4.2.3. Northern School for Autism, Australia

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: Hede Architects, 2013)

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)

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)

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)

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)