms are also designed to be clutter-free with generous integral storage. Each are well lit by a ‘picture’ window wall, which looks into and provides access to the private green space. The classrooms do not incorporate a one to one space within themselves.

Lighting and ventilation: All picture windows to classrooms and the main court space have internal blinds to allow teaching staff to diffuse sunlight as required. These may however be susceptible to interference by the children. Artificial lighting has dimming control, which can be operated by the staff to adjust lighting levels as required. The main circular court space is naturally ventilated by a mono-draft, ‘wind-catcher’ system in the roof, rather than by any mechanical ventilation, which can be noisy and distracting.

Visual comfort: Classrooms have extensive use of pinboard space for visual cues. All but one of the classrooms has good visual links to the private, external play space around two sides of the building. The internal court space also operates as a spill out zone for children who need to take time out from classroom activity.

Colours and texture: The building has a muted colour scheme which supports the spatial hierarchy utilising both green and blue colours which research shows to be calming. All paints and adhesives are non-toxic and water-based.

Construction Technology: The building’s materials and surfaces are robust. Walls are block-work and plaster, with an extremely hard-wearing cord carpet on the floor.

Safety and Precaution: All but one of the classrooms has good visual links to the private, external play space around two sides of the building. The external space has an extensive CCTV systemutilised for security and monitoring. Also the site is next to a busy road and so has a 2 metre high reflective acoustic fence around the two exposed sides of the building.

Figure 6.6

New Struan is an independent school run by the Scottish Society for Autism (SSA). The building also functions nationally as an Autism Centre encompassing other functions including an autism advisory service, a centre for education and training in autism, an education outreach service and a research, diagnosis and assessment centre.

Plan of the building: The plan of the building is an upside down ‘T’ shape, with the horizontal section of the ‘T’ running east to west which includes spaces like reception, cafe and training rooms. Diagnosis and assessment are then contained within the spine of the ‘T’, beyond a set of secure doors. The spine runs north to south and contains a single storey atrium space of circulation with classrooms either side looking east and west into external play areas which are secure. The atrium is the ‘social heart’ of the school and is a powerful orientation device.

Classroom space: The classrooms are integrated with this atrium space with small niche or anterooms which act as transition area. The classrooms are smaller than the usual and can only accommodate 6 children. Unlike the other 2 schools the individual open space provided in the classroom has glazed surface so as to make them feel visually connected. Classrooms also have individual work station space, pin board area, circular group areas etc.

Lighting and ventilation: The classrooms have clerestory windows with louvers which diffuses direct sunlight and throws it onto the ceiling. Roof windows provide a good lighting and cross ventilation in the classrooms and in the atrium space. All artificial lighting has high frequency ballast and dimming control.

Colours and Texture: The classroom is designed to be muted in colour, allowing teachers to add stimuli as required i.e, using muted colours as background and contrast colours as foreground detailed activity. Finishes suchas carpets and wall colours are clearly coded to support the spatial hierarchy.The architects have chosen muted ‘earth’ colours. The atrium walls are neutral, allowing the children’s paintings to personalise the space.

Acoustics: All the classrooms are sound insulated to a very high standard (150 mm dense concrete masonry wall, with 19 mm thick dense plaster either side).

Figure 6.7

Figure 6.8

Figure 6.9

Play area: The building is surrounded by soft landscaped play area for the children. It is visually connected to the classrooms of the unit. Atrium circulation – Heart of the building

6.4 COMPARITIVE STUDY OF THE SCHOOLS

Aspect

Location

Netley school for Autistic

Heart of the city, Surrounded by tall buildings.

Orientation L- Shaped building oriented towards NS direction,

Accessibility

Electronically controlled entries from both streets.

Whitton gateway unit for ASD

A part of main school; Ample open space in and around the school.

Secluded from the main school, this unit turns its back to the main school building

Separate entry from the other side of the site to drop off the children at door step.

New Struan- A center for autism

Located in the outskirts of the city; Ample open space around the school.

T- Shaped building oriented in N-S direction.

Only front entry into the atrium, accessible by parents to drop off children at door step.

Spaces in the unit

Two teaching spaces, a multipurpose therapy room, staff office, toilets and storage areas. and training rooms.

4 classrooms, social area, a library, storage space, staff area, circulation space, reception and toilets.

CLASSROOM SPACE

Area Not mentioned 2-3 sq.m per child and upto 8 children in one class

Lighting Roof lighting, Floor to ceiling windows, Natural daylighting using Sun pipes.

Ventilation Good ventilation through windows on one side

Visual comfort High ceilings, simple and clean surfaces, proper visual cues.

Floor to ceiling windows, clerestory windows, Artificial lighting with dimming control.

Cross ventilation in 2 classrooms

Numerous pin board areas, visual connectivity with private and external

Reception, cafe and training rooms.

Diagnosis and assessment rooms, external play areas, class rooms and toilets.

Not mentioned

Clerestory windows with louvers, roof lighting, artificial lighting with dimmers

Sill- roof windows for proper ventilation.

Numerous pin board areas, visual connectivity with external

courtyard. play area.

CIRCULATION AREA

Transition Space L – Shaped external courtyard connecting all the areas in the school.

Circular social space with wind catcher roofing system; connects all classrooms

T-Shaped atrium connecting all the area in the school with proper roof lighting.

Colours and Texture Circulation spaces –Mild Lilac Classrooms - White

Construction Technology

No sustainable methods, high insulation, natural day lighting techniques. Timber cladding, brick, aluminium and slate roofing being other materials.

Muted colour scheme with green and blue coloured walls.

Cement block plastered walls, hard cord carpets as flooring.

Muted “earth” colours.

150mm thick concrete wall with 19mm internal and external plaster.

Table 6 Comparative Study of Schools

CHAPTER 7 SITE 7.1 SITE LOCATION

7.1.1 VALSAD DISTRICT

Location:

Valsad district is one of the 33 districts in the Western Indian state of Gujarat. It is bound by Navsari district to the north, Nashik district of Maharashtra state to the east, and Dadra and Nagar Haveli union territory and Palghar district of Maharashtra to the south. The Arabian Sea lies west of the district. The coastal Daman enclave of Daman and Diu union territory is bounded by Valsad district on the north, east, and south. The district's administrative capital is Valsad. The district's largest city is Vapi.

Area: 2,947.49 km2

Soil type: Deep black with few patches of coastal alluvial, laterite and medium black soils

Seismic zone – Zone 3 (Moderate Damage Risk Zone)

Climate:

o The climate here is tropical (Hot & Humid). The summers here have a good deal of rainfall, while the winters have very little.

o The average annual temperature is 26.9 °C. Annually

o Annual precipitation-1963 mm

o The driest month is January, with 0 mm of rain. Most of the precipitation here falls in July, averaging 778 mm.

o May is the warmest month of the year. The temperature in May averages 30.9 °C. January is the coldest month, with temperatures averaging 22.3 °C.

o There is a difference of 778 mm of precipitation between the driest and wettest months. Throughout the year, temperatures vary by 8.6 °C.

Figure 7.1 Gujarat Layout

Figure 7.2 Valsad District

7.1.2 Vapi Introduction

Around 28 km south of the district headquarters in the city of Valsad, it is surrounded by the Union Territories of Daman to the west and Dadra and Nagar Haveli to the east. Economic and industrial growth in recent decades has blurred the physical boundaries, and a small stretch of roughly 21 km of Daman-VapiSilvassa has almost become a single urban area. The City is Known as the City of Chemicals, it is the largest industrial area in Asia in terms of small-scale industries

Location: The city is centrally located in the district of Valsad with small villages and two union territories Daman and Dadra and Nagar Haveli surrounded by it.

Area- 42.555 km²

Access:

• National highway 8

• Railway station (western railway)

• Bus depo (G.S.R.T.C)

Landmark: Fortune Park Galaxy, Vapi.

Fortune park galaxy can be considered as one of the most prominent landmark in the city of Vapi (Gujarat) as it is located 6right next to national highway number 8 and it offers a huge range of amenities/facilities that includes full-service

business hotel, various brand shops like westside, legend, levis etc and eatery outlets. It is well designed with pavements and parking space helping the visitors to commute hassle free.

Population: Total population of the city is 163,630. The major occupation of the people here is agricultural farming and trading.

Soil type: Medium black soils.

Figure 7.3 Vapi

Figure 7.4 Landmark

7.2 JUSTIFICATION OF THE SITE

▪ As explained earlier, with population on approx. 1860 autistic patient in Valsad district and not even one treatment facility, the nearest treatment center is in Vadodara which is 245km away from vapi. This creates an urgency for an autism center in this locality.

▪ As autistic children have sensory issues the noise pollution is a major drawback in cities. The proposed site is best suited for Autism center as its away from all the air pollution, noise pollution and surrounded by nature.

▪ Vapi is centrally located with proper transportation available for connectivity thus the proposed site in perfect in Valsad district.

▪ The site is located opposite to an established college – Rofel Pharmacy College, which can be a great help and also future collaboration for awareness program

▪ By training people in the surrounding village, employment opportunity can also be created.

▪ The surroundings of the site are farmlands; children will be exposed to a natural environment which proves to be an effective way for their rehabilitation.

7.3 LOCATION OF THE SITE

Figure 7.6

The site is located at the extreme western corner of Geeta nagar (Vapi), abutting VapiNamdha Road which is 6m wide.

Figure 7.5 Site Location

Accessibility

▪ Vapi Railway Station - 2.5km

▪ Vapi Bus depo - 2.9km

▪ National Highway No. 8 - 2.6km

▪ Hospital -1.4km

▪ Post office -1.9km

▪ Bank - 2.3km

AREA: 4.4 ACRES

Landmarks around the site – Rofel college , Geeta nagar is opposite to the site. Lakhamdev lake is 5 min away.

Provisions around the site – College, lake , garden, hospital etc.

Figure 7.8 Development Plan

Figure 7.7 Site

7.4 SITE ANALYSIS AND INFERENCES ON SITE FACTORS

SOIL TYPE: Medium black soils. (10% Moist, 90 % Dry)

INFERENCES

▪ As the site has black soil and it also has 10% moisture a strong type of foundation is required even for a G+2 structure.

▪ Considering the technicalities, Pad foundation, Pier foundation, Under-reamed pile foundation is best suited for black soil.

VEGETATION

The is unwanted grass grown all over the site , and at the left side of the site there are mangroves, there is one full grown and a few small Gum arabic tree.

Figure 7.9 Approach road to the site.

Figure 7.10 Rofel college of pharmacy, Vapi

Figure 7.11 Lakhamdev lake, Vapi.

Figure 7.11 Soil Type

INFERENCES

▪ As far as possible the Mangroves should be retained; farming can be encouraged, as a part of their vocational training

▪ Sensory garden can be created by retaining some part of the mangroves.

▪ Space amidst the trees can also be used for other sensory activities.

EXISTING FEATURES

There are a few tress, 3 columns placed randomly , and a dried canal on the left side of the site. No sewage / drainage facility. Electricity line runs along the left boundary of the site

INFERENCES

▪ Proper sewage line should be provided.

▪ The existing trees on the site must be retained.

▪ All the mangroves at the side of the canal must be retained.

CONTOURS

Site is a flat land with no contours. There is just one mild mount in between the site.

INFERENCES

▪ Since the land is flat, level differences must be created while designing the buildings.

▪ Slight slope can be created to direct the rain water or run off water into rain water harvesting pit.

OFF SITE FACTORS CLIMATE

▪ The climate here is tropical (Hot & Humid). The summers here have a good deal of rainfall, while the winters have very little.

▪ The average annual temperature is 26.9 °C. Annually

▪ Annual precipitation-1963 mm

▪ The driest month is January, with 0 mm of rain. Most of the precipitation here falls in July, averaging 778 mm.

▪ May is the warmest month of the year. The temperature in May averages 30.9 °C. January is the coldest month, with temperatures averaging 22.3 °C.

▪ There is a difference of 778 mm of precipitation between the driest and wettest months. Throughout the year, temperatures vary by 8.6 °C.

▪ The average annual percentage of humidity is: 75.0%

▪ WIND DIRECTION - South East to North West

INFERENCES

Figure 7.12 Existing Vegetation on site

Figure 7.13 Existing Features

Figure 7.14 Flat Land

▪ SW being the hottest during any season, built structures or playground must be avoided and open space with many trees must be planted.

▪ SE must have lowest height structure so as to have an unobstructed wind flow.

SURROUNDINGS

The site is surrounded by farmland and vacant land on the opposite side of the road There is a prestigious institute “ROFEL Shri G.M. Bilakhia College of Pharmacy”. And at 5 min walking distance there is a beautiful lake “Lakhamdev lake” built by the nagar palika.

INFERENCES

▪ Some centers encourage the local school children to visit their center and interact with autistic children. With the presence of Rofel college very nearby, awareness about autism can be spread and an opportunity to let the autistic children interact with the real world.

▪ Since the surroundings are farmlands there will unobstructed flow of wind into the site.

SUN PATH

E-W via South

INFERENCES

▪ South, Southwest are the hottest sides, least number of openings must be provided; if inevitable solariums can be provided to trap the heat from entering into the building.

▪ North side provides glare free lighting which is an appropriate position for classrooms and sensory rooms.

APPROACH ROAD

There is a 9 m wide approach road to the site which further divides into a 6 m wide road There is another 6m road at the right side of the site.

Site is located in a Geeta nagar 3km away from national highway and 2 km away from city traffic. therefore, there is no traffic havoc. Locals prefer traversing by cycle than by two/ four wheelers. Hence there is no pollution problem.

Figure 7.15 9m wide Road at front side

Figure 7.16 6m wide Road on right side

CHAPTER 8 DESIGN BRIEF

8.1 Design proposal

Looking at the urgency for autism treatment in the locality, “Disha charitable trust” is setting up an exclusive facility for children with autism on a 5-acre land, which is exactly 245 Kms from their existing center in Vadodara. The proposal is for 80-100 children and 25-30 adults which is an Alternative residential environment for autistic patient. There is a requirement of the center for Autistic children due to the alarming rates of increase (1 in 88 children in India are affected with autism to some extent) (TOI) of children affected with autism.

The center not only focusing on treatment but overall development of autistic children (Age 1-18). The institute also focusing of supporting the autistic patients of at (18-30). With community support groups and psychology sessions, community rehabilitation for kids with ASD is also a target of this NGO.

Treatments such as occupational therapy, sensory therapy, equine therapy, speech therapy are to be provided in this center. Furthermore, the center also targets on providing overall development to autistic children with occupational therapy workshops such as candle making workshop, music workshop, stitching workshop etc.

8.2 Tentative requirements

8.3 AREA STATEMENT

F.S.I (AS PER GDCR)

F.S.I. Permissible- 1.6

F.S.I. Chargeable – 0.6

Total – 2.2

TOTAL SITE AREA – 4.4 ACRE.

sqm

Figure 8.1 AutoCAD Site Plan

8.2 CONCLUSION

This paper has focused on providing a critique of the existing literature with respecting the design of educational environments for Autistic children, drawing out a number of key design criteria. It has then focused on a number of designs to assess in practice the implementation of those criteria and to discover where possible further innovative approaches may exist. There is clearly a requirement for an architect to be aware of the issues contained within the critique of the literature study. Where these issues are not addressed they will have a detrimental effect on the ability of the child to learn or function effectively within their environment. The opportunity exists to create designs which rather than the provision of a neutral container provides ‘environments for learning’.

Lastly, the literature which exists with respect to designing for autistic children is not readily available to designers. Educational professionals and architects would both benefit if design guidance were available in a concise and accessible form. Furthermore, design program involving the betterment of autistic children by investigating the ‘creation of the classroom environment as learning tool,’ would bring in tremendous change in their intervention.

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BOOKS REFERRED

The curious incident of the dog in the night time by Mark Haddon

Thinking in the Picture by Temple Grandin

Discovery of the Child by Maria Montessori

Spaces inspire by nature by Shirish Beri

Autistic children by Lorna Wing

Everybody Is Different by Fiona Bleach

How the Girl Who Loved Cows Embraced Autism and Changed the World by Temple Grandin

MULTIMEDIA REFERRED

Temple Grandin-Biopic

Atypical -Series

Neurotypical - Documentary

Rain Man- Movie

My Name Is Khan – Movie

The Accountant – Movie