2.4. Summary

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.