Design of Learning Environments for Children on the Autism Spectrum (ASD)

School of Planning and Architecture, New Delhi

Department of Architecture

Semester IX Dissertation 2021

Design of Learning Environments

for Children on the Autism Spectrum (ASD)

Dissertation by: Zahaan Shafique Enrollment no.: A/3114/2017

Year & Section: 5th Year Sec. B1

Word Count: 10,238

Guide: Prof. Dr Jaya Kumar Coordinator: Arpita Dayal Submitted On: 17.11.2021

DECLARATION

The research work embodied in this dissertation titled ‘Design of Learning Environments for Children on the Autism Spectrum’ has been carried out by the undersigned as part of the undergraduate Dissertation programme in the Department of Architecture, School of Planning and Architecture, New Delhi, under the supervision of Prof. Dr. Jaya Kumar.

The undersigned hereby declares that this is his/her original work and has not been plagiarised in part or full form from any source.

Certificate

This dissertation, titled ‘Design of Learning Environments for Children on the Autism Spectrum’ by Zahaan Shafique, roll no. A/3114/2017, was carried out during the Fifth Year, Ninth Semester (2021) B.Arch. Program in the Department of Architecture, under our guidance during August - November 2021. On completion of the report in all aspects and based on the declaration by the candidate above, we provisionally accept this dissertation report and forward the same to the Department of Architecture, School of Planning and Architecture, New Delhi, India.

Signature of Guide and Name (in capitals)

Signature of Coordinator and Name (in capitals) 2 | Design of Learning Environments for Children on the Autism Spectrum

Acknowledgements

I would like to express my sincere gratitude to my guide, Prof. Dr. Jaya Kumar for her continuous support, invaluable input and patience throughout the research process.

Besides my guide, I would like to thank my co-ordinator, Arpita Dayal, for her encouragement, guidance and insightful comments.

I am also grateful to Prof. Dr. Rachna Khare in the Dept. of Architecture at the School of Planning and Architecture, Bhopal, as well as Dr Vinita Bhargava, Professor in the Dept. of Human Development and Childhood Studies (HDSC) at Lady Irwin College, Delhi University I am extremely thankful and indebted to them for sharing their expertise, and for the sincere and valuable guidance extended to me.

I would also like to thank Ar. Benny Kuriakose and his studio for giving me the opportunity to get an in depth look into one of their design projects, which helped further my studies significantly.

I thank my family for their unceasing encouragement, support and attention. I am also grateful to my friends for supporting me throughout this venture and giving feedback.

Abstract

According to a survey conducted by the research organization Spectrum in 2018, 1 in 100 children in India under the age of 10 have autism, which presented a significant rise from the 2011 census. Despite these numbers and the nature of the condition there exist minimal architectural guidelines and codes when it comes to the design of spaces for individuals with autism. This research will look into the design of learning environments for children with Autism Spectrum Disorder (ASD) from the age of 3-8 in particular as a tool for successful early intervention. The objectives of this research are two-fold; firstly, to examine parameters of the physical environment that can be considered when designing conducive learning environments for autistic children. And secondly, to understand how these parameters help address altered levels of sensory perception in autism.

The research was carried out by conducting a literature review on the fields of early child development, the autism spectrum, autistic behaviour and its relation to the sensory environment, before coming to the seminal works of researchers in the field of autism specific design. Learnings from the literature review were then explored via means of case studies of Indian and International autism centres, as well as interviews with an array of specialists including a researcher and child development expert, who have had first hand experiences with children on the autism spectrum, as well as the architect of a school for autistic children in Chennai. By the comparative analysis of the case studies, in addition to cross referencing prominent observations against the data collected from the interviews, a set of common practices were identified that helped create conducive environments for learning. Prominent parameters uncovered include sensory zoning, provision of open, green and transition spaces, as well as escape spaces, control over sensory stimuli, safety, circulation, compartmentalisation and sense of routine.

Keywords: Autistic Children, Autistic Behaviour, Sensory Environment, Learning Environment, Autism Specific Design

Table of Contents

DECLARATION 1

Certificate 2

Acknowledgements 3

Abstract 4

List of Figures 7

List of Tables 12

List of Abbreviations 12

CHAPTER 1: INTRODUCTION

13

1.1. Introduction to Research Question & Need for Study 13

1.2. Research Question 13

1.3. Aim 14

1.4. Objectives 14

1.5. Scope 14

1.6. Limitations 15

1.7. Methodology 16

CHAPTER 2 : LITERATURE REVIEW 17

2.1. Typical Child Development Theory 17

2.1.1. Stages of Child Development 17

2.1.2. Relationship between Child Development & Physical Environment 19

2.1.3. Relationship between the Learning Process & Learning Environment 20

2.2. Children on the Autism Spectrum (ASD) 20

2.2.1. Understanding Autism & the Spectrum of Disorders 20

2.2.2. Triad of Impairments 24

2.2.3. Sensory Issues in Autism 27

2.2.4. Relationship between Autistic Behaviour & the Sensory Environment 29

2.3. Creation of Secure Social Learning Environments for Children on the Spectrum 29

2.3.1. Types of Design Approaches 30

2.3.2. Design Considerations for Learning Environments 30

2.4. Summary 34

CHAPTER 3 : METHODOLOGY 35

3.1. Introduction 35 5 | Design of Learning Environments for Children on the Autism Spectrum

3.2. Selection of Methodology 36

3.3. Methods of Research 36

3.4 Selection of Case Studies 37

3.5. Attributes for Case Studies 38

3.6. Choosing Respondents for the Study 39

3.7. Summary 39

CHAPTER 4 : DATA COLLECTION 40

4.1. Introduction 40

4.2. International Case Studies 40

4.2.1. Eden Institute, Princeton, NJ 40

4.2.2. Reed Academy, Oakland, NJ 44

4.2.3. Northern School for Autism, Australia 47

4.3. Indian Case Studies 54

4.3.1. Action for Autism, New Delhi 54 4.3.2. Sankalp School, Chennai 56

4.4. Interviews 64

4.4.1. Interview with Researcher 64 4.4.2. Interview with Child Development Expert 65 4.4.3. Interview with Architect 66

CHAPTER 5 : DATA ANALYSIS 69

5.1. Analysis of Data from Case Studies & Interviews 69 5.2. Summary 88 CHAPTER 6 : FINDINGS FROM ANALYSIS 89

List of Figures

Figure 1: Autism Spectrum of Disorders (Source: American Psychiatric Pub, 2013)

Figure 2 : Research Framework (Source: Author)

Figure 3 : Medical classification of all the disorders that come under ASD. (Source: Author)

Figure 4 : Triad of Impairments (Source: Author)

Figure 5 : Word Cloud on problems reported by parents of children with ASD (Source: Ennis-Cole, 2019)

Figure 6 – Clear Organisation of spaces at REED Academy in Oakland, New Jersey (Source: WXY, 2011)

Figure 7 : Children at Social Sensory Architecture Pavilion, University of Michigan (Source: Ahlquist and Lienhard, 2016)

Figure 8 : Parameters for Analysis of Case Studies (Source: Author)

Figure 9 : Eden Institute Main Entrance, Princeton,NJ (Source: KSS Architects, 2011)

Figure 10 : Eden Institute Ground Floor Plan (Source: KSS Architects, 2011)

Figure 11 : Built-Open Relationship, Circulation, Stimulus Level Organisation at the Eden Institute (Source: KSS Architects, 2011)

Figure 12 : Elevation, Student Entrance & Central Courtyard at the Eden Institute (Source: KSS Architects, 2011)

Figure 13 : REED Academy, Oakland (Source: WXY, 2011)

Figure 14 : REED Academy Ground Floor Plan (Source: WXY, 2011)

Figure 15 : Circulation, Buit-Open Relationship & Sensory Zoning at the REED Academy (Source: WXY, 2011)

7 | Design of Learning Environments for Children on the Autism Spectrum

Figure 16 : Courtyards and Classrooms at REED Academy (Source: WXY, 2011)

Figure 17 :Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 18 : Design Development. Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 19: Massing: Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 20: Site Plan with connections to green spaces: Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 21: Ground Floor Plan: Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 22: Learning Area Unit: Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 23: Elevations: Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 24: Action for Autism, New Delhi: External and Internal (Multipurpose Hall) Views. (Source: Action for Autism)

Figure 25: Action for Autism, New Delhi: Main Entrance (Top left), Water Play Area (Bottom Left), Front Facade (Right) (Source: Aayushi Goyal, 2020).

Figure 26: Floor Plans: Action for Autism, New Delhi (Source: Aayushi Goyal, 2020).

Figure 27: Sankalp School: Classroom Concept. (Source: Benny Kuriakose, 2021)

Figure 28: Sankalp School: Proposed 3D Views. (Source: Benny Kuriakose, 2021)

Figure 29: Sankalp School: Proposed Site Plan. (Source: Benny Kuriakose, 2021)

Figure 30: Calming colours used in classrooms.(Source: Benny Kuriakose, 2021)

Figure 31: Sankalp School: Sensory Gardens & Courtyards. (Source: Benny Kuriakose, 2021)

Figure 32: Sankalp School: Colour Schemes used in design. (Source: Benny Kuriakose, 2021)

Figure 33: Sankalp School: Landscape Plan. (Source: Benny Kuriakose, 2021)

Figure 34: Photos of Sankalp School. (Source: Benny Kuriakose, 2021)

Figure 35: Sankalp School: Classroom Layout. (Source: Author)

Figure 36 : Eden Institute, NJ: Spatial Organization. (Source: Author)

Figure 37 : REED Academy, NJ: Spatial Organization. (Source: Author)

Figure 38 : Northern School for Autism: Spatial Organization. (Source: Author)

Figure 39 : Action for Autism: Spatial Organization. (Source: Author)

Figure 40 : Sankalp School: Spatial Organization. (Source: Author)

Figure 41 : Eden Institute, NJ: Circulation & Thresholds. (Source: Author)

Figure 42 : REED Academy, NJ: Circulation & Thresholds. (Source: Author)

Figure 43 : Northern School for Autism: Circulation & Thresholds. (Source: Author)

Figure 44 : Action for Autism: Circulation & Thresholds. (Source: Author)

Figure 45 : Sankalp School: Circulation & Thresholds. (Source: Author)

Figure 46 : Eden Institute, NJ: Escape Spaces. (Source: Author)

Figure 47 : REED Academy, NJ: Escape Spaces. (Source: Author)

Figure 48 : Northern School for Autism: Escape Spaces. (Source: Author)

Figure 49 : Action for Autism: Escape Spaces. (Source: Author)

Figure 50 : Sankalp School: Escape Spaces. (Source: Author)

| Design of Learning Environments for Children on the Autism Spectrum

Figure 51 : Eden Institute, NJ: Sensory Zoning. (Source: Author)

Figure 52 : REED Academy, NJ: Sensory Zoning. (Source: Author)

Figure 53 : Northern School for Autism: Sensory Zoning. (Source: Author)

Figure 54 : Action for Autism: Sensory Zoning. (Source: Author)

Figure 55 : Sankalp School: Sensory Zoning. (Source: Author)

Figure 56 : Eden Institute, NJ: Facade (Top), Recreational Spaces with Varied Lighting (Bottom Left), Windows partly covered with opaque screens to minimise distractions (Bottom Right). (Source: KSS Architects, 2011)

Figure 57 : REED Academy, NJ: Facade with floor to lintel level fenestrations throughout (top), Varied lighting for classroom spaces (bottom). (Source: WXY, 2011)

Figure 58 : Northern School for Autism: Windows at lower and higher levels for indirect natural light. (Source: Hede Architects, 2013)

Figure 59 : Action for Autism: Windows with opaque screens. (Source: Aayushi Goyal, 2020)

Figure 60 : Sankalp School: Windows with timber panels at the bottom. (Source: Benny Kuriakose, 2021)

Figure 61 : Eden Institute, NJ: Neutral colour palette followed for all spaces. (Source: KSS Architects, 2011)

Figure 62 : REED Academy, NJ: Diverse colour palette with a range of finishes. (Source: WXY, 2011)

Figure 63 : Northern School for Autism: Muted colour palettes for indoor spaces (top), Bold colours used at certain points in the exterior (bottom). (Source: Hede Architects, 2013) 10 | Design of Learning Environments for Children on the Autism Spectrum

Figure 64 : Action for Autism: White walls with rough textures used throughout the centre. (Source: Action for Autism)

Figure 65 : Sankalp School: Planned Neutral Colour Palettes for classrooms. (Source: Benny Kuriakose, 2021)

Figure 66 : Eden Institute, NJ: Landscaped Courtyard (left), Gymnasium (right). (Source: KSS Architects, 2011)

Figure 67 : REED Academy, NJ: Variation in flooring and landscaping materials. (Source: WXY, 2011)

Figure 68 : Northern School for Autism: Recreational Spaces with varied flooring materials. (Source: Hede Architects, 2013)

Figure 69 : Sankalp School: Muted Colours to demarcate different wings. (Source: Benny Kuriakose, 2021)

Figure 70 : Eden Institute, NJ: Wall posters for wayfinding. (Source: KSS Architects, 2011)

Figure 71 : Northern School for Autism: Bold colours used to highlight different wings, with landscaping elements serving as pathways. (Source: Hede Architects, 2013)

Figure 72 : Action for Autism: Landscaping Elements. (Source: Aayushi Goyal, 2020)

Figure 73 : Sankalp School: Maps as visual aid. (Source: Benny Kuriakose, 2021)

Design of Learning Environments for Children on the Autism Spectrum

List of Tables

Table 1 - Methods of Research (Source: Author)

Table 2 - Spatial Organization with Green Spaces (Source: Author)

Table 3 - Circulation & Thresholds (Source: Author)

Table 4 - Escape Spaces (Source: Author)

Table 5 - Sensory Zoning (Source: Author)

Table 6 - Acoustics & Lighting (Source: Author)

Table 7 - Colour, Materials & Textures (Source: Author)

Table 8 - Compartmentalisation (Source: Author)

Table 9 - Wayfinding (Source: Author)

Table 10 - Safety & Connection to Community (Source: Author)

Table 11 - Case Study Matrix (Source: Author)

List

ASD:

MHRD: Ministry of Human Resources Development

CHAPTER 1: INTRODUCTION

1.1. Introduction to Research Question & Need for Study

“Education is the single greatest tool for achieving social justice and equality. Inclusive and equitable education - while indeed an essential goal in its own right - is also critical to achieving an inclusive and equitable society in which every citizen has the opportunity to dream, thrive, and contribute to the nation.”

(MHRD, 2020)

This study deals with the design of learning environments for the differently abled, specifically for children on the spectrum. The Right to Education (RTE) Act (2010) declares education as a fundamental right for all children including those on the spectrum. While this Act ensures equality on some level, it does not protect an autistic child from possible discrimination and stigmatisation. This sentiment sometimes feels etched even in the workings of the bureaucracy, who, in order to meet an accessibility quota, decide to enact half measures that in the end only widen the gap between the differently abled and mainstream society. In such a case, it becomes important to question current trends of accessibility and look instead towards other trends in design, that includes the needs of the differently abled community as part of the mainstream itself, considered as soon as the idea of a project is born. It also becomes important to establish the vast multitudes in which disability can manifest in a child, so that design of spaces to aid the child can be devised to respond to particular disabilities.

1.2. Research Question

Does the physical environment play a role in creating adaptable and secure learning environments for children on the autism spectrum?

- What are the parameters of the physical environment that characterise these learning spaces?

on the Autism Spectrum

- What is the role of these learning environments in addressing sensory issues related to autism?

1.3. Aim

The study aims to identify and understand the parameters of the physical environment that characterise learning spaces for children on the autism spectrum, while also unpacking how these spaces respond to sensory issues related to autism.

1.4. Objectives

1. To examine the specific developmental requirements for a child on the autism spectrum, to be kept in mind while designing learning spaces for them.

2. To understand parameters of learning spaces for autistic children that can be altered to create environments conducive to the ‘early intervention’ process.

3. To understand the applications of these concepts into the design of learning spaces for autistic children, with the help of case studies.

4. To identify and examine different types of autistic centres in India.

1.5. Scope

1. The study will focus on children from the ages of 3-8, as this is an integral phase of child development during which responsive skill development occurs.

2. The study will focus on children with milder forms of autism such as ASD Level 1.

Figure 1: Autism Spectrum of Disorders (Source: American Psychiatric Pub, 2013)

3. The study will focus on learning centres for autistic children in urban areas.

1.6. Limitations

1. The study will be conducted via interviews and secondary data only, due to the restrictions caused by the ongoing pandemic.

2. Literature available on this topic related to the Indian context is sparse due to the lack of importance given to the role of the physical environment in the behaviour of an autistic child.

3. The information on the psychological aspects of child development are from secondary sources like books on child psychology.

1.7. Methodology

Figure 2 : Research Framework (Source: Author)

| Design of Learning Environments for Children on the Autism Spectrum

CHAPTER 2 : LITERATURE REVIEW

In this chapter, the literature reviewed will be split into three general areas of study: typical child development theory, children on the autism spectrum (ASD), and creation of secure social learning environments for children on the spectrum.

2.1. Typical Child Development Theory

2.1.1. Stages of Child Development

Children go through different periods/phases of development which can be broadly classified as follows; infancy and toddlerhood [0-2 years], early childhood [3-5 years], middle childhood [6-11 years] and adolescence [12- adulthood] (Raymond and Johnson, 2021). This development takes place in various stages as follows:

1. Cognitive Development, which includes development of intellectual and reasoning capabilities, problem-solving skills, attention and concentration capability Jean Piaget, with his theory of cognitive development (1962) suggested four distinct stages of cognitive development;

i) Sensorimotor Stage (Birth – 2 years): In this stage the child majorly gains knowledge through sensory experiences; all their interactions with the environment are in the form of basic reflexes and motor responses via the senses. This is a formative stage in a child’s cognitive development, as this will involve the child learning to understand and manipulate the world around it for the first time via the senses. This leads to the understanding that the environment in which these stages of growth occur is of the utmost importance, and plays a huge role in how they will perceive the world around them and how much they will come to understand it.

ii) Preoperational Stage (2 – 7 years): This stage is characterised by a few markers; children begin to think of things symbolically; emergence of

language; relatively ego-centric nature still perceiving things in rather ‘concrete’ terms.

iii) Concrete Operational Stage (7 – 11 years): There is a move towards a more logic-centred and organised mode of thinking (while still maintaining some rigidity). Egocentrism takes a back seat at this stage, as children begin to understand perspectives other than their own, uniqueness of an individual’s thoughts and opinions, and so on.

iv) Formal Operational Stage (12 & up): Adolescents at this stage begin to think in abstract terms and are able to comprehend hypotheticals. Deductive reasoning takes precedent, and children begin thinking about philosophical, social, political issues through abstract and theoretical lenses.

2. Physical Development, which deals with physical growth and maturation in terms of size, height, weight, energy, fitness and motor skills development.

3. Social Development, which deals with communication skills that are enhanced by interactions with peers; matters of confidence, work ethics and so on.

4. Emotional Development, which deals with the expansion of the roster of emotions and mental states of the growing child.

5. Moral Development; Lawrence Kohlberg devised a theory of moral development (1958), in which he linked cognitive development to moral development. He theorised that a child’s reasoning for a particular response to a moral dilemma/quandary was more indicative of their moral development than the response itself. He postulated that there are three levels of moral reasoning –preconventional, conventional and postconventional. According to him, children

can only pass through these levels in the aforementioned order and not all people reach all three stages.

Interconnectivities do exist between different stages of growth, in fact, these processes of growth occur in tandem and the status of each development stage in a child at a particular point in time is reflected in his/her behaviour For example, a child who is undergoing mental stress will experience a decline in their ability to comprehend, respond or reason, in short its cognitive development will face a setback. This would in turn affect the child’s ability to communicate and articulate, which would come under the realm of social development. In short, these processes do not occur in vacuum.

2.1.2. Relationship between Child Development & Physical Environment

All of the stages of development discussed above have one thing in common; each to an extent calls for engagement/interaction of the child with the environment; this in turn brings out the importance of the relationship between the child and the environment. The environment is responsible for eliciting appropriate responses from a child to affect proper growth and development in all aspects. Growing up is essentially the first mode in which a child learns and comprehends the world around it, and the environment around it has the ability to either aid this process or hamper it. Several studies point to the verification of this aspect of child development, taking the example of multiple experiments conducted to understand the relationship between child development and nature. Attentiveness of children in pre-school was found to have improved when they were allowed to play in green outdoor spaces full of vegetation, as compared to settings with lesser amounts of greenery (Mårtensson et al., 2009). Environments offering a variety of play activities promote exploration and inquisitiveness, while also aiding in the development of motor skills and coordination (Fjortoft, 2001). Natural diverse environments also offer up huge imaginative and creative potential, with children from a particular study preferring natural spaces such as the forests and the orchards to conduct their social activities. (Said, 2012). Children living close to natural rural settings have also been found to have lower stress levels in a study conducted by Wells & Evans (2003).

2.1.3. Relationship between the Learning Process & Learning Environment

Constructivism refers to the theory that learners ‘construct’ their knowledge rather than passively take in new information. Any new information is taken in and assimilated with pre-existing knowledge, which is shaped by the learner’s experiences and reflections of the world around them (Nola & Irzik, 2005).

If we were to go by the theory of constructivism, one could conclude that the process of learning is deeply intertwined with the learning environment itself. It is also interesting to note that during the majority of the child development process, the typical child is sent to some form of institution to receive a formal education (from age 3 onwards). These as a result become the spaces where a child will do a lot of their learning and at the same time grow as a person. One would imagine, this would lead to carefully designed and curated environments meant to enhance the learning process. This study aims to unpack the design process of these spaces exactly, but through the lens of a specific demographic.

2.2. Children on the Autism Spectrum (ASD)

2.2.1. Understanding Autism & the Spectrum of Disorders

Autism Spectrum Disorder can be described as a “neuro developmental disorder” that affects behaviour and communication skills. Symptoms typically appear in the first two years of life, although detection may take place years later based on the severity of the symptoms. Due to the wide range of symptoms and severity among autistic people, autism is said to be a “spectrum disorder” (“NIMH» Autism Spectrum Disorder,” n.d.).

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), people with ASD may have the following symptoms to varying levels of severity,

● Difficulty with communication and interaction with others

● Restricted interests and repetitive behaviours

● Symptoms that affect the person’s ability to function in school, work, and other areas of life (“NIMH» Autism Spectrum Disorder,” n.d.)

Figure 3 : Medical classification of all the disorders that come under ASD (Source: Author) As they all have similar symptoms and treatment options they are placed generally under the ‘spectrum’ of autism

Each child experiences autism differently, hence it is preferred to refer to autism in general rather than honing in on any specific disorder.

Anyone diagnosed on the spectrum can be further diagnosed as having ASD Level 1, ASD Level 2, or ASD Level 3 (American Psychiatry Association, 2013). This classification considers the severity of the aforementioned symptoms experienced and mainly exists to provide a gauge on how much support an autistic person might require, with level 1 requiring the least support.

Level 1: Requiring Support

This level is the mildest, or in other terms the most ‘high-functioning’. Although children with Level 1 ASD can speak in full sentences, they have a hard time making further conversation. They have difficulty communicating properly, reading social cues and body language. They have a hard time adapting to any change in routine and may also have issues with organisation and planning (Masi et al., 2017).

Level 2: Requiring Substantial Support

Children have a harder time engaging in verbal and social communication. They may speak only in simple sentences and may also engage in repetitive behaviours that make it harder for them to deal with certain social situations. It is harder for them to shift focus, and they might not accept change in any aspects of their routine easily (Masi et al., 2017).

| Design of Learning Environments for Children on the Autism Spectrum

Level 3: Requiring Very Substantial Support

Symptoms faced in level 1 and 2 become more severe for children with ASD Level 3. They have a very limited ability to speak intelligibly and will not be able to appropriately initiate any interaction. They will only respond to direct social interaction and will be unable to pick up indirect social cues (Masi et al., 2017).

There also exists a limitation to this classification. While it presents a significant way to quantify the level of assistance that might be required for an autistic child, it does not specify the type of assistance that is required. For example, a child may not require any assistance at home, but would need some level of assistance at school. This is because every child on the spectrum experiences it differently with specific nuances, which make it difficult to pin down different types of autism. (American Psychiatry Association, 2013)

While there is no cure for ASD, with early detection and behavioural/educational interventions along with intensive skill development in supportive environments, it is possible to significantly aid the child’s cognitive and social development (Altenmüller-Lewis, 2017). This is possible for children on all levels of the spectrum as it is not uncommon for children to become more ‘high functioning’ as they get older, provided appropriate intervention takes place early on. Hence the environment for such training becomes crucial, and with regular training it then becomes possible for children on lower levels of the spectrum to soon be able to thrive in regular schools. The aim is for these children to be able to live independently (or with the least support possible), with security, with full integration into society.

According to a study conducted by Spectrum (2018), 1 in 100 children in India under the age of 10 has autism, while 1 in 8 children have some neurodevelopmental condition, which was a huge jump from India’s 2011 census.

Figure 1 – New Academic Structure (Source: MHRD, 2020)

This study will focus on autistic children between the ages of 3-6, which comes under the ‘foundational stage’ of the new academic structure. It is named so as according to the National Education Policy, “85% of a child’s cumulative brain development occurs prior to the age of 6” (MHRD, 2020). This stage of learning is crucial as it lays the foundational work for the child’s learning capabilities. There is more importance on developing the skill to learn, perceive experiences and receive information than just gaining knowledge and information intake, which will become more prominent at a later stage.

The paper will also seek to address the gap that exists between developmental goals and the infrastructure and resources that are currently available by examining the state

of autistic centres in India such as the Action for Autism Centre in Jasola Vihar and the Sankalp School in Chennai.

While many elements of inclusive design still ring true when it comes to the design of learning environments for children on the spectrum, there are still ways to go when it comes to erasing the stigma that comes with being a child on the spectrum and ensuring that these children live up to their potential by offering the best of resources.

2.2.2. Triad of Impairments

“Autism is a severe disorder of communication, socialisation and flexibility in thinking and behaviour, which involves a different way of processing information and of seeing the world.” (Jordan, 1999)

The core deficits in an autistic child can be understood by examining the Triad of Impairments.

Figure 4 : Triad of Impairments (Source: Author)

Language/Communication

Language encompasses both verbal and non verbal forms of exchange. What is known as ‘Pragmatic’ (everyday use of language to relate to others) and ‘Semantic communication’ (communication based on picking up signals, gestures, cues) are both affected for autistic children. It is not uncommon for conversations to not get reciprocated by autistic children, and they have a hard time picking up social cues, gestures or facial expressions. Interactions have a chance of becoming awkward and one-sided and there is often a chance of miscommunication of non verbal exchanges. Figurative speech, metaphors and sarcasm are rarely understood as such, and people have to often stick to literal and concrete terms when conversing with an autistic child to avoid confusion. (Ennis-Cole, 2019)

Social Interaction

Social reciprocation and the ability to pay attention to and recognize emotions in social situations are impacted for children with ASD. (Scott & Baldwin, 2005) They often do not wish to interact or play with other children or adults, which if not dealt with can lead to the hampering of their cognitive and social development along with their ‘social competence’. A lack of social interactions can potentially lead to cases of isolation, loneliness and depression for the child, which would definitely impede any positive development. It becomes important to provide them with ample opportunities to present themselves socially and interact, may it be through direct interaction or through learning situations. Only direct practice can improve the child’s ‘social competence’ and definitive steps must be taken to ensure that they are involved in society and communal activities from time to time, to prevent long term isolation and other related issues. (Ennis-Cole, 2019)

Behaviour

Autistic children tend to follow certain behavioural patterns, characterised by the following;

Design of Learning Environments for Children on the Autism Spectrum

● Prefers structure and routine to ensure predictability

● Exhibit repetitive habits or behaviours obsessively

● Hampered abilities in imaginative play and social interaction

● Lack of empathy for others

● Children rarely ever think ahead, and as a result have a poor awareness for danger

Figure 5 : Word Cloud on problems reported by parents of children with ASD (Source: Ennis-Cole, 2019)

Autism Spectrum

2.2.3. Sensory Issues in Autism

Autistic children tend to harbour sensitivities to sight, sound, touch, smell and taste, amongst other sensitives to the following;

● Vestibular Balance, which is responsible for providing a sense of balance & spatial orientation

● Proprioception, responsible for awareness of body position and movement

● Interoceptions; awareness of internal body cues and sensations

Autistic individuals are prone to both hypersensitivity (over-responsiveness) and hyposensitivity (under responsiveness) to a vast multitude of sensory stimuli. Most people often experience a combination of both from time to time.

Examples of hypersensitivities include those towards bright lights or lights of certain frequencies. These can lead to what is known as sensory avoidance; which refers to the act of withdrawal from a situation due to the inability of ignoring certain stimuli that most people can easily tune out. For example autistic children may sometimes pull away from physical touch, react to loud unexpected noises or have reactions to certain kinds of clothing materials.

Hyposensitivity can manifest in other ways; for example children might have a constant need for movement, they might have difficulty in realising sensations such as those of hunger, pain or sickness, or may be attracted to bright lights and colours. They engage in what can be known as sensory seeking in an attempt to get more sensory intake from the environment. Repetitive movements or making loud noises are examples of common reactions to hyposensitivity

Since each child has unique sensitivities to a wide range of stimuli, it becomes challenging to conduct themselves in daily situations at places such as schools or other community spaces. Trying to keep hypersensitivities/hyposensitivities under control can take a toll on the child, and leave them physically and emotionally exhausted and unable to perform regular functions such as being able to concentrate and learn at school.

Stimming is a very common form of self-regulation that can be used to keep the sensory systems in balance. Repetitive movements, making noises or fidgeting are forms of stimming that help individuals keep calm, alleviate stress, and can also in some cases help block out disturbing sensory stimuli. However, most children try to avoid stimming in public as they fear it may be seen as inappropriate or disruptive in public settings such as at school. This is not good for the child, as not dealing with these sensory imbalances can with time lead to sensory overload.

Sensory overload refers to the exhaustion and burnout experienced when disruptive sensory stimuli becomes too much to bear/block out. It builds up over time, reaching a peak, which is often triggered by a singular event such as a sudden loud noise or bright light. Children get overwhelmed and experience intense bouts of anxiety, which might at that particular moment impede their abilities to speak, communicate or make sound decisions.

It becomes important to make accommodations for and erase the stigma related to these sensory issues, so as to not restrict the child from participating in everyday life and being part of the community. This can be done by modifying the environment, or by equipping the child with certain skills/tools that will help him/her deal with these issues better and take appropriate action whenever required. This is where the need for properly designed learning facilities for autistic students comes in; it accomplishes the dual objectives of providing a conducive learning environment while also exposing the child to teachers/therapists who will help them learn/deal with these issues better Some common examples of accommodations for hypersensitivity include using ear muffs/plugs in noisy areas, following certain schedules to avoid crowds, wearing soft/comfortable clothing and so on. Examples of the same for hyposensitivity include using fidget toys and other sensory tools, providing visual aid which can be referred to in addition to spoken information, using weighted blankets, taking movement breaks and so on. These are interventions at the level of the individual. When it comes to the design of learning centres for autistic children, many of these features/considerations can be incorporated into the environment itself, leading to responsive design. (Autism Speaks, n.d.)

2.2.4. Relationship between Autistic Behaviour & the Sensory Environment

Autistic individuals are either highly sensitive or under-responsive to sensory stimuli of sound, light, touch and so on. As discussed earlier, our senses play a vital role in shaping our experiences and perceptions of the world around us. It also influences our processes of thinking, reasoning, how we view space around us and how we make sense of new information and experiences. This is a major reason as to why an autistic child has a hard time out in mainstream society, as he/she is unable to decode and navigate through physical and social environments as others. This becomes more complicated by the fact that every autistic child faces different symptoms to varying degrees. Two major things must be kept in mind while designing spaces for children on the spectrum; an acute attention to detail as well as a heightened awareness of sensory experiences, as it only takes the smallest of details to render the training process ineffective. (Altenmüller-Lewis, 2017).

2.3. Creation of Secure Social Learning Environments for Children on the Spectrum

While trying to ensure accessible and comfortable environments, it also becomes important to ensure secure social environments, protecting autistic children from any form of stigma or discrimination, and providing them with the platform to engage safely and comfortably in social environments. This, in turn, will aid greatly in mental stimulation and overall social development, and encourage children to explore their thoughts/emotions, build friendships and improve behaviour and mental health(Gehl, 1987). Such environments can be cultivated by focussing on aspects of design such as connectivity, circulation, interactivity and so on.

2.3.1. Types of Design Approaches

When it comes to the design of learning environments for children on the spectrum, there exist two schools of thought; two approaches – the sensory-sensitive approach and the neuro-typical approach. The sensory-sensitive approach seeks to ensure the careful curation of the learning environment to make sure that nothing distracts the child, to ensure maximum learning and skill development, while the neuro – typical approach believes that it is important to replicate real life situations to acclimate the child, to positively ensure that he/she in the future will be able to integrate into mainstream society (Altenmüller-Lewis, 2017).

2.3.2. Design Considerations for Learning Environments

1. Safety – Children on the spectrum do not have a very good awareness of danger due to the altered perceptions of the environment around them. Since they have the tendency to get overwhelmed and run away, it is preferable to plan layouts and design/organize spaces which offer freedom to the child, while at the same time has minimised hazards, security risks, and behavioural triggers (Altenmüller-Lewis, 2017).

2. Involvement in Community – It is important to have children on the spectrum go out into society, now and then, may it be to offer community linked services, or to promote student interaction with mainstream society It will help in building the child’s social and cognitive skills (Mostafa, 2014)

3. Zoning and Compartmentalisation – It is important to clearly organise spaces with respect to one other to cause the least opportunities for dysfunction, and for easy navigation throughout the complex. Spaces serving different purposes must be kept visually and spatially separate and distinct in order to avoid any

confusion. They can be assigned distinct sensory qualities that will greatly help a child move through the space with complete independence and no difficulty This would also bolster the learning process and environment (Whitehurst, 2012).

4. Spatial Sequencing – Children with ASD have an affinity towards routine and predictability Therefore, it is preferable to clearly organise spaces so as to avoid confusion. Spaces may be arranged in an order based on the daily timeline of activities to take place in the respective spaces. It is also advisable to group spaces with similar activity types next to each other. For example, music, arts and crafts rooms are “high stimulus” requiring high level of alertness while general classrooms and speech therapy rooms come under “high focus” requiring higher concentration. Staff rooms, toilets, admin areas, kitchen should be placed separate from the student areas, while buffer areas such as gardens, free-play space and other open spaces can be used as transition spaces from one activity zone to the next (Mostafa, 2008, 2014).

5. Thresholds – Care must be taken to ensure that thresholds between spaces are not too abrupt; instead, they should be fluid but still clear Clarity is essential so as to prepare the child for the new space they would be entering; this is especially important in case the child is moving from a “high-stimulus” activity zone to a “low-stimulus” activity zone. Clarity can be achieved in many ways; altering ceiling or floor levels, varying floor or wall materials or by arranging furniture so as to create a separation between the spaces (Mostafa, 2014).

6. Way-finding, Navigation & Circulation – This a combination of the points 2) and 3); i.e. organise the spaces in such a way that it becomes easy to navigate

Figure 6 : Clear Organisation of spaces at REED Academy in Oakland, New Jersey (Source: WXY, 2011)

through and not cause any confusion. Limitations of Design can be solved by the effective use of transition spaces and avoidance of clear cut ‘corridors’; circulation spaces must be planned instead, each potentially offering a different kind of experience, so as to give the students a feeling of freedom and independence (Whitehurst, 2012).

7. Provision for Escape spaces – These need not be concrete rooms in the design but instead can take up corner or partitioned areas. The goal of these is to provide respite to the children in the form of distraction-free leisure areas to be used in the case of over-stimulation. They also need to be flexible in terms of what they can offer; some students may want to be calmed down and hence may require a relatively neutral breakout space, while others may crave a light stimulation via specific sensory experiences (Altenmüller-Lewis, 2017).

8. Control over sensory stimuli – A strict control must be kept on certain aspects of the environment such as acoustics, lighting, use of colour, heating, ventilation, scents and so on (Altenmüller-Lewis, 2017).

| Design of Learning Environments for Children on the Autism Spectrum

Figure 7 : Children at Social Sensory Architecture Pavilion, University of Michigan (Source: Ahlquist and Lienhard, 2016)

9. Acoustics – Among the aforementioned sensory stimuli, acoustics are by far the most influential factor in the education of children on the spectrum. Studies conducted by Whitehorse (2012) have noted considerably better attention spans, reduced response time and improvement in behaviour when the level of noise was reduced by cutting down on echo, reverberation and reflective surfaces. This becomes useful in the design of ‘high-stimulus’ zones, whereas some amount of background noise is preferred for ‘low-stimulus’ zones to prevent over-stimulation.

10. Lighting – There should be a balance of natural and artificial light coming into the space. Similar to acoustics, lighting levels may be adjusted according to the zones they serve, creating ‘active’ and ‘calm’ zones. For natural light there should be a strict control of reflections, glare and shadows. For artificial lighting, the fixtures must come along with dimmers, so that lighting levels may be adjusted whenever required. Care must also be taken to ensure that there are no harsh fluorescent lights or any kind of flickering lights that might elicit a negative reaction from the children (Henry,2011).

11. Colour – Neutral and calming colours and natural materials are best suited for such schools. Bright disturbing colours run the risk of over stimulating the children and hence must be avoided. There should be a careful balance of colours, and they can be used to distinguish between different types of spaces, such as shared and private spaces (Beaver,2006).

2.4. Summary

These studies bring out the importance of consideration of sensory experiences in the design of learning environments for the children on the spectrum.

CHAPTER 3 : METHODOLOGY

3.1. Introduction Research Framework

Design of Learning Environments for Children on the Autism Spectrum

3.2. Selection of

Methodology

This research is qualitative in nature as it is primarily concerned with the relationship between child development/behaviour and the physical environment. Modes of enquiry and analysis were structured along mixed methods; involving literature reviews, case studies, structured interviews and surveys/questionnaires.

3.3. Methods of Research

Objectives Research Methods Tentative Outcomes

To examine the specific developmental requirements for a child on the autism spectrum, to be kept in mind while designing learning spaces for them.

To understand parameters of learning spaces for autistic children that can be altered to create environments conducive to the ‘early intervention’ process.

Literature Review

Knowledge of these requirements contribute to the rationale behind the design of conducive environments for children on the spectrum

Literature Review

Understanding the influence of the physical environment on autistic behaviour, and knowledge on how various factors of these environments can be harnessed to positively influence the learning process

To understand the applications of these concepts into the design of learning spaces for autistic children, with the help of secondary case studies

To identify and examine the functioning of different types of autistic centres in India

Case Studies, Interviews/ Questionnaire

Understanding the thought process of architects/founders of these facilities while formulating learning environments

Analyses of these facilities based on the parameters uncovered

Case Studies, Interviews/ Questionnaire

Identifying the various types and scales of facilities available to children on the spectrum in India.

Understanding the thought process of architects/founders of these facilities while formulating learning environments

Analyses of these facilities based on the parameters uncovered

Insight on the functioning of and level of resources available at these facilities

Table 1 - Methods of Research

3.4 Selection of Case Studies

Two sets of case studies were conducted; one at the international level to understand the scope of the field being researched internationally These were conducted using secondary sources. The second set of case studies were conducted on autistic centres in India. Different types of centres were chosen to understand how the needs of autistic children have been considered at different stages of building design. For example, how specific requirements for autistic children have been taken care of by retrofitting existing structures that were previously used for different purposes. The research also considered examples of centres that were designed specifically for the purpose of housing early intervention facilities. The functionality of these centres were analysed based on parameters mentioned in the next section. These case studies were finalised based on availability of secondary information and willingness of architects/caretakers to interact via structured interviews.

The selected case studies have been listed below;

1. Eden Institute, Princeton, New Jersey

2. Reed Academy, Oakland, New Jersey

3. Northern School for Autism, Australia

4. Action for Autism, New Delhi

5. Sankalp School, Chennai

3.5. Attributes for Case Studies

The case studies were analysed based on the parameters compiled in section 2.3.2. which include effectiveness of learning environments in dealing with matters of safety, involvement in community, zoning and compartmentalisation, spatial sequencing, treatment of thresholds, control over sensory stimuli, escape spaces, acoustics, lighting and so on.

Figure 8 : Parameters for Analysis of Case Studies (Source: Author)

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3.6. Choosing Respondents for the Study

For ethical reasons, interviews were not conducted with children on the spectrum as any interaction would require control over all aspects of the interview process so as to ensure nothing can trigger the child, which would be hard to accomplish.

An interview was conducted with the architect of the Sankalp School in Chennai to understand design intent and considerations that were taken to meet the relevant developmental requirements. Unstructured Interviews were also conducted with a researcher in the field as well as a child development expert.

3.7. Summary

The research has been conducted keeping in the mind the aforementioned research framework, methodology and methods of research. Any mode of inquiry/analysis has been based on the precedents defined in this section.

CHAPTER 4 : DATA COLLECTION

4.1. Introduction

In this chapter, data will be collected for the case studies finalised in section 3.4. Interviews will also be conducted as specified in section 3.6. All the data collected using the research methods specified in the previous chapter will be compiled here.

4.2. International Case Studies

4.2.1. Eden Institute, Princeton, NJ KSS Architects, 2011

The centre was designed by KSS architects, who had the dual objectives of providing a safe learning environment for children on the spectrum, while also ensuring that there was engagement with the surrounding context. The centre itself is located in a mixed use complex, which places other functions such as retail, restaurants and offices around the site. Students are encouraged to utilise community-level services located in the context such as the swimming pool in the health centre. There is also a grocery store located in the centre, run by supervised students, open part-time to the public. The main objective for the architects was to ensure direct interaction of students with the community and their immersion into the ‘real-world’.

Figure 9 : Eden Institute Main Entrance, Princeton,NJ (Source: KSS Architects, 2011)

Figure 10 : Eden Institute Ground Floor Plan (Source: KSS Architects, 2011)

The centre has been designed around a central courtyard, with corridors around connecting to different functions within the complex, leading to a U-shaped plan. The centre is also connected via curved walkways to a community park, hence ensuring that the centre has one dedicated green space for its students, while also providing for connections to other green spaces that are more open to the public, allowing for community level interactions. The corridors around the central courtyard have floor to

ceiling glazing which establishes a direct connection for the students to the open space outside. The classrooms are located to the northwest, with each classroom having dedicated individual therapy rooms which serve as escape spaces. Coloured tiles have been used as a method of compartmentalisation inorder to demarcate classroom entrances for the students. The architects have ensured that there is a seamless flow of spaces in terms of placing transitions between high stimulus to low stimulus functions, from group to individual settings. Within the classroom, measures have been taken to minimise distractions, which involved the usage of indirect natural lighting, muted colours and acoustical partitions.

Figure 11 : Built-Open Relationship, Circulation, Stimulus Level Organisation at the Eden Institute (Source: KSS Architects, 2011)

4.2.2. Reed Academy, Oakland, NJ

WXY Architecture and Urban Design, 2011

The architects of REED Academy veer from the traditional norm of following the ‘sensory-sensitive’ approach to design, instead choosing to follow a more ‘neuro-typical’ route. This means that instead of controlling the sensory stimuli throughout the complex, they choose to have select stimuli at certain locations in a moderate manner, to ensure that the students learn to adapt under ‘real-world’ conditions. This is done by using different lights and lighting fixtures, varied colour, texture and material palettes. The flow of spaces from high to low stimulus is purposely left ambiguous to encourage students to adapt to varied situations.

Figure 12 : Elevation, Student Entrance & Central Courtyard at the Eden Institute (Source: KSS Architects, 2011)

Figure 13 : REED Academy, Oakland (Source: WXY, 2011)

Circulation patterns are also intentionally left vague to promote independence and social interaction for the students. Instead of placing escape spaces within the classroom setting, the architects choose to introduce small nooks along the corridors looking into the courtyards which can be used for social interactions as well as makeshift spaces for alternative teaching methods. Sight lines and transparencies of the materials utilised have been considered to ensure that there is freedom for students within the complex while also keeping in mind safety issues. The design seems to focus less on seamless integration of spaces that provide a sense of routine for its students, and more on bolstering the students independence and ability to navigate situations that mimic the ‘real-world’. This is done to ensure seamless integration into society later on.

Figure 14 : REED Academy Ground Floor Plan (Source: WXY, 2011)

Figure 6 : Clear

Figure 15 : Circulation, Buit-Open Relationship & Sensory Zoning at the REED Academy (Source: WXY, 2011)

| Design of Learning Environments for Children on the Autism Spectrum

Figure

16 : Courtyards and Classrooms at REED Academy (Source: WXY, 2011)

4.2.3. Northern School for Autism, Australia Hede Architects, 2013

Figure 17 :Northern School for Autism, Australia (Source:

2013)

| Design of Learning Environments for Children on the Autism Spectrum

Hede Architects,

Within the school, the architects place all the classrooms around a large central courtyard, with spaces for individual settings located within the classroom itself. Each classroom also has a direct connection to a neighbouring green space, used as the play area. The outdoor spaces connected to each classroom also follow a hierarchy; there are covered and uncovered outdoor areas. The architects also utilised ‘cut roof edging’ to allow for north sun penetration into the classroom spaces. The staff and support areas are intentionally left out of the circulation paths for the students in order to minimise confusion. The corridors serving as circulation paths do not interact with the classrooms placed along it, in an effort to reduce distractions for students while they are in class. The centre is connected to multiple adjoining green spaces that serve different wings within the school. The central courtyard is reserved for the younger students keeping in mind safety considerations. The purpose of grouping different sub-schools into the same centre was to provide the students with a sense of community, while also providing opportunities for them to seamlessly transition into an individual setting whenever required.

Figure 18 : Design Development Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 19: Massing: Northern School for Autism, Australia (Source: Hede Architects, 2013)

| Design of Learning Environments for Children on the Autism Spectrum

Figure 20: Site Plan with connections to green spaces: Northern School for Autism, Australia (Source: Hede Architects, 2013)

| Design of Learning Environments for Children on the Autism Spectrum

Figure 19: Massing: Northern School for Autism, Australia (Source: Hede Architects, 2013)

Figure 21: Ground Floor Plan: Northern School for Autism, Australia (Source: Hede Architects, 2013)

Each Learning Area has the following characteristics;

1. Main Learning Area (Intermediate)

A learning space with a store to enable the amount of furniture and equipment required to be controlled by the teacher.

2. Withdrawal Room (Quiet Learning)

Can be used by 1 or 2 students. Can also be used as a calming space for an agitated or anxious student.

3. Outdoor Withdrawal Zone

The learning area has direct access to an outdoor area for self-calming.

4. Undercover Area (Roof Lining)

Figure 22: Learning Area Unit: Northern School for Autism, Australia (Source: Hede Architects, 2013)

Undercover but with north sun access and access to the subschool space.

5. Outdoor Play Area

The outdoor spaces are deliberately free from trees/landscaping as students have the propensity to destroy them. However bike riding, climbing and sandplay are highly enjoyed by the students. The play area directly connects to each learning area as well as central toilets and passages.

6. Circulation

Little distraction from the access passage. However the design of all learning areas have alternate means of egress for staff and students from all rooms.

7. Independent Access and Plan

Access to toilets for students/staff from building independent of learning areas.

Figure 23: Elevations: Northern School for Autism, Australia (Source: Hede Architects, 2013)

4.3. Indian Case Studies

4.3.1. Action for Autism, New Delhi Retrofitted, 2006

Action for Autism is a non profit organization based in New Delhi, founded in 1991, with the purpose of providing services to individuals on the autism spectrum in India. They provide direct intervention services, promote advocacy and research in an effort to enrich the lives of students dealing with autism as well as providing supportive facilities to their families. The centre in Jasola Vihar was founded in 2006, and currently provides services to 60 students, with a teaching staff of 25.

The centre, spread across 4 floors, consists of 8 classrooms, 5 parent-child therapy rooms, 2 sensory rooms, 2 occupational therapy rooms, a research unit, cafeteria and a library The centre also has 2 dedicated play spaces, along with a water play area for water therapy The ages of students vary from 3-34. Students are not only taught on how to deal with the triad of impairments, but are also primed inorder to be able to live an independent lifestyle as they grow up. The centre also offers employment opportunities for high functioning adults in the office which serves as a testament to their dedication to improving the lives of those on the autism spectrum in India.

Figure 24: Action for Autism, New Delhi: External and Internal (Multipurpose Hall) Views (Source: Action for Autism)

Figure 25: Action for Autism, New Delhi: Main Entrance (Top left), Water Play Area (Bottom Left), Front Facade (Right) (Source: Aayushi Goyal, 2020)

4.3.2. Sankalp School, Chennai

The school is located in Kolappancheri, Chennai. The centre was previously used as the Ebenezer home for Children and the Elderly, with a built up area of 1600 sqm. The centre mainly caters to students dealing with Autism Spectrum Disorder (ASD) and

Figure 26: Floor Plans: Action for Autism, New Delhi (Source: Aayushi Goyal, 2020)

Specific Learning Disorder (SLD). The school has been divided into different wings as follows;

The Learning Centre and Early Intervention Centre - For children with ASD

The centre is split into different sections based on the age group and learning capabilities of the students. The classroom and teaching methods are mostly activity oriented, especially for the junior sections. Teaching approach is more flexible and is dependent on the responsiveness of the students to different activities and skill sets.

Sahayika

It serves as a skill training centre for adolescents with ASD, with the major objective being to equip students with skills that will empower and enable them to lead independent lives. Workshops for making paper products, jewellery, spice production and baking have been provided where students are encouraged to hone their skills via a structured learning process.

The Open School

This centre is meant for children with SLD. Students are to be split into different sections based on ability The classrooms take on a much lesser student load as compared to a typical classroom so teachers can focus on each student which in turn increases the opportunities for individual interaction. Other functions provided include math labs, science labs, music rooms, arts and crafts rooms, as well as a few recreational spaces including counselling rooms and a pottery courtyard.

Some of the prominent elements/considerations made in the design are as follows;

1. Building as Learning Aid (BALA)

2. Landscaping and Outdoor Activities

3. Courtyards and Verandahs

4. Natural Lighting

5. Colour Schemes and materials used in the design.

Figure 27: Sankalp School: Classroom Concept (Source: Benny Kuriakose, 2021)

of Learning Environments for Children on the Autism Spectrum

Figure 28: Sankalp School: Proposed 3D Views (Source: Benny Kuriakose, 2021)

Figure 29: Sankalp School: Proposed Site Plan (Source: Benny Kuriakose, 2021)

Design of Learning Environments for Children on the Autism Spectrum

Figure 30: Calming colours used in classrooms.(Source: Benny Kuriakose, 2021)

Figure 31: Sankalp School: Sensory Gardens & Courtyards (Source: Benny Kuriakose, 2021)

Figure 32: Sankalp School: Colour Schemes used in design (Source: Benny Kuriakose, 2021)

Design of Learning Environments for Children on the Autism Spectrum

Figure 33: Sankalp School: Landscape Plan (Source: Benny Kuriakose, 2021)

4.4. Interviews

4.4.1. Interview with Researcher

An unstructured interview was conducted with Professor Rachna Khare from SPA Bhopal, who had previously conducted studies on universal design and the design of educational facilities for autistic children. This interview was conducted during the literature review stage and the main purpose of this interview was to uncover seminal works done by researchers in this field of study, to be examined in the literature review section.

Several authors working in related fields were brought up during this discussion such as Magda Mostafa, Rachna Khare and Abir Mullick, Keith Mcallister, Christopher Beaver,

Figure 34: Photos of Sankalp School (Source: Benny Kuriakose, 2021)

Temple Gradin, Tamara Daley, Eric Schopler and the Helen Hamlyn Centre for Design. Possible directions for the research were also discussed at this stage.

4.4.2. Interview with Child Development Expert

An unstructured interview was conducted with Professor Vinita Bhargava from the Department of Human Development and Childhood Studies (HDCS) at Lady Irwin College, New Delhi. This interview was conducted during the literature review stage to help get a better understanding of the specific developmental requirements for an autistic child and also get an idea about the learning process for autistic students.

The state of policies related to the education of autistic children was discussed. It was noted that these policies mainly suggested medical models and were not really prescriptive in terms of the physical environment for learning. As a result, it becomes important to reinforce the importance of the learning environment in the learning process.

In order to ensure ‘responsive caregiving’, one must ensure that the physical environment has been taken into account. Responsive dialogue with a child can only be established once the teacher creates a safe emotional environment, which in turn leads us back to the physical environment. Understanding this relationship is integral.

The nature of play spaces and escape spaces in these institutions was also discussed. There have to be spaces/mechanisms planned for a child’s stimming purposes. Stimming helps calm down children who run the risk of getting overstimulated and overwhelmed. Spaces also have to be kept aside for ‘Free Play’, where teachers must remain alert and observe how children approach different objects and situations. This will help teachers understand the children better and in turn will help them devise effective learning strategies for each student. It became clear from our discussions that there were many particular aspects of the physical and sensory environment that were

absolutely critical in the design of conducive learning environments for children on the spectrum.

4.4.3. Interview with Architect

A structured interview was conducted with Ar Benny Kuirakose, whose firm was responsible for the design of the Sankalp School in Chennai. The purpose of this interview was to get an understanding of the design process and considerations taken into account by the architects during the design of the school, given the lack of clear guidelines and standards for schools that serve autistic children. The aim was also to understand how the institute was designed with respect to the parameters uncovered in the literature review The interview has been transcribed in Appendix - A.

Out of all the topics discussed, a few points seemed to come up with respect to the design of the Sankalp school. The clients, i.e., staff at the Sankalp school originally wanted to have separate rooms for learning, exercise (yoga), arts and crafts, escape spaces (blackout rooms) and so on. But the architects were of the opinion that instead of splitting up the functions into multiple rooms, the classroom size itself could be increased (it was increased to around 700-800 sq ft.), with all the aforementioned functions fit into different areas of the classroom itself. This would significantly simplify the circulation for the student, and would also result in a larger classroom area for the same no. of students per classroom (around 8-10). After a few discussions with the staff, this change was finally agreed upon, and this significantly marked a difference in the design of such classrooms compared to a typical classroom which is only attuned to hold lectures.

Figure 35: Sankalp School: Classroom Layout. (Source: Author)

The architects also made it a point to assign specific sensory qualities to various landscaped areas within the complex, in order to help students situate themselves within the school and navigate easily. Even the open spaces within the complex vastly differ from the other, which includes courtyards, playgrounds (for structured as well as free play), sensory garden, vegetable garden, sandpit, water play area and so on, each providing a unique sensory experience. The vegetation chosen for the gardens have been specifically chosen based on their olfactory properties. Play areas such as the sports court, sandpit, skating rink, pottery area and water play area each provide unique tactile experiences. All these gestures are intended to help students to intuitively make their way through the school like regular students and breed a culture of independence. The architects considered it a top priority to ensure that students could have a normal school going experience, but with a more responsive design, one that is sensitive to the needs of its students.

Figure 33: Landscape Plan. (Source: Benny Kuriakose, 2021)

| Design of Learning Environments for Children on the Autism Spectrum

CHAPTER 5 : DATA ANALYSIS

5.1. Analysis of Data from Case Studies & Interviews

Table 2 - Spatial

Organization with

Green

Spaces

S.No. Project Analysis

1. 1Eden Institute, NJ

Figure 36 : Eden Institute, NJ: Spatial Organization. (Source: Author)

2. Reed Academy, Oakland

| Design of Learning Environments for Children on the Autism Spectrum

3. Northern School for Autism, Australia

Figure 37 : REED Academy, NJ: Spatial Organization (Source: Author)

4. Action for Autism, New Delhi

Figure 38 : Northern School for Autism: Spatial Organization. (Source: Author)

Figure 39 : Action for Autism: Spatial Organization (Source: Author)

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5. Sankalp School, Chennai

Figure 40 : Sankalp School: Spatial Organization (Source: Author)

Table 3 - Circulation & Thresholds

S. No. Project Analysis

1. Eden Institute, NJ

One Way Circulation. Staff areas/rooms have been kept separate from the student circulation path.

2. REED Academy, Oakland

The corridors take on an intentionally meandering route and are lined with smaller scale nooks that flank the courtyard.

Fi 41 Ed I tit t NJ Ci l ti &

Figure 42 : REED Academy, NJ: Circulation & Thresholds (Source: Author)

3. Northern School for Autism, Australia

One Way Circulation. Staff areas/rooms have been kept separate from the student circulation path.

4. Action for Autism, New Delhi

One Way Circulation. Staff areas/rooms have been kept separate from the student circulation path.

Figure 43 : Northern School for Autism: Circulation & Thresholds (Source: Author)

Figure 44 : Action for Autism: Circulation & Thresholds. (Source: Author)

5. Sankalp School, Chennai

Multidirectional; Staff areas/rooms have not been kept separate from the student circulation path.

Figure 45 : Sankalp School: Circulation & Thresholds (Source: Author)

Table 4 - Escape Spaces

S. No. Project Analysis

1. Eden Institute, NJ

Escape spaces attached to each classroom

Figure 46 : Eden Institute, NJ: Escape Spaces (Source: Author)

Design of Learning Environments for Children on the Autism Spectrum

2. REED Academy, Oakland

Smaller scale nooks that flank the courtyards. These nooks are intended for informal socializing and alternative teaching spaces.

3. Northern School for Autism, Australia

Escape spaces attached to each classroom

Figure 47 : REED Academy, NJ: Escape Spaces. (Source: Author)

Figure 48 : Northern School for Autism: Escape Spaces. (Source: Author)

4. Action for Autism, New Delhi

Sets of 2 spaces provided on 2 floors with classrooms, serving 10 classrooms. These are not directly connected to the classrooms.

5. Sankalp School, Chennai

Larger classrooms (700-800 sq ft.), with nooks within the classrooms that serve as escape spaces.

Figure 49 : Action for Autism: Escape Spaces. (Source: Author)

Figure 50 : Sankalp School: Escape Spaces (Source: Author)

S. No. Project Analysis

1.

Eden Institute, NJ

High stimulus & low stimulus zones are clearly organized.

2. REED Academy, Oakland

High stimulus & low stimulus zones are not clearly organized.

Figure 51 : Eden Institute, NJ: Sensory Zoning (Source: Author)

Figure 52 : REED Academy, NJ: Sensory Zoning. (Source: Author)

3. Northern School for Autism, Australia

High stimulus & low stimulus zones are clearly organized.

Figure 53 : Northern School for Autism: Sensory Zoning (Source: Author)

4. Action for Autism, New Delhi

High stimulus & low stimulus zones are clearly organized.

Figure 54 : Action for Autism: Sensory Zoning (Source: Author)

5. Sankalp School, Chennai

High stimulus & low stimulus zones are not clearly organized.

Table 6 - Acoustics & Lighting

S. No. Project Analysis

1. Eden Institute, NJ

In an effort to minimise distractions, the architects use indirect natural light and provide acoustical separations. Even the artificial lighting utilised has a calming effect on the learning environment.

Design of Learning Environments for Children on the Autism Spectrum

Figure 55 : Sankalp School: Sensory Zoning (Source: Author)

Figure 56 : Eden Institute, NJ: Facade (Top), Recreational Spaces with Varied Lighting (Bottom Left), Windows partly covered with opaque screens to minimise distractions (Bottom Right) (Source: KSS Architects, 2011)

2. REED Academy, Oakland

Most of the facades have a lot of fenestrations, bringing in direct natural light into the centre. However, this makes it possible for distractions to potentially disrupt classroom activities. Varied lighting is utilised to present conditions of the outside world.

3. Northern School for Autism, Australia

Windows are placed at lower and higher levels, bringing in indirect natural light with lesser distractions. The courtyard helps bring in more natural light.

4. Action for Autism, New Delhi

Opaque sheets are used to cover part of the windows, to minimise distractions.

Figure 57 : REED Academy, NJ: Facade with floor to lintel level fenestrations throughout (top), Varied lighting for classroom spaces (bottom). (Source: WXY, 2011)

Figure 58 : Northern School for Autism: Windows at lower and higher levels for indirect natural light (Source: Hede Architects, 2013)

Figure 59 : Action for Autism: Windows with opaque screens (Source: Aayushi Goyal, 2020)

5. Sankalp School, Chennai

Windows for low stimulus areas have been designed with timber panels at the bottom, which are good for acoustics and minimise distractions, bringing in natural light at a higher level.

Figure 60 : Sankalp School: Windows with timber panels at the bottom (Source: Benny Kuriakose, 2021)

Table 7 - Colour, Materials & Textures

S. No. Project Analysis

1.

Eden Institute, NJ

Neutral colour palettes used to minimise distractions.

Figure 61 : Eden Institute, NJ: Neutral colour palette followed for all spaces (Source: KSS Architects, 2011)

Design of Learning Environments for Children on the Autism Spectrum

2. REED Academy, Oakland

A diverse colour pallet and a range of finishes are used to present conditions of the outside world.

3. Northern School for Autism, Australia

Bold colours used outside to mark different wings. Neutral colour palettes used inside.

of Learning Environments for Children on the Autism Spectrum

Figure 62 : REED Academy, NJ: Diverse colour palette with a range of finishes (Source: WXY, 2011)

Figure 63 : Northern School for Autism: Muted colour palettes for indoor spaces (top), Bold colours used at certain points in the exterior (bottom) (Source: Hede Architects, 2013)

4. Action for Autism, New Delhi

Predominantly white walls with rough textures.

5. Sankalp School, Chennai

Natural and calming colours and materials to be used. Disturbing and overly stimulating colours are avoided.

Figure 64 : Action for Autism: White walls with rough textures used throughout the centre (Source: Action for Autism)

Figure 65 : Sankalp School: Planned Neutral Colour Palettes for classrooms (Source: Benny Kuriakose, 2021)

Table 8 - Compartmentalisation

S. No. Project Analysis

1. Eden Institute, NJ

Using different flooring & landscaping materials.

Figure

Design of Learning Environments for Children on the Autism Spectrum

66 : Eden Institute, NJ: Landscaped Courtyard (left), Gymnasium (right) (Source: KSS Architects, 2011)

2. REED Academy, Oakland

Using different flooring & landscaping materials.

3. Northern School for Autism, Australia

Using different flooring materials.

Figure 67 : REED Academy, NJ: Variation in flooring and landscaping materials. (Source: WXY, 2011)

Figure 68 : Northern School for Autism: Recreational Spaces with varied flooring materials (Source: Hede Architects, 2013)

| Design of Learning Environments for Children on the Autism Spectrum

4. Action for Autism, New Delhi No specific elements apart from walls.

5. Sankalp School, Chennai

Muted colours used to mark different wings.

Figure 69 : Sankalp School: Muted Colours to demarcate different wings (Source: Benny Kuriakose, 2021)

Table 9 -

Wayfinding

S. No. Project Analysis

1. Eden Institute, NJ

Through wall posters. Coloured tiles indicate classroom entrances to support wayfinding.

Figure 70 : Eden Institute, NJ: Wall posters for wayfinding (Source: KSS Architects, 2011)

Design of Learning Environments for Children on the Autism Spectrum

2. REED Academy, Oakland

The circulation within the school is designed to promote independence and social interaction. The corridors take on an intentionally meandering route and are lined with smaller scale nooks that flank the courtyard.

3. Northern School for Autism, Australia

Through colours and landscaping elements.

Figure 71 : Northern School for Autism: Bold colours used to highlight different wings, with landscaping elements serving as pathways (Source: Hede Architects, 2013)

4. Action for Autism, New Delhi

Through colours and landscaping elements.

Figure 72 : Action for Autism: Landscaping Elements (Source: Aayushi Goyal, 2020)

5. Sankalp School, Chennai

Installing maps and other forms of visual aid at different areas in the campus.

Figure 73 : Sankalp School: Maps as visual aid (Source: Benny Kuriakose, 2021)

Table 10 - Safety & Connection to Community

S. No. Project Analysis

1. Eden Institute, NJ

The education and outreach centre is located in a mixed-use complex that includes retail, offices, and restaurants, enabling students to feel included within a broader community

2. REED Academy, Oakland

Sight-lines of views and transparencies of surfaces are considered in order to encourage independence while maintaining security and oversight.

3. Northern School for Autism, Australia

The building provides an integrated connected group of sub schools in a community yet gives all student learning an individual controlled

Design of Learning Environments for Children on the Autism Spectrum

outlook breaking the learning down to calm, small group spaces for 6-8 students.

4. Action for Autism, New Delhi Boundary walls with provisions for a guard.

5. Sankalp School, Chennai Boundary walls. Located in a predominantly residential area. Sharp corners are avoided, with verandahs and railings provided at multiple points in the centre.

5.2. Summary

From these studies, the approach to design can be broadly divided into two kinds as discussed earlier; the neuro-typical approach and the sensory-sensitive approach. These approaches then determine how the design deals with various issues such as zoning, circulation and so on. Neuro-typical approaches seek to replicate ‘real-world’ settings whereas the sensory-sensitive approach seeks to create a carefully curated sensory environment to maximise comfort and the ability to focus and learn for its students. The observations and illustrations listed above have been compiled in Table10.

Autism Spectrum

Spaces that are not to be used by the students should be kept out of their circulation paths such as admin and staff rooms, research unit, support spaces and so on. It is preferable that the classroom spaces be connected to a green space; either open outwards or are centred around a courtyard.

Circulation routes must be kept simple and spaces must seamlessly flow from one to the other, with minimal chances of disruptions and distractions for the students.

Smallerscale nooksthatflank thecourtyards. Thesenooksare

Highstimulus&lowstimuluszonesarenot

Highstimulus&lowstimuluszonesare

Highstimulus&lowstimuluszonesare

Setsof2spaces providedon2 floorswith classrooms, serving10 classrooms. Thesearenot directly connectedtothe classrooms. Largerclassrooms(700-800 sqft.),withnooksthatserveas

Highstimulus&lowstimulus zonesareclearlyorganized.

Highstimulus&lowstimulus zonesarenotclearlyorganized.

It is preferable that each classroom have dedicated escape spaces, where a student has the oppurtunity to move from a group setting to an individual setting, incase he/she is feeling overwhelmed.

High-stimulus spaces such as music, arts & crafts rooms requiring high level of alertness can be grouped together, and the same can be done with low-stimulus high-focus spaces such as clasrooms and speech therapy rooms. The transitions between these spaces should not be abrupt. Buffer zones such as green spaces, courtyards or verandahs may be used to smoothen this transition.

Natural light helps relax students and as a result improves their attention while in class. However, care must be taken to minimise distractions for the students in the form of views to the outside. This can be done by placing fenestrations that fall over/under a students eye-level while in class. Care must also be taken to provide good acoustical separations between classrooms as well as between other spaces in the centre, to minimise distractions.

Different colours, materials and textures may be utilised throughout the centre inorder to differentiate between different zones within the school. Assigning a specific attribute to a particular space whether it be tactile or visual will definitely help an autistic child identify and remember different spaces in the school. However, care must be taken to not use over-stimulating colours that might disturb the student.

Predominantly white walls with rough textures.

Compartmentalisation No specific elements apart from walls.

Subtle demarcations of various zones within a space using materials, textures or partition walls is a good practice, which will in turn help students utilize

CHAPTER 6 : FINDINGS FROM ANALYSIS

From the case studies, the following patterns/practices were broadly observed;

1. Spaces that are not to be used by the students should be kept out of their circulation paths such as admin and staff rooms, research units, support spaces and so on. It is preferable that the classroom spaces be connected to a green space; either open outwards or are centred around a courtyard.

2. Circulation routes must be kept simple and spaces must seamlessly flow from one to the other, with minimal chances of disruptions and distractions for the students.

3. It is preferable that each classroom have dedicated escape spaces, where a student has the opportunity to move from a group setting to an individual setting, in case he/she is feeling overwhelmed.

4. High-stimulus spaces such as music, arts & crafts rooms requiring high level of alertness can be grouped together, and the same can be done with low-stimulus high-focus spaces such as classrooms and speech therapy rooms. The transitions between these spaces should not be abrupt. Buffer zones such as green spaces, courtyards or verandahs may be used to smoothen this transition.

5. Natural light helps relax students and as a result improves their attention while in class. However, care must be taken to minimise distractions for the students in the form of views to the outside. This can be done by placing fenestrations that fall over/under a student’s eye-level while in class. Care must also be taken to provide good acoustical separations between classrooms as well as between other spaces in the centre, to minimise distractions.

6. Different colours, materials and textures may be utilised throughout the centre in order to differentiate between different zones within the school. Assigning a specific attribute to a particular space whether it be tactile, olfactory or visual will

definitely help an autistic child identify and remember different spaces in the school. However, care must be taken to not use over-stimulating colours that might disturb the student.

7. Subtle demarcations of various zones within a space using materials, textures or partition walls is a good practice, which will in turn help students utilize the space efficiently and navigate through the space easily

8. It is preferred to infuse wayfinding systems into the building elements itself. As students experience these elements, they should naturally be able to situate themselves and move through different spaces in the school with no confusion. However, some centres may choose to follow a neurotypical approach, which would be to place maps and signage at different areas in the centre, so that students get accustomed to reading and processing such information.

9. Safety systems must be formulated such that it provides students with a sense of security without impacting their perceived 'freedom' within the space. It also becomes important to ensure that there exists a connection between the students and the community around them by promoting the chances for social interaction. This will help improve their cognitive and social skills.

The aforementioned practices work in tandem to successfully tackle overarching requirements for autistic children; the need for predictability/simplicity in their daily routine, control over sensory stimuli, safety and social interaction

CHAPTER 7 : CONCLUSIONS & WAYFORWARD

From these studies, the inextricable link between physical environment and spaces of learning cannot be ignored. Especially for younger children between the ages of 3-8, interaction and engagement with the environment influences their learning process as understood from the theory of constructivism. As a result, providing a conducive learning environment will ensure that children are able to get the most out of the learning process. There then comes an added consideration when it comes to the design of spaces for children on the autism spectrum; since autistic behaviour is dependent on the sensory environment, any environment built for their use must account for this dependency This becomes especially important for learning environments for young autistic children, as the learning process they undergo during these years can significantly help reduce or control their symptoms to such an extent, that they can live independently and become an active part of society as they grow up.

The literature review and case studies conducted uncovered certain attributes/ parameters of the physical environment that could be harnessed to address these sensory issues. From the interviews conducted, it became clear that these parameters found their origins in intangible factors such as the need for routine, safety and control over sensory stimuli. While all the projects examined in this research did not have identical responses to each design parameter; the design/utilization of the spaces in these projects reflected an understanding of these considerations, and seemed to have clear gestures that addressed these concerns. These included the issues of sensory zoning, circulation, provision of open and green spaces, escape spaces, transition spaces, compartmentalisation, usage of colours, materials, textures, and so on.

From the case studies conducted there also appears to be a difference in overall approach between Indian autism centres and international centres. Indian centres seem to follow a treatment-based approach towards intervention, following the medical model of disability, where the major objective is to treat the individual to help deal with their symptoms. International centres seem to veer from this approach, instead choosing to

follow the social model of disability, where efforts are made to remove barriers that seemingly exist in mainstream society that restrict life choices for people with disabilities.

These studies also bring out the importance of sensory design. By ensuring that the physical environment engages multiple senses, sensory design supports the diversity of the human condition. Each sense adds to the palette of information that the brain uses; visual and non-visual imageries work in tandem to help situate oneself in a particular environment, while also allowing for interactions with objects within the environment.

The five senses merge and mingle, are deeply intertwined with memory and help make meaning out of interactions with the physical environment. Higher engagement with the senses in a particular environment results in meaningful and memorable dialogue with the environment itself. It enables the user to make the most out of the physical environment. In other words, the environment automatically becomes conducive to the specific function it was planned for as it calls for higher engagement.

Sensory abilities are unique to each individual. As a result, sensory design encourages inclusivity, as it provides users with more opportunities of interaction within a space, keeping in mind the spectrum of sensory abilities. The purpose of this study was to explore the experience of learning environments, in this case, through the lens of a specific demographic; that of autistic children. The reason for this choice was two-fold; part of the reason being as mentioned earlier to uncover a set of specific design guidelines for a condition that specifically affected sensory abilities. The second reason was to come up with a framework for sensory considerations that can be made when one starts to design any learning environment in general. This, in time, can lead to the integration of most if not all students into the same learning environments which can provide higher levels of engagement, and is committed to ensuring inclusivity.

Infusing inclusivity into all aspects of life including design becomes integral; it is especially crucial that this is introduced at the early childhood stage, as it promotes a culture of respect, understanding and empathy for each other’s differences. And as the

preliminary studies on child development suggest, early childhood experiences set a precedent for behaviours and attitudes for a lifetime.

List of References

Altenmüller-Lewis, U., 2017. Designing Schools for Students on the Spectrum. null 20, S2215–S2229. https://doi.org/10.1080/14606925.2017.1352738

American Psychiatry Association, 2013. Diagnostic and Statistical Manual of Mental Disorders (DSM-5®). American Psychiatric Publishing.

Ennis-Cole, D., 2019. The Triad of Impairment in ASD, in: Seeing Autism through Parents’ Feedback, Sketchnotes, Technology, and Evidence-Based Practices. Springer International Publishing, Cham, pp. 13–23. https://doi.org/10.1007/978-3-030-15374-8_2

Fjortoft, I. (2001). The Natural Environment as a Playground for Children : The Impact of Outdoor Play Activities in Pre-Primary School Children. Early Childhood Education Journal, 29(2).

Gehl, J. (1987). Life Between Buildings: Using Public Space. New York: Van Nostrand Reinhold.

Henry, Christopher N. (2011). Designing for Autism: Lighting. ArchDaily, October 19, 2011. http://www.archdaily.com/177293/designing-for-autism-lighting

Mårtensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J.-E., & Grahn, P. (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health & Place, 15(4), 1149–57.

Masi, A., DeMayo, M.M., Glozier, N., Guastella, A.J., 2017. An Overview of Autism Spectrum Disorder, Heterogeneity and Treatment Options. Neuroscience Bulletin 33, 183–193. https://doi.org/10.1007/s12264-017-0100-y

Mostafa, Magda (2014). Architecture for Autism: Autism ASPECTSS™ in School Design. In: ArchnetIJAR, Volume 8 - Issue 1 - March 2014 - (143-158)

Mostafa, Magda. (2008). An Architecture for Autism: Concepts of Design Intervention for the Autistic User, Archnet-IJAR: International Journal of Architectural Research, 2(1), 189-211.

National Education Policy 2020, Ministry of Human Resource Development, Government of India

Nola, R., Irzik, G., 2005. Philosophy, Science, Education and Culture, Contemporary Trends and Issues in Science Education. Springer Netherlands. https://doi.org/10.1007/1-4020-3770-8

Right of Children to Free and Compulsory Education Act, 2009

Said, I. (2012). Affordances of Nearby Forest and Orchard on Children ’ s Performance s. Procedia - Social and Behavioral Sciences, 38(December 2010), 195–203.

Wells, N. M., & Evans, G. W (2003). NEARBY NATURE A Buffer of Life Stress Among Rural Children. Environment and Behavior, 35(3), 311–330.

Whitehurst, Theresa. (2012). How good design can influence ASD behavior Healthcare Design and Management. June 2012. Pp. 30-32. http://www.autism-architects.com/?page_id=285

5 Main Types of Autism - Article - Community Care Physicians P.C. [WWW Document], n.d. URL https://www.communitycare.com/News/Health-Blog-Article?URLName=5-Main-Types-of -Autism (accessed 10.12.21).

Sensory Issues [WWW Document], n.d. Autism Speaks. URL https://www.autismspeaks.org/sensory-issues (accessed 10.12.21).

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Altenmüller-Lewis, U., 2017. Designing Schools for Students on the Spectrum. null 20, S2215–S2229. https://doi.org/10.1080/14606925.2017.1352738

American Psychiatry Association, 2013. Diagnostic and Statistical Manual of Mental Disorders (DSM-5®). American Psychiatric Publishing.

Arthur, P., & Passini, R. (2002).Wayfinding: People, Signs, and Architecture. New York: McGraw-Hill Book Company.

Bright, K., & Cook, G. (2010). The Colour, Light, and Contrast Manual: Designing and Managing Inclusive Built Environments. Chichester, West Sussex: Wiley-Blackwell.

Bright, K., & Egger, V (2008). Using Visual Contrast for Effective, Inclusive, Environments. Information Design Journal, 16(3), 178–189.

Ennis-Cole, D., 2019. The Triad of Impairment in ASD, in: Seeing Autism through Parents’ Feedback, Sketchnotes, Technology, and Evidence-Based Practices. Springer International Publishing, Cham, pp. 13–23. https://doi.org/10.1007/978-3-030-15374-8_2

Fjortoft, I. (2001). The Natural Environment as a Playground for Children : The Impact of Outdoor Play Activities in Pre-Primary School Children. Early Childhood Education Journal, 29(2).

Gehl, J. (1987). Life Between Buildings: Using Public Space. New York: Van Nostrand Reinhold.

Henry, Christopher N. (2011). Designing for Autism: Lighting. ArchDaily, October 19, 2011. http://www.archdaily.com/177293/designing-for-autism-lighting

Holeton, R., 2020. Toward Inclusive Learning Spaces: Physiological, Cognitive, and Cultural Inclusion and the Learning Space Rating System [WWW Document]. URL https://er.educause.edu/articles/2020/2/toward-inclusive-learning-spaces (accessed 5.30.21).

Holl, S., Pallasmaa, J., & Gómez, A. (2006). Questions of Perception: Phenomenology of Architecture. San Francisco: William Stout.

Mårtensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J.-E., & Grahn, P. (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health & Place, 15(4), 1149–57.

Masi, A., DeMayo, M.M., Glozier, N., Guastella, A.J., 2017. An Overview of Autism Spectrum Disorder, Heterogeneity and Treatment Options. Neuroscience Bulletin 33, 183–193. https://doi.org/10.1007/s12264-017-0100-y

Mostafa, Magda (2014). Architecture for Autism: Autism ASPECTSS™ in School Design. In: ArchnetIJAR, Volume 8 - Issue 1 - March 2014 - (143-158)

Mostafa, Magda. (2008). An Architecture for Autism: Concepts of Design Intervention for the Autistic User, Archnet-IJAR: International Journal of Architectural Research, 2(1), 189-211.

National Education Policy 2020, Ministry of Human Resource Development, Government of India

Nola, R., Irzik, G., 2005. Philosophy, Science, Education and Culture, Contemporary Trends and Issues in Science Education. Springer Netherlands. https://doi.org/10.1007/1-4020-3770-8

Nussbaumer, L. (2012). Inclusive Design: A Universal Need. New York: Fairchild Books.

Design of Learning Environments for Children on the Autism Spectrum

Right of Children to Free and Compulsory Education Act, 2009

Said, I. (2012). Affordances of Nearby Forest and Orchard on Children ’ s Performance s. Procedia - Social and Behavioral Sciences, 38(December 2010), 195–203.

Sokol, D. (2014). Extra Sensory Perception.Architectural Record. Retrieved July 4, 2014, from http://archrecord.construction.com/schools/08_Extra_Sensory.asp

Standards Development Committee. (2010). AODA. Final Proposed Accessible Built Environment Standard, 1-193.

Steinfeld, E. & Maisel, J. L. (2012).Universal Design: Creating Inclusive Environments. Hoboken, NJ: Wiley.

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Wells, N. M., & Evans, G. W. (2003). NEARBY NATURE A Buffer of Life Stress Among Rural Children. Environment and Behavior, 35(3), 311–330.

Whitehurst, Theresa. (2012). How good design can influence ASD behavior. Healthcare Design and Management. June 2012. Pp. 30-32. http://www.autism-architects.com/?page_id=285

5 Main Types of Autism - Article - Community Care Physicians P.C. [WWW Document], n.d. URL https://www.communitycare.com/News/Health-Blog-Article?URLName=5-Main-Types-of -Autism (accessed 10.12.21).

Sensory Issues [WWW Document], n.d. . Autism Speaks. URL https://www.autismspeaks.org/sensory-issues (accessed 10.12.21).

Interview with Benny Kuriakose on the Design for the Sankalp School in Chennai 31-10-21

Q: How did your studio first get involved in this project? What attracted you to the project?

Probe: Were there any requirements for the centre, as set by the clients? If so, what were these requirements?

A: It was the Sankalp Trust who first approached us with this project. We accepted the proposal and agreed to visit the site at Thiruvalluvar Street, Kollapancheri, Chennai. There was already an existing building on the site, the Ebenezer home for children and the elderly We were then informed on all the requirements for the project, which included, no. of classrooms, sizes of classrooms, sensory rooms, gardens and so on. They gave us a very specific program, according to which we were expected to develop a scheme.

Q: What functions was the centre designed for? What were the targeted user groups the centre was designed for?

A: We had the main learning centre along with a dedicated early intervention centre for younger children with Autism Spectrum Disorder (ASD). There was also Sahayika, which was a skill training centre for adolescents with ASD along with the Open School, for children with Specific Learning Disability (SLD).

Q: What strength was the centre designed for?

A: Around 300-400 students.

Q: What were the key considerations made during the design process?

A: At first, we tried to look for research material along the lines of standards of schools for autistic children. There seemed to be a clear lack of research in the subject as we

couldn’t find any such prescriptive documents or a particular uniform approach to design, which forced us to start from scratch using a few basic principles.

We found that the school at that point in time had classrooms with 6-8 children in each classroom, which we found to be inadequate. The staff had been adjusting to existing structures to meet their purposes and requirements, and as a result, while their teaching methods were innovative, the architecture of the spaces they utilised left something to be desired.

We focussed on creating an environment that was relaxing and calming for the students, at the same time we wanted to give them a normal school experience. As a result, we ended up deviating from some of the requirements we had received at the start. We expected that our scheme would get rejected, but the clients agreed with our approach and from then on they were completely involved in the design process and remained open to many of our ideas.

Q: Were there any major changes made to the program during the design progress? If so, what were the reasons for these changes?

A: According to their program, the classrooms were one unit and then escape spaces for the individual were allocated to another room. We found this to be unnecessary and insisted that we increase the size of one classroom unit, to around 700-800 sq ft., so that we could accommodate spaces for different methods of teaching and activities such as reading and writing spaces, yoga spaces, arts & crafts areas and so on. These classrooms can still just serve around 8-10 students and should also include escape spaces for an individual student. So we wanted to accommodate all the activities and requirements within a larger classroom module, serving the same no. of students. The clients ended up agreeing to this change.

Probe: Have all the planned functions been accounted for in the complex? What are the significant differences from what was designed to what has actually been built?

There were countless discussions on the design amongst three teams- our own studio team, the teachers at the school, and the engineering team. This led to many revisions that occurred at different stages. The open school was one function that did not end up getting built due to lack of funds.

Q: How have the needs of children on the spectrum and understanding of impact of environment on behavioural intervention been considered while designing the complex? What aspects of your design scheme do you think best reflect these considerations?

Probe: Did you look at other design schemes for similar centres as a reference? If so, could you name a few?

A: At the time, that is, 3 years ago, we did not find a lot of reference material or projects. As a result, we just went back to the basic principles. Our main idea was to design, keeping in mind the specific requirements for autistic children. Of course, each autistic child is different, with specific issues, but we wished to come up with a design that could provide all students with a conducive learning environment, while being receptive to all their symptoms in general.

Q: Safety is an important factor at these centres, keeping in mind that it is a school, along with the fact that the students at the school may have a tendency to get overwhelmed. How do you think the design fares in assuring safety to its students as well as their parents?

Probe: Do you think the safety measures applied in the design restrict the freedom of its students to an extent? What measures have you taken to counteract this?

A: We made sure that there were no sharp corners, provided railings wherever necessary Classrooms for younger children were attached to courtyards with large verandahs to ensure that teachers could always keep an eye on the students.

Q: For students on the spectrum, involvement in community is essential in building the child’s social and cognitive skills. Have spaces been designed for community outreach activities? If so, what is the nature of these spaces (Open/closed)?

A: It wasn’t a requirement for the clients to have dedicated spaces for such activities. Spaces have been designed for activities like training programs for teachers. There is also an auditorium, along with some meeting halls and green spaces that can be used for community based activities.

Q: How have the spaces within the centre been organised to minimize confusion amongst its students? What wayfinding systems have been planned to aid the navigation process?

A: We are currently working with the school to finalise the wayfinding systems. As of now, we have planned to introduce pictographs at different points in the centre, to minimise confusion for students while walking through the centre. Most of the students have a hard time processing textual information, hence using wayfinding systems based on visuals becomes important.

Q: How do you keep different spaces within the centre visually and spatially separate? Have specific ‘sensory qualities’ been assigned to spaces to help children distinguish between spaces?

A: There are sensory gardens and sensory rooms that provide specific sensory experiences. Landscaping for the sensory garden is being done in a different manner, where we’re trying using plants with specific smells that would as a result give a certain character to the area as such. Different parts of the centre such as the admin and staff areas have been painted in different colours so that it becomes easier for the student to situate themselves in the centre at any point in time.

Q: Routine is important for a child on the spectrum. Have the spaces within the centre organised in any specific manner so as to provide the children with a sense of routine?

A: In terms of arrangement of functions, we mainly followed the school's lead on placement of different spaces as they had more expertise and knowledge on what would be suitable for the students.

Q: How have green spaces been utilised in the design? What is the relationship between the built and green spaces in the design?

A: There are multiple courtyards with greens to ensure that almost all spaces have connections to some kind of open space. Also, the setback areas between the building footprint and site boundary have been used as different kinds of open spaces such as vegetable gardens, sensory gardens, playgrounds and so on.

Q: Are there transition spaces provided in the centre, between low stimulus (such as classrooms) and high stimulus functions (music, crafts rooms and so on)? How is this transition dealt with to minimise abruptness and confusion for the students?

A: A lot of the spaces in the centre are connected to courtyards with very wide verandahs (around 10-11 ft.). These serve as transition spaces between different kinds of functions.

Q: Are there any escape spaces provided in the centre to function as leisure spaces for the students? If so, what are these spaces?

A: Each classroom has a few isolation spaces which students can use as escape spaces. Apart from these there are also sensory rooms and gardens that serve as escape spaces, which were designed according to the requirements of the school. We tried to ensure that each of these spaces provided a specific sensory experience, while also trying to ensure a balance of the senses in order to avoid overstimulation.

Q: Are there spaces provided for sensory stimulation, such as water bodies for water therapy? If so, what are these spaces?

A: There is a water play area that has been planned. Apart from this, we have a sensory garden and sensory rooms for stimulation purposes.

Q: Are there dedicated play spaces in the centre? Are there separate spaces planned for ‘structured play’ and ‘free play’? If so, how do they differ from one another?

A: There are different kinds of play spaces planned in the centre such as playgrounds for younger and older children, skating, cycling tracks and so on. There are also spaces where students can learn life skills such as cooking, housekeeping and so on.

Q: It becomes extremely important to have control over any stimuli within the centre that might disturb the child or distract him/her from the activities taking place at the learning centre. Is the centre located in a secluded region, or are there activities around the centre in its context that might disturb the activities within?

Probe: How do you deal with unwanted external stimuli? Have any allowances been made in the design to minimise external stimuli for the students?

A: The project is situated in a quiet, residential area located in a village in the outskirts of Chennai city, so we do not anticipate a lot of disturbances from the outside.

Q: Have considerations been made in the design of spaces with respect to acoustics and lighting? How so?

A: Due to the multiple courtyards, almost all spaces in the school receive a fair amount of natural light and also perform well in terms of cross ventilation. Windows for classrooms have timber panels at the bottom and glass at the top, to bring natural light in, while preventing any distractions for the students such as the view outside.

Q: Have colour, materials or textures been used in the spaces in any major way? How so?

A: Muted colours have been used to demarcate different zones within the centre. There are also certain areas in the centre where we’ve used different materials, but majorly in the classrooms we followed the same material throughout. We tried to reduce the ‘institutional’ character that schools normally have. Although we had to keep some of it in, as the school felt that it was important for the children to have a typical ‘school’ experience.

Q: What are the spaces that you anticipate students will be attracted to the most? What do you think it is about these spaces that will make them work?

A: Parts of the school will actually be opening offline next week. Although we expect all the spaces we planned to function the way we intended, it’ll be interesting to see where all we’ve managed to be successful.

Q: Is there any scope for future expansion in your design? If Yes, How so?

A: The Open School is yet to be constructed. If some funding comes in, we might be able to complete it in the future. The school is also planning to start other centres with different functions with the Sankalp School serving as the main campus.