3 minute read
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
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Table of Contents
DECLARATION
Certificate 1
2
Acknowledgements Abstract
List of Figures List of Tables
List of Abbreviations 3
4
7
12
12
CHAPTER 1: INTRODUCTION
1.1. Introduction to Research Question & Need for Study 1.2. Research Question 1.3. Aim 1.4. Objectives 1.5. Scope 1.6. Limitations 1.7. Methodology
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13 13 14 14 14 15 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 2.3.2. Design Considerations for Learning Environments 2.4. Summary 30 30 34
CHAPTER 3 : METHODOLOGY
3.1. Introduction
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3.2. Selection of Methodology 3.3. Methods of Research 3.4 Selection of Case Studies 3.5. Attributes for Case Studies 3.6. Choosing Respondents for the Study 3.7. Summary
CHAPTER 4 : DATA COLLECTION
4.1. Introduction 4.2. International Case Studies 4.2.1. Eden Institute, Princeton, NJ 4.2.2. Reed Academy, Oakland, NJ 4.2.3. Northern School for Autism, Australia 4.3. Indian Case Studies 4.3.1. Action for Autism, New Delhi 4.3.2. Sankalp School, Chennai 4.4. Interviews 4.4.1. Interview with Researcher 4.4.2. Interview with Child Development Expert 4.4.3. Interview with Architect
CHAPTER 5 : DATA ANALYSIS
5.1. Analysis of Data from Case Studies & Interviews 5.2. Summary
CHAPTER 6 : FINDINGS FROM ANALYSIS
CHAPTER 7 : CONCLUSIONS & WAYFORWARD
List of References
Bibliography APPENDIX – A
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