Capstone - Positive Outlook

Positive Outlook

Positive Outlook is a center for autistic individuals to learn and practice essential life skills so that they can adapt and succeed on their own. Because individuals on the autism spectrum usually crave organization and can be easily distracted and overwhelmed by their senses, this center was compartmentalized by function and corresponding calm colors. Like a living cell, each space has a separate function but supports the overall goal of the entire project.

STUDENT DESIGN COMPETITION

DEADLINE: DECEMBER 1ST 11:59 PM (PST)

SENSORY ENVIRONMENTS: DESIGNING FOR INDEPENDENCE

If you have met one person with Autism, then you have only met one person w

DESCRIPTION OF PROJECT AND WHY IT MATTERS–

In North America, one in 59 children are diagnosed with Autism Spectrum Disorder receive educational services through the IDEA laws up until the age of 21. Teaching to live independently is not easy in any instance; it comes with many challenges for Autism, Downs or FAS or other like cognitive disabilities. In June 2014, only 19.3 pe U.S. were participating in the labor force – working or seeking work. 35 percent of y have not had a job or received postgraduate education after leaving high school. (S

After a student ages out of the educational system, Medicaid and state agencies ma services, but the waiting list is long. Centers for Independent living (CIL’s) exist to he note on their website

“The CIL-NET mission is to support the independent living movement and the opera strong and effective centers for independent living, which are led and staffed by peo living philosophy.”

Many CIL’s are in need of a specialized facility to help teach these individuals how t culinary activities or other specialty types of work in order for those individuals to se Additionally, addressing the whole life of the individual, these agencies may provide arrangement (apartment) in order to train the student with a real life experience, aw

Individuals with ASD are often more sensitive to the surrounding environment due to many, these sensory processing issues make the built environment an uncomfortab “spectrum disorder” because symptoms may be mild or severe. Generally, individua or hyper-sensitive to certain sensory information. The goal of the designer should no from the built environment, but instead to enable individuals with ASD to build a tole responsible to accommodate the needs of all users, so understanding how people w is crucial for designer professionals.

STATEMENT OF THE DESIGN PROBLEM

You have been asked to design a small vocational facility located anywhere that wil space for individuals with ASD and other cognitive disabilities. The purpose of the c for individuals on the spectrum and their families. The space must be designed with comply with all accessibility codes.

The client is a not- for- profit agency who is contracted by the state to train young ad whose mission is “We do everything it takes to empower people with disabilities to l they strive to create opportunities for individuals with ASD and other cognitive disab storefront space to provide easier access for their clients and are looking to design unit adjacent to this space. Your design concept will need to include a new name fo may invoke on the signage above the storefront façade.

The center will contain a reception area, flexible multipurpose classroom, crafts area the director of training and 2 trainers plus an exercise space and a separate sensor

outdoors courtyard. Spaces should be designed to address the sensory sensitivities and provide ease of access to those who are mobility impaired.

SITE SPECIFICATIONS

The location is on a busy main street, but has a parking lot in front with easy access the end of the space for wheelchair access. The main entrance is located in the fron next door to the offices of the not- for- profit organization but should not be connecte spaces for security purposes.

Existing walls are concrete block. The floor is smooth finish concrete. The space is to steel roof trusses which hold the flat roof. The trusses may remain exposed and t more than 15% of the surface. Suspended ceilings may be specified as either gypsu facade is typical segmented storefront glass construction and there are two front do moved, but you may choose which entry is the main entry There are 3 steel doors t locations on the back wall; one must lead to an outside area and allow for wheelcha may be used for a courtyard or other outdoor need. One or two windows can be add side walls.

Lighting and electrical outlets must be located in interior partitions or in furred out w partitions will be metal stud and gypsum wallboard construction. Three plumbing sta removal can be located as needed. Plumbing walls shall provide for a 4” pipe chase 16’-0” radius of a plumbing stack. Plumbing chase walls for all toilets, and shower m plumbing stack.

TECHNICAL REQUIREMENTS

Projects shall be analyzed using and comply with IBC 2015 for:

Occupancy classification

Total occupancy load calculation

Minimum exit width Maximum distance to exit Projects with occupancies over 50 shall include a second exit. Project shall comply with the following barrier free requirements: Circulation shall be barrier free, with a minimum width of 3‘-8” and provid wheelchair of 5’-6” A clear space of 2’-0” shall be provided on the latch side of any door Ramps shall not exceed a rise to run ratio of more than 1/12 and shall ha

SPATIAL and PROGRAMMATIC REQUIREMENTS

All spaces must be universally designed and code compliant to current ADA/A should allow for passage of those who may be in mobility- aided devices

All other staff functions are in the adjacent next door offices to this training su auxiliary storage and conference spaces) and do not need to be accounted fo The new center ’s name and branding for the training facility are part of your d considered as part of the process of the competition. Consider the name to pr population being served

The Training Suite shall have:

Front entry reception space with seating for 6 plus 2 wheelchair spaces

Reception station with computer and phone and files / one admin person worker (approx. 250 sqft) nearby convenience unisex restroom for client (75sqft)

Large multi-purpose training room, to seat 20 (max 800 sqft) include AV and whiteboards

Resources Conferences + Events Publications Competitions + Grants

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also to be used for computer training must use flexible and movable furnishings can open adjacent to work training room via folding walls, to provide a mu

Work training room (max size 500 sqft) 4 computer desks to help with learning office skills, for employment Sorting stations with some different types of organization systems that wo skill set

Training /demonstration working kitchen- large enough for at least 6 adults size 800 sqft) commercial size refrigerator/ freezer two work tables 72”x 36” - adjustable height

1 large prep sink, 1 large dirty sink, one commercial dishwasher 2 wall ovens

2 electric multi-burner /griddle cooktops, to be minimally 6ft apart for train one exhaust fan for each of the 2 cooktops

"Mock apartment" (max size 600 sqft) living/dining space with typical furnishing, including dining for 4 one bedroom with single bed, dresser, desk, chair and closet one bathroom with zero threshold shower; ADA toilet, vanity with mirror a one 5ft closet in the living area one washer and dryer with ironing board- these may be put into a closet Pet care station for service animals; sleeping crate for service dogs

Flexible use room (max size 800 sq ft)

Exercise center for mat work like yoga and light equipment like hand weig mirrors for exercise with barre One portion should be set aside for a large craft work room with utility sin shelves for supplies pin- boards and shelves for art display

Sensory Integration Space- space for at least 6 (approx. 300 Sq ft) space for bean bag chairs vestibular swing for adults dimmable and mood lighting may have smaller spaces within for solitary needs

Access to outdoor Area for meditation and recreation –should be close to sensory and exercise areas make sure it is accessible may have garden or contemplation space

Director Office (150 sq ft) desk/return/desk chair

12 LF filing 2 guest chairs space for wheelchair for guest

Shared Trainer space/office (2) (total 200 sq ft) desk/return/chairs

18LF filing

Space for visitors and small conference table one staff unisex restroom near the offices (60 sq ft)

PLAN AND ELEVATIONS

See the following for more detailed information: PDF or DWG Review the FAQ

RESEARCH REQUIREMENTS

Effective research is critical to the success of any design project. First person resea realistic expectation of what can be designed. Not-for-profit local or regional Vocatio

Resources Conferences + Events Publications Competitions + Grants + Aw

work as conduits to help assist young adults transition from the educational setting t interviewing local providers ( see http://www.ilru.org/projects/cil-net/cil-center-and-as inform the design and is an integral part of understanding the needs of a person wit provide information as to typical training configurations.

Internet searches and continuing on to secondary sources such as texts, case studi programs, and studies of existing facilities are important. Included below are a num may help inform the students of the needs of the person with autism, but the studen their own and use this information in their citations.

Grandin, T. (2006). Thinking in pictures: And other reports from my life with au Bourne, A, Gaines, K., Pearson, M., & Kleibrink, M. (2016). Designing for Aut Mostafa, M. (2014). Architecture for Autism: Autism ASPECTSS™ in School D Architectural Research: ArchNet-IJAR, 8(1), 143-158.

Vogel, C. (2008). Classroom design for living and learning with autism. Autism https://www.hirstwood.com/course-notes/sensory-room-environments-coursehttp://www.eastersealstech.com/2016/11/16/8-things-to-consider-when-design http://idea.ap.buffalo.edu/udny/section3.htm

https://www.architecturaldigest.com/story/shrub-oak-international-school https://www.usatoday.com/story/news/nation/2018/04/26/autism-rates-climb-e csp=chromepush

http://www.ilru.org/projects/cil-net/cil-center-and-association-directory Independence Place website: https://independenceplaceky.org/ Sequin website: https://www.seguingardens.com/pages/about-us OK Now website: https://www.opportunityknocksnow.org/ https://www.cbsnews.com/news/the-growing-acceptance-of-autism-in-the-wor https://www.disabilityscoop.com/2018/03/05/autism-challenges-persist/24802/ https://www.youtube.com/watch?v=V5o5reBfrlI

https://www.autismspeaks.org/blog/2013/12/03/sensory-integration-changinghttp://www.autism-society.org/

https://www.usatoday.com/story/opinion/2018/04/02/dont-let-my-son-plunge-o

EVALUATION CRITERIA

Projects will be judged according to having followed the requirements of the program to the population occupying the space.

Does the design show a depth of understanding and have a robust explanatio religious, cultural, social, or ethnic considerations?

Is the Program statement written for a general audience unfamiliar with the sp

Does the designer define the specific goals and objectives as attempted to ac intellectually, spiritually, mentally and physically?

Does the design demonstrate an understanding of SENSORY conditions thro

Does the design pay attention to ingress and egress sequence, and ease of a spaces?

Does the design illustrate universal design in planning with a full awareness o sensitivity in finishes and lighting?

Does the design consider technical concerns such as material selections, FF& lighting plans?

Does the branding and name for the center utilize the concept and celebrate t

ELIGIBILITY

This competition is designed to be applicable at all levels of design education, and i good educational tool in both beginning and advanced studios. In a change from rec competition has two entry categories: undergraduate and graduate (in graduate stud committee to consider using a vertical studio approach, where one lower level stude create the design solutions. It is appropriate for an institution or instructor to set a pr understanding of their student body and individual contexts.

DELIVERABLES

Resources Conferences + Events Publications Competitions + Grants + Aw

1 (2) 20x30 posters (in PDF format) that should include the following:

Evidence and analysis of primary source research Process work, annotated by the student (photos of models, sketches, etc.)

Schematic design proposal that may include: a floor plan interior section(s) material concepts and or selections rendered perspectives and/or model photographs technical information or details in support of conceptual proposal Designer ’s concept statement (100 words or less), describing the “senso proposal. Text and descriptions as deemed necessary by the designer to relate pro solutions.

2 Letter-sized (in PDF Format) written statements (total of no more than 5 pa Designer ’s statement or creative writing (100 words or less), describing design proposal (also included on the posters) 500-750 word description and discussion of research Program with specific goals and objectives Analysis of ingress and egress (threshold) and universal access (includ Specification summaries if appropriate

TIMELINES – 2018-2019

June: Student completion is announced at the IDEC Annual Conference and p June - December 1st: Faculty sponsors may choose any three week period d competition. Normally the first week is scheduled for research and discussion designated for designing. After the students complete the competition require arrange for an unbiased, local jury to select the top three projects and 1 gradu Faculty sponsors MUST determine the three weeks within the semester to ex December 1 -Deadline for each program to submit up to 3 undergraduate proj January 2019 – Projects are juried at the Regional Levels

February – Finalists and their respective faculty are notified. Finalists are jurie their respective faculty will be notified prior to 2019 IDEC Annual Conference ceremony

March– Winners are displayed at the 2019 IDEC Annual Conference and reco faculty, at the President's Dinner

AWARDS

Undergraduate Studio: First Place: $700; Second Place: $500; Third Place: $200

Graduate Studio: First Place: $700; Second Place: $500

Honorable Mentions are awarded at the discretion of the jurors

In the case of a tie or limited entries in any categories, the final jury reserves t accordingly

Winning entries with more than one person will share equally in the prize mon Winners will be displayed at the 2019 IDEC Annual Conference, in Charlotte N 2019 President's Dinner

COMPETITION RULES

Students may work individually or in a team of no more than three. It is encou studio; where one lower studio works with a more advanced studio in teams. graduate students on this project.

Conferences

Students enrolled in undergraduate or graduate interior design programs that member of IDEC are eligible to enter. It is strongly encouraged that the superv to facilitate access to competition materials and updates via the IDEC website

Projects must be supervised by a faculty member and completed in three con including all changes, edits and revisions

Submission of the project indicates the supervising faculty member and the ID with the competition rules.

Projects must be submitted with no student and/or program identification on th file format.

A total up to four projects will be accepted from each program. This may inclu undergraduate and one project from a graduate interior design program at ea be entered for regional jurying. If there is no graduate program, then there ma submitted. The top three undergraduate projects from each region will be sel the final 2018-2019 Student Design Competition - Interior Design Educators C top five graduate student entries (one from each region) will be juried for the f Project information will be available on the IDEC website through December 1 member of IDEC. A Q & A section will be available online with the competition through December 1, 2018. Please visit the Q & A postings frequently to stay The IDEC member faculty sponsor will upload entries to the online submissio Entries that show an identification of school or student within the design layou all competition requirements will be disqualified.

Faculty should use this design challenge to aid in fulfilling their school’s learni outlined in this competition. Use the plan that has been provided.

CLICK HERE TO SUBMIT QUESTIONS

Frequently

August until Dec 1, 2018.

Positive Outlook

Individuals on the autism spectrum have unique sensory experiences and teaching needs, but are extremely capable when these needs are realized. This center for autistic individuals serves to give them opportunities to learn in an environment designed for their needs. Like the components of a human cell, each room of this center has a separate, specific purpose that supports the functions of every other area in the building. This space, designed with natural materials and soothing colors, is meant to provide fun, organized, and accessible spaces where individuals can learn comfortably.

+ O u t l o o k

The name Positive Outlook was chosen to represent how individuals with and without autism should view ASD. Positive Outlook provides different learning opportunities for those with ASD to practice and develop skills that they struggle with. By focusing on how these trainings can give them a positive outlook, they will be empowered with confidence for all aspects of their lives.

T h e H u m a n C e l l

As ASD is a biological disorder, we took our design concept by relating it to the human cell. Each part of the human cell has a separate, specific function. Likewise, the design of any autism center has separate but specific functions needed to support the center as a whole. Each detail in +Outlook was specifically chosen to elevate the design and create a space that will aid in learning and success.

V i r t u a l R e a l i t y T e c h n o l o g y

Studies have been done with incorporating virtual reality into ASD learning methods and a positive improvement has been seen. To give a variety of learning methods within +Outlook, this method will be used. By including wireless VR headsets in the +Outlook sensory room, clients will be able to have a unique experience of virtual learning. These VR headsets will be equipped with games and apps that will create scenarios of interaction. Examples of scenarios that can be simulated would be interviews, dates, work events, team projects, and other activities of communication. This will help those with ASD to learn how to interact in different settings and help them visualize different responses and body languages. These trainings in socials skills will be done in a comfortable, stress free atmosphere to encourage learning.

C u r v i l i n e a r H a l l w a y s

By using curved wall throughout the space, this helps to bring an organic and continuous feeling. The flow of the space becomes easier to understand and move through, however there are other benefits this provides to those with ASD. Some individuals with ASD can easily become startled when people come around a sharp corner, but by having a curved wall it gives them time to gradually see them coming and to mentally prepare for any interaction they may have. Curved walls are also an easy surface for those with ASD to follow. They will often place their hand against a wall and follow it through the space to help them orient where they are. As this center is meant for adults with ASD and not children, the curved walls are subtler to help give these individuals a more comfortable space, while also giving them the opportunity to be exposed to more solid corners within rooms.

C o l o r C o d e d D o o r s

Color coding the doors throughout the hallway will help to introduce small amounts of color within the space. As most of the space is very neutral, small pops of color will help those with ASD to become more comfortable with different colors and details in the atmosphere. This will also provide a way for them to remember what is within each room. By giving them a visual representation to remember room location by, this will benefit their wayfinding.

Individuals on the autism spectrum have unique sensory experiences and teaching needs but are extremely capable when these needs are realized. This center for autistic individuals serves to give them opportunities to learn in an environment designed for their needs. Like the components of a human cell, each room of this center has a separate, specific purpose that supports the functions of every other area in the building. This space, designed with natural materials and soothing colors, is meant to provide fun, organized, and accessible spaces where individuals can comfortably learn.

Sensory

The name Positive Outlook was chosen to represent how individuals with and without autism should view ASD. Positive Outlook provides different learning opportunities for those with ASD to practice and develop skills that they struggle with. By focusing on how these trainings can give them a positive outlook, this will empower them with confidence in all aspects of their lives.

Studies have been done with incorporating virtual reality into ASD learning methods and a positive improvement has been seen. To provide a variety of learning techniques within Positive Outlook, this method will be used. By including wireless VR headsets in the Positive Outlook sensory room, clients will be given the unique experience of virtual learning. These VR headsets will be equipped with games and apps that will create scenarios of interaction. Examples of scenarios that can be simulated would be interviews, dates, work events, team projects, and other activities of communication. This will help those with ASD to learn how to interact in different settings and help them visualize different responses and body languages. These trainings in social skills will be done in a comfortable, stress-free atmosphere to encourage learning.

VIVE VR Systems will be wireless headsets stored in a locker compartment near the sensory room door. All furniture will be moveable, allowing clients and trainers to make space

the sensory room for individuals to experience a range of

Positive Outlook t-shirts are available in two different colors and styles. Each client will receive two of their choice and are encouraged to wear them while attending trainings. By offering shirts to each client, this will help them to feel included and united with others.

Because autistic individuals are extremely sensitive with regards to sight, hearing, touch, smell, and taste, it’s important to acclimatize them to experiences with multiple elements that require those senses. However, this can often be an overwhelming experience. With this knowledge, the sensory room has been designed with comfortable furniture and a calm color scheme. Elements such as fiber optics, bubble tubes, projections, and changeable light fixtures have been incorporated within the room to expose those with ASD to different sensations. The room remains neutral in color and changes through mood lighting. Bubble tubes are inset into ottomans and the fiber optics hang on both the right wall and in a chandelier. Colorful projections are shown on three of the walls in the space to increase visual learning.

Three Snoezelen Bubble Tubes will be placed within the sensory room along the curved wall. These bubble tubes provide a variety of visual and tactile sensory experiences, helping individuals on the spectrum learn skills in color and predicting cause and effect.

The fitness room is separated from the craft room by an opaque glass wall, letting natural light illuminate the space. The color palette is neutral to create a calm atmosphere for autistic users of the space. This fitness room provides different equipment for a variety of activities, and allows visitors the space to practice different techniques, skills, and sports. The acoustic ceiling tiles mute sound and add to the quiet peace of the room.

FITNESS ROOM RENDERING

FITNESS ROOM RENDERING

On the other side of the opaque glass wall is the craft room, a place where all individuals can express themselves creatively. The counter is ADA accessible, and the sled-based chairs can easily be rearranged or stacked out of the way. The blue pin-up boards bring a soothing splash of color into the space and also allows individuals to display their artwork. Supplies are kept readily available on the open shelving for anyone in need of it.

FLEX CRAFT ROOM RENDERING

P o s i t i v e O u t l o o k C o d e A n a l y s i s

The main entrance is located near the center of the building front, and opens into a waiting and reception area with seating and space for two wheelchairs. The director’s office opens off of the reception area, with its own exterior set of doors to provide the director with easy access as he/she moves in and out of the building. A second public exit opens from the back wall to the outdoor courtyard. The maximum distance to each exit is 75’ to ensure safe exit for all occupants.

All doorways are 3’ 8” wide, with 2’ 0” of free space on the latch side of all doors, complying with the ADA push pull requirements. All major circulation paths are 5’ 6” wide. A small corridor cutting between the sensory room and the shared offices measures 3’ 8” wide to allow for quick access to either side of the building.

The mock apartment has a corridor into the apartment of 6’ 5 ⅜” for heavy traffic and turnaround area. A skylight above the bedroom complies with the International Building Code (IBC) to provide natural lighting for the bedroom. A window opens from the bedroom to the building’s main corridor to allow for a second means of egress, as the code requires bedrooms to have two means of egress, one of which opens to the outside. The bathroom within the mock apartment contains a toilet, vanity, and no threshold shower.

The training kitchen shares a wall with the mock apartment. Both electric cooktops in this room have fans. The tables are located with 5’ 6” between both of them, and 5’ 6” between the table edge and the counter edge, to allow for turnaround space while cooking. There is at least 5’ 0” of space along the two other walls to allow for circulation around the room.

A mop closet, required by code, is located inside the flexible use room. A window and door to the exterior courtyard opens out from this room. Chairs at the craft counter can easily be removed and stacked in the mop closet to provide space for wheelchairs at the counter.

Between the flexible use room and the multipurpose room is a 6’ 1” exit corridor to the courtyard, providing quick and easy accessibility to the courtyard from nearby rooms, including the sensory room. The north wall of the sensory room (facing the courtyard) and the wall of the corridor are both curved. This curve softens the abrupt and shocking visual effect of sharp corners that often disturbs individuals on the autism spectrum, and allows them to see farther ahead in the corridor to prepare themselves for anything approaching them.

The curve is also found in the sensory room, which is located close to the center of the building. This room is not directly connected to the outdoor courtyard so that light and sound

could be completely controlled within this room to cater to the needs of its occupants. This room serves to introduce often overwhelming sensory situations to autistic individuals so that they may adapt and learn to cope in such situations. Because this room can, at times, be overwhelming and distressing to sensitive individuals, the curved wall is used as a visual soother, to soften the aesthetics of the room.

The multi purpose and work training rooms are connected by accordian doors that can be opened to combine both spaces. Both of these rooms have a skylight to introduce natural light into the rooms. The multi purpose room has an exterior door and window linking it to the courtyard.

A 5’ 6” corridor cuts behind the work training room to allow access to two ADA compliant restrooms. The code requires four accessible restrooms for an occupancy load of 52, so a third restroom is adjacent to the reception area, and the restroom of the mock apartment is counted as a fourth restroom. A high low drinking fountain is tucked into a niche along the corridor to the restrooms, complying with the code.

The racetrack corridor provides easy access to the ordered, nearly symmetrical layout of rooms in the building, giving a sense of order that is paramount to individuals on the autism spectrum. Each room is carefully laid out to provide the correct clearance for wheelchairs with a turning diameter of 5’ 6” and clearance for the push pull requirements of each door.