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2.1 AUTISM AND ARCHITECTURE

2.1.1 DEFINITION
Autism is a serious mental disability which affects communication, imagination and social abilities of
an individual. It had been considered incurable in the past but with the advancement and development
in this field by several researchers, it has been stated that autism can be benefitted with proper
environment that is concerned with their behavioural and sensory issues. If given the right support, it
need not prevent those individuals from enjoying a full and active life in the community. The
importance that Architecture can play in improving the living environment for people with autism has
until now gone largely unrecognised. The impact of school design sensitive to the particular needs of
people with autism would be significant, with the potential to improve their quality of life
immeasurably.

2.1.2 HISTORY OF THE CONCEPT OF AUTISM IN INDIA

Way back in early 90's, most people in India had not heard about autism. Persistent efforts have seen
significant changes taking place at multiple levels: a diagnosis is received quicker, parents feel more
comfortable taking their children to public places, awareness is reaching even smaller towns, and there
are specialized helplines to assist autistic air travellers. Most persons with autism require lifelong
support in significant aspects of their daily life such as self-care, financial or in their vocation and
employment. With extended family systems in India fast disappearing, society provides no viable
alternative support mechanisms for persons with autism when they lose their caregivers and are on
their own.
The Autism Bill, passed in 2009, has led to increased attention being paid to autism. School authorities
now recognise their responsibility to respond to the needs of people with autism in their planning,
design and allocation policies.
Autism is characterised by difficulties with social functioning, which can seriously affect a person’s
ability to live independently. Adults with autism therefore often need support in managing daily tasks
in their homes

http://www.autism-india.org/residence.php

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2.1.3 HOW PEOPLE WITH AUTISM INTERPRET THE SPACE AROUND THEM

Christopher Beaver wrote:

“But the heart of brief cannot be written down. It has to come from an understanding of the autistic
mind, the things that are comforting and giving a sense of security, a feeling of space where there are
places for being alone and for socialising, an easily understood geography with no threatening or over
stimulating features.”
It is important to have knowledge and understanding of how they experience the environment and the
people and objects within it. A balance between human factors and environmental factors can
undoubtedly converge to create a space where children can be children, not just a child with disability.
Architecture is an ideal as a means to facilitate the treatment of Autism for special purpose. The person-
environmental relationship has long been an integral part of architectural research, however autism has
been excluded from various architectural guidelines and codes of practice which may be a result of the
non-standard nature of challenges presented by ASD, particularly as they relate to responding to
sensory processing and the resultant challenging behaviours exhibited by people with ASD.
In the initial part of the treatment, the spaces and objects that are required for the therapy need to be
correlated with the activities that will take place. The time element will also need to be established in
relation with the space and activities. (Pomana, 2014)
The spaces need to be placed and managed in such a way that they are easy to identify and interact
with the function that they possess. Moreover, the objects that are found in each zone need to be unique
and must be used only in those spaces. In the case of a limited amount of area, different zones can be
created inside one room with the condition that they need to be easy to identify through color, shape,
furniture and objects.
People with autism lack control or at least enough control over these executive functions. This
impairment limits their ability to carry out certain things like task switching or focusing their attention
on different things on a given stimulus or on another one, at will in order to complete a planned goal.
The space and the surrounding elements can be effectively manipulated to create circumstances that
can offer comfort and safety to the person, things necessary for people with autism to understand and
learn from the external inputs. Thus, Architecture and Interior design can play a major role in the
successful execution of therapies offered to people with autism spectrum disorders.
Most interventions for people with autism are predominantly medical, therapeutic and educational
which deals with the development of strategies and skills for the individuals. The behaviour of these
people can be favourably influenced by the altering of sensory environment resulting from physical
architectural surroundings. (Mostafa, 2008)

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2.2 SYMPTOMS OF AUTISM

Dr Javier Virués-Ortega, a New Zealand-registered clinical psychologist and director of Applied
Behavioural Therapy at the University of Auckland, defines ASD and suggests where architecture can
make a considerable difference. According to him, in its purest form, ASD is “a collection of
dimensions that are highly variable across individuals,”.

Using human behaviour as an example, “a behavioural excess is something that a person with ASD is
doing more often than a person without the diagnosis,” he adds, such as having a close affinity to
numbers or arranging items in a particular order. On the other hand, “a behavioural deficit is something
that the person is doing less often than expected,” such as avoiding social interactions and physical
contact with others. Majority of time children in the spectrum will act out of anger and this can lead to
physical aggressive behaviour.

Some of the classic symptoms that an architect must know and faced by ASD individuals can be
clustered around three constituents: impaired social interaction, impaired communication and
restricted and repetitive behaviour.

Figure 1 SOURCE: AUTISM DESIGN REPORT BY INDIA CORNISH

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2.2.1 DEFICITS

1) SOCIAL DEVELOPMENT

 People with Autism spectrum disorder do not respond to their own name, and there is minimal
eye contact, they do not point at things.
 They don’t recognize facial expressions and don’t understand jokes and sarcasm.
 They appear to be insensitive and usually don’t form friendships easily.
 Impairments in social interaction are present in individuals with ASD. That is the reason why
the different educative strategies aim at aiding in this dimension. Therefore, it is necessary to
provide spaces to allow and favour the interactions, but bearing in mind that individuals with
ASD may present peculiar proxemics, thus need ample spaces in which such interchanges can
take place. A proper combination of large spaces and small ones –in which one can, at will,
interact closer to each other– is advisable. Furthermore, in some situations an individual with
autism may feel overcome by a social demanding situation –he might find himself impelled to
participate in different interactions, even in several at the same time– and thus needs a space
where to retire in search of greater intimacy, or just a simpler interaction –fewer people, or
more familiar ones. (Pilar Arnaiz Sánchez1)

2) COMMUNICATION

 They do not develop natural speech and have repetition of other words.
 Hyperactivity is the most usual symptom faces by autistics.
 They even misunderstood common phrases and are not able to express themselves, their
feelings and emotions.
 Impairments in verbal and non-verbal communication, in conjunction with difficulties in
information processing. An individual with ASD usually needs visual support to
communication, and often pictograms, pictures of objects and people, among other aids, are
used. The built environment should be able to accommodate these forms of communication,
planning their right location and integration. As stated above, coding elements with colours,
for instance, can also help communication. It is also of cardinal importance that the visual
background be as neutral as possible. An effort must be put on decluttering the environment,

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removing superfluous elements, minimizing detailing and employing reduced non-vivid

chromatic ranges. (Pilar Arnaiz Sánchez1)

3) REPETITIVE BEHAVIOR (Self-Stimulation)

 Lastly, and most essential to architects, is the classic symptom of restricted behaviour.
 They have sensory sensitivity i.e. towards light, sound, etc.
 Autism usually involves compulsive behaviour i.e. arranging objects in lines or stack. Also,
they have a habit of hand biting, eye poking, etc, which tends to be self-injury point and also
of making repetitive emotions like hand flapping, making sounds, etc.
 Behavioural problems are, too, frequent in cases of ASD. Aggressive conduct may arise, and,
therefore, elements present in the built environment must be designed and chosen bearing in
mind the possibility of eventual abuses. In particular, bathroom equipment, lighting fixtures
and mechanisms, hardware, banisters, wall and floor tiles, etc., must be well anchored.

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4) IMAGINATION

 Resistance to changes and a limited ability to imagine are two of the most common symptoms
present on individuals with ASD. These characteristics lead to difficulties or extreme
nervousness when switching tasks or even when walking from a given space to another.

 The main issue is that they may be unable to imagine, i.e., to elaborate a mental image, what
lays behind a door or a wall, even if they know the room they are entering. In their school or
home environments this issue is usually faced up to through anticipation of activities that are to
be held soon, and avoiding or mitigating, as much as possible, unexpected changes in scheduled
tasks and routines. From the architectural design point of view, the inability to construct a
mental image of the environment, as well as to integrate parts in a whole, can be addressed by
providing the building with a clear structure, along with elements that endow it with certain
order and unity, in such a way that it becomes easily readable, predictable, imaginable. (Pilar
Arnaiz Sánchez1)

5) SENSORY DEFICITS

 Difficulties in the reception or processing of sensory stimuli is also a frequent symptom of

ASD. These impairments may take the form of visual, auditory, vestibular, olfactory,
proprioceptive or tactile hypersensitivity –or hyposensitivity at times. Multichannel perception
–sounds that elicit images or smells.

 Within a few decades architects and urban planners have become aware of the need to design
without the so-called ‘architectural barriers’ which limit access and mobility for people with
physical disabilities. However, within this concept of barrier there has been no place for those
elements that limit the use of our environment for individuals with Autism. So, these challenges
are the primary focus for architects and designers to consider when designing private and public
environments. “This is the space in which design and architecture can make a significant
difference,” Virués-Ortega suggests, since the way we design our built environment can
heighten or lessen these challenges for ASD individuals, thus heightening or lessening the
likelihood of their challenging behaviours.

 In spite of the fact that it is difficult i.e. costly to produce interventions in the built
environment, even when scales are small, examples as Magda Mostafa’s work (2008) show
that they are possible and that, when systematically carried out and assessed, they can provide

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us with useful information about how, and to what extent, these realisations improve the
experience people with ASD have in their environment

2.3 CONCEPTS REGARDING ARCHITECTURAL DESIGN FOR AUTISM

(Humphreys, 2011)

2.3.1 CALM ORDER AND SIMPLICITY

Reduce stimulation, back drop for therapy, still point, sameness. Simon Humphreys explains in an
example, a school designed by him and located in Newcastle, United Kingdom, in which younger and
older pupils are separated and use each of two units adjacent to a shared piece which holds common
services, administration, departments, etc. Each unit has a courtyard shaped in an golden spiral which
becomes a permanent visual reference along the circulation spaces in the building. Furthermore, the
sense of calm and simplicity is not limited to the way in which the plan and sections have been
designed, but also applies to the use of materials. At this point Humphreys refers to medieval Cistercian
cloisters, where the same material is used for every element –pillars, floors, walls, etc.–, and suggests
that, doing so, i.e., selecting a limited palette of materials, finishing, textures or colours, the same sense
of calm we can find in those places can be achieved.
2.3.2 PROPORTION
Confer harmonious proportions on buildings and spaces designed for people with autism. Use
golden proportion, abundant in nature, appropriate scale, harmony.
2.3.3 RESTRAINT
Less rather than more, limit complexity of detail, calm architecture
2.3.4 THE SENSES
Good acoustics, even levels of natural light, texture, good ventilation, cool colours
2.3.5 OBSERVATION
Ability to observe children that fulfils the need of supervision, but avoiding, at the same time,
excessive intrusion in the child’s activities or interactions.
2.3.6 CONTAINMENT
This concept refers to the need to monitor children with ASD, but, simultaneously, to the opportunity
for them to wander –whenever their schedules and tasks allow them to. To accomplish this goal, the
crucial point is to create a safe place where a child with ASD can walk freely. Designing exterior
walls that are not obtrusive nor unpleasant.
Containment in the class base for reasons of supervision, safety or security by the use of two door
handles, at high and low-level, must neither compromise escape procedures, nor violate human
rights, (in that children must not be locked up unless they are secured or detained legally in secure
provision).
2.3.7 DISTINCTION: Simple clear forms, distinction between spaces for work, leisure and living

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2.3.8 MATERIALS: Limit number, durable, good and calm sound qualities
2.3.9 FLEXIBILITY: Every child is different, proximity, differences
2.3.10 INCLUSIVE DESIGN: Allow inclusion in both directions, not too special
2.2.11 PERCEPTION: Detail and the bigger picture, how the child with autism perceive’
2.2.12 MOVEMENT: Generous circulation space, proximity, location, orientation
2.1.13 HARMONY: A state recognised as the immediate prerequisite for beauty
2.1.14 NUMBER: The correct application of number to create acoustically balanced spaces
2.1.15 PROXEMICS: The amount of personal space around the body refers to proxemics which is
demanded more likely by the people with Autism. We can speak about particular proxemics in
individuals with ASD, the reason being difference in the proximity relationships in people with
autism and the usual ones. They may need more space for social relationships, and this has to be
considered in the design process –including classrooms, corridors, halls, dining-rooms, etc.

2.4 DESIGN CRITERIAS

1) Reduction of frustration and arousal

• By subdividing space in smaller areas, overstimulation and an excessive number of social
interactions are avoided. Also, a retreat box can be provided in which the child could calm
down.
• Space for activities such as climbing, rolling, sliding, etc. can be provided. When children
are involved in this kind of games, they are less likely to become over aroused, and this, in
turn, facilitates social interactions.
• Toys which could easily be played with in repetitive movements can be included in the
playroom.

2) Reduction of flight behaviours

 All those actions a child with autism carries out to avoid social interactions (moving away,
retreating, looking away, etc.), and, simultaneously, facilitation of approaches.
 Structures and fixtures were robust and firmly anchored, so that there was no need to interrupt
the children’s games with safety warnings or instructions.
 Areas were provided in which the children could demand two types of social interaction: a
close tactile contact, and a rough and tumble play.
 In some areas, as in what they called the activity house, physical boundaries somehow force
social interaction, but these will be rewarding, since they are framed in a rewarding activity.

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3) Physical structure:
 Organize environment with clear visual and physical boundaries. These will help to create a
definite context for each activity in association with a given space.
 Maximize visual structure: organize visual environment by means of concrete visual

4) Provide visual instructions:

 Indicate the sequence of steps to be followed when performing certain activities in the spaces
where these are carried out– by means of not only written guidance, but also images, pictures,
visual schedules, etc.
 Opportunities for community participation: pupils should be involved in everyday social
activities.
 Opportunities for parent participation: involve parents in school activities, thus aiding to
address pupils’ educational needs.
 Opportunities for inclusion: provide an environment for children with autism that allows them
to interact with their peers.
 Maximize future independence: create an environment in which the child can learn everyday
life skills, as well as vocational ones, that allow them to be independent in the future.
 Generous spatial standards: these will help children with autism to face social demands, since
they are rather wary about their personal space.
 Provision of withdrawal spaces8: quiet areas in which pupils with autism can retire to avoid or
mitigate the stress they can feel in certain moments, when they are in spaces where socially
demanding situations may occur.
 Maximize safety: minimize risks derived from pupils’ own conditions, including, in many
cases, the misperception of dangers.
 Maximize comprehension: clear arrangement of spaces, direct routes between them, neat
zoning, use of simple forms, and uncluttered interiors help children with autism to perceive –
and to apprehend– their school environment.
 Maximize accessibility: impairments in movement coordination and balance, epilepsy,
restricted attention span, and other difficulties demand that the building be physically
accessible.
 Aid: there should be space enough to help a pupil with autism in doing their learning activities,
or in the toilet or the dining room, etc.
 Maximize durability and minimize maintenance costs: equipment, furnishing, fixtures, fittings,
and materials and systems in general should be durable –especially considering possible
aggressions and misuse by pupils– and require little and inexpensive maintenance.
 Minimize sensory distractions: environments should not present elements that can become
visual, auditive, tactile, etc., distractions –other than the ones specifically and strategically set
out for this precise objective –as stated in next point.
 Facilitate sensory integration: include multisensory stimuli within the environment, providing
opportunities to roll, jump, spin, as well as vibrations, music, visual experiences, etc.
 Provide flexibility: environment has to be flexible enough to accommodate a wide range of
functional skills and different teaching paradigms.

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 Allow monitoring for assessment and planning: it is necessary to control or monitor pupils with
the lesser degree of distraction and intrusion, in order to assess them, grant their safety and plan
activities, teaching strategies, etc.

2.5 DESIGN RECOMMENDATIONS

If we are to achieve a comfortable and effective learning environment for students with ASD, design
considerations need to be proactive and integrated early in the design process. Each student that
presents with ASD has a varying degree of symptoms and behavioural triggers. It is because of this
uncertainty that it is important to design a flexible and calm environment. The best designs for special
needs students can be developed with input and suggestions from the educational staff, and teachers
who work directly with the students in the classroom environment. (LONG, 2010)
There have been several studies on the designing criteria for people with autism in relation to create
an inclusive learning environment that could help them to grasp more quickly as compared to a non-
designed environment. When designing areas for children on the autism spectrum, it is important to
have knowledge and understanding of how they experience the environment and the people and objects
within it. Architects do face problems in designing learning environments for the spectrum and thus
as a result, there are very few well designed schools for Autism spectrum disorder in India.
While there are design principles recommended for people with physical and cognitive disabilities,
they differ dramatically from what is recommended for people with ASD (Vogel, 2008a).

2.5.1 USE OF ARTIFICIAL LIGHT

Lighting plays a large part in the sensory experiences of many people with Autism. Light can have a
profound influence on them. The lighting scheme should be designed considering the hypersensitivity
of the complex children. Children with autism are likely to have mood changes often due to lighting.
That is why, it’s important that lighting is controllable and monitored in the child’s rooms.

IMPACT OF DIFFERENT LIGHTS

Use of indirect lighting must be considered. Different coloured lighting can affect our moods, and a
lack of natural light can cause depression. Lights with mellow colours, like blue, can help a child relax
and become creative. Flickering, humming or harshly coloured lights, on the other hand, can confuse
and even hurt them. Light therapy has been used for more than just to relieve these symptoms.
 Incandescent lighting, halogen or natural light is overwhelmingly preferred over fluorescent
lighting. Fluorescent lights can be distracting to the point of debilitating for some people
because they can see the lights flickering at 60 flashes per second (60Hz). Some fluorescent
lights have a flicker rate of 120 Hz.
 Soft non-flickering lighting must be placed on the walls of the central areas of the living
accommodation. Children with ASD often experience a range of sensory problems including
an aversion to very bright fluorescent lighting can affect their visual field (Irlen, 1991). Care
should be taken to avoid flickering fluorescent lighting as this can be disturbing to people with

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ASD. Compact fluorescent is acceptable but the specification always needs to be checked to
make sure that fittings are fitted with the appropriate diffusers. (Matusiak)
 It is common for children and adults with ASD to sleep with the light on but a lighting level
suitable for waking hours may not be suitable at night. Flexibility is the key here so that the
lighting level can be reduced. One possibility is to achieve this by means of a dimmer or scene-
setter but these are usually fragile mechanisms and are easily damaged. (Beaver, 2011)
 In particular, Jeremy—a boy with autism described in Newsweek—wets himself within ten
minutes of entering a store that uses fluorescent lights. Thus, the current consensus against
direct fluorescent lighting appears warranted, but reaching an agreement against poorly
designed fluorescent lighting is one thing, resolving how to light an autism facility is another.
(Henry, 2011)

LIGHTS RECOMMENDED FOR DIFFERENT PURPOSES:

 For therapy purposes, lights that shine at 10,000 lux and emit no ultraviolet light are optimal.
The best time for treatment is in the morning, soon after the child rises. Even spending just 30
minutes in the light can improve their mood and sleeping habits. 30 minutes might not be
possible in the beginning, however, so while building up to it, another session in the afternoon
can help. But therapy at night can have negative effects, worsening a child’s routine and making
it harder to fall asleep.
 Use of light dimmers, to allow staff to create different atmospheres when needed.
 Daylighting Strategies for Schools: In addition to the quantity of light, the quality of light is an
important consideration. Classroom lighting should suggest a productive and positive learning
environment. Traditional design uses fixtures, color temperatures and even light distribution
to encourage alertness and productivity. If illumination levels are too high and uniformity even
across all planes, it may evoke the emotional feeling of something sterile or frightening to
students diagnosed with ASD. (LONG, 2010).

2.5.2 USE OF NATURAL LIGHT

Ample natural light through high windows (which also provide additional ventilation) is preferred.
Humphreys advocates an extensive use of natural light, but warns against some possible errors:
dazzling sun entrance, deep shadows or excessive contrasts, patterned or rhythmic shadow-light
sequences, etc., may produce visual overstimulation. Also, the precise design and placing of windows
determines the way natural light spreads out in a given space.

 Use of natural light is also preferred but keeping in mind that there should be no direct sun
entrance, deep shadows or patterned or rhythmic shadows as they may cause over stimulation
among the person with Autism. Sandblasted or other similarly treated glass generates a diffuse
light that is more convenient to the people and homogeneous illumination out from natural
light. Skylights, too, or, even better, clerestory windows, can help getting this kind of diffuse
lighting. (Pilar Arnaiz Sánchez1).

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 Having good levels of natural daylight in the classroom is a need. However, the quality and
type of artificial light in use is essentially important. For example, in 8/9 classrooms, the
lighting can be supplied via fluorescent strip lighting with diffusers to minimise flicker while
spotlights can also be used. Staff favoures variable lighting rather than the constancy achieved
by the lighting systems in use. Dimmable lighting, separate lighting circuits and a range of task
lighting as alternatives are all suggested. In fact, in some of the classrooms, the staff themselves
can use personally supplied free standing task and mood lighting to add contrast to the
classroom. (McAllister, 2010)

 Natural lighting also has its affects. Natural lighting has proven benefits for autistic children.
Seasonal affective disorder, or SAD, caused by a lack of natural light during winter months,
can foster behavioural issues and depression. Natural light has been shown to relieve these
symptoms. Natural light can help regulate a child’s circadian rhythms. These rhythms govern
our body’s “internal master clock”. For example, they tell when it’s time to sleep. A lack of
natural light can cause our rhythms to fall out of sync. Therefore, treatment can make a child
with insomnia fall asleep without aids and become more alert during the day, among other
benefits.

Netley School Autistic Resource Base © Dennis Gilbert

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New Struan Centre for Autism © Wardell Armstrong

USE OF NATURAL LIGHT AND ARTIFICIAL LIGHT AT POND MEADOW SCHOOL AT GUILDFORD

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2.5.3 ACOUSTICS

People with ASD often have to make an enormous effort to differentiate sounds, and are more sensitive
than other people to noises. They have difficulties in differentiating between sounds and thus makes
them over stimulated some times. Acoustics are an acute and influential factor that is a challenge for
many people with Autism and their behaviour. The acoustic properties of materials and constructive
elements and systems must be considered while designing any space for these individuals. The use of
an acoustic ceiling and a cleanable carpet on the floor creates a space with a sense of calm. The children
use the circulation space as a play space taking the pressure off the living room which can be used for
quieter activities. The space is generous so that the children are not forced too close together for
comfort. (Beaver, 2011)

Source: Aoi Pui School: School Specifically for Kids with Autism

The results of the intervention by Mostafa clearly indicates that Acoustical Modification can have a
profound impact on people with Autism. By reducing noise levels and echo in educational spaces for
children with autism, the children are better able to identify, recognize, imitate and verbalize in a
soundproofed room. Also, they are able to respond faster to the orders and are able to sustain that quick
response more frequently and for longer periods of time (60% decrease in response time). Even, the

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behavioural temperament of the individuals is able to be improved in a room with good acoustical
treatment (60% decrease in instances of self-stimulatory behaviour). (Mostafa, 2008)
Whitehurst (2012) states that good acoustics within the entire building with no or only limited
reflective surfaces create a sense of calm that can encourage better behaviour and well-being among
people with Autism. The level of such acoustical control should vary according to the level of focus
required in the activity at hand within the space, as well as the skill level and consequently severity of
the autism of its users. For example, activities of higher focus, or according to Sensory Design Theory,
those taking place in “low stimulus zones”, should be allowed a higher level of acoustical control to
keep background noise, echo and reverberation to a minimum. (Altenmüller-Lewis, 2017)
Regarding acoustics, it was noted by all staff that background and infiltrating noise could be distracting
for the pupils. However, it was also explained that different types of noise could have different levels
of impact. For instance, distant passing traffic (especially the sirens of emergency vehicles) could grab
a pupil’s attention for a short time, as would grass cutting or hedge trimming. However, this was part
of everyday life. More problematic was sound infiltration from nearly music classrooms, playgrounds,
sports halls or nearby corridors where noise might not only be prolonged but could also vary suddenly
in volume. In this regard, the positioning of the ASD friendly classroom within a mainstream school
can be an important initial consideration.
Carpet on the floor will reduce the impact of foot traffic and will absorb sound as well as provide
opportunities for decorative treatments. We have also found that rough wall finishes such as fair faced
brickwork with raked joints (used sparingly) can be very successful at breaking up reflected sound
waves and so reducing noise levels; but should only be used in locations where there is no risk of self-
harming. Ceilings are difficult to deal with but we have successfully used timber slats set about 10 mm
apart with an acoustic sound absorbing mat in the cavity behind. A proportion of the sound goes
through the gaps and is not reflected back into the space. Timber is a warm material and can be left
natural or stained in any colour.
The acoustical environment can be controlled to minimize background noise, echo and reverberation
within spaces used by individuals with ASD. The level of such acoustical control should vary
according to the level of focus required in the activity at hand within the space. Also, provisions should
be made for different levels of acoustical control in various rooms, so students can “graduate” from
one level of acoustical control to the next, slowly moving towards a typical environment in order to
avoid the “greenhouse” effect.
In order to raise the level of integration for people with autism spectrum disorders, there needs to be a
gradual transition from high controlled environments, towards more stimulating situations that
simulate the urban environment scenarios. This process should only be done in accordance with the
evolution on autistic therapy steps.

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2.5.4 VENTILATION

Ventilation of spaces with windows on only one face never works very well. In addition, open windows
are an invitation to those with a tendency to ‘escape’. There is a lot to be said for high level windows
which can only be opened and closed by staff. They are out of reach of escapees and can be located so
as to encourage cross ventilation. It is important for residents’ well-being to live in a building that has
a freshness about it. I am sure we are all only too familiar with the smell of an institutional building.
A further aspect of ventilation is mechanical ventilation in bathrooms. Adequate ventilation in the
rooms can reduce unwanted smells that can negatively affect individuals with hyperreactive i.e.
extremely sensitive sensory processing. After six or more residents have taken a shower in a space of
half an hour or so, the walls will be running with condensation and the carers are left with a bathroom
that is literally dripping. Installation of dual glazed windows can be beneficial for increased energy
efficiency, temperature control, and minimization of condensation.

2.5.5 OUTDOOR LANDSCAPE

i. For Safety and Security

All doors that connects the school from outside areas must have zero step thresholds for
easier accessibility. Also, there should be a permanent fence around the building to ensure
safety of the individuals. Also, external lighting must be activated via timers rather than
motion detectors.

ii. For Familiarity and Clarity

For Leisure: Outdoor spaces must be secure and shaded within the footprint of the main
building by covered walkway or porch at entrance, so that the individuals can go in inclement
weather and also to offer an opportunity for neighbourhood interaction. Courtyards are also a
good option since they are legible, private, safe and accessible.
Outdoor spaces are an essential part of any individual’s environmental awareness. A secure
play space that is overlooked by residents and carers is a great asset and can provide the
children with a sense of independence. They can enjoy the freedom without the feeling of being
obtrusively observed.
Sensory gardens are intended to fulfil where the individual’s senses can be encouraged to
respond to surfaces, sounds and smells

iii. Leisure
For children, games represent the main source through which the learning process is done,
because, on a smaller scale, they mimic situations from daily life. The integration of
interactive games inside the therapy procedures for autistic people is therefore essential
because it maximizes the gain of abilities through activities that offer pleasure to the
participants. Ludic activities best simulate the usual human interaction being a very powerful
instrument used for therapeutic activities. Thus, in order to create an area destined to gaming
activities, the space needs to easily adapt to different instruments, scenarios and a great
number of participants. The possibility of further subdivision of space could be an advantage
to the playground.

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iv. Natural Environment

The exterior space of a treatment centre plays an important role in the therapy and education
of people with autism spectrum disorders. By creating controlled environments that make the
transition between the therapy environment and the less sensory controlled urban
environments, people with autism will find it easier to integrate into society. Because it is more
similar to public outside environments, the exterior space will allow patients to understand life
inside a community and feel more comfortable in such environments. Also, by allowing
interaction with the natural environment, people with autism spectrum disorders will learn the
physical laws that govern the world.
The lack of natural environment can produce numerous disorders for all children. The
experiences lived in natural environment success in having a positive impact both on the
physical health and on the state of mind, intelligence and capacity to adapt. All these elements
are very useful throughout the therapeutic procedures. Studies have shown that the people with
autism who spend time outside, in the natural environment, achieve greater levels of focus and
work capacity.
The exterior environment can host different playing and learning scenarios that cannot be
managed inside the treatment centre. Moreover, the differences in noise, lighting and
temperature create variable and harder to control scenarios, similar to day-to-day life.
Sometimes, the outside environment is the best place where autistic people can practice the
skills they learned throughout the therapy. Also, the exterior environment is a good place for
occupational therapy, where autistic people can learn things such as cultivating plants.
The trees must be planted which do not odour. Also, the barbed plants must not be planted as
they may lead to injuries in children and poisonous plants must be avoided as the children
sometimes explore the world by tasting.

Interior court – Magda Mostafa – The Advance Centre for Autism

2.5.6 ADULT ZONES/ CHILD ZONES

In general, the treatment centers for people with autism spectrum disorders focus more on therapy and
the environments needed to host the requirements of patients of small age. The intervention programs
for adults are not generally very different from the children programs, therefore creating a therapy
center for patients of all ages is usually not a hard task. For adults, the focus goes more on acquiring
the skills and abilities that will give them independence, rather than integrating them into the social
life of a community. Moreover, the spaces inside a treatment center destined to adult people with
autism should host training activities needed in order to find a job and live a sustainable live.

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2.5.7 COURTYARD
The adjoining houses are built around a central, shared courtyard. This provides a safe outdoor
environment for the children and is located centrally so that children can play independently while still
being observed by staff. The covered areas consist of hanging canopies which are in effect the
continuation of the roof either side of the courtyard. This feature provides a dry open area for the
storage of play equipment as well as shelter for outdoor play even during inclement weather.

Staff have reported enormous benefits of this shared outdoor space. “Three kids were playing out in
the sandpit……they play alongside each other in a way which we wouldn’t have seen happen before”.
Children from each house can mingle in the courtyard “Tony (Rowan) and Robert (Oak) are playing
and running around together – they have always got on well”. The windows surrounding the courtyard
offer excellent visibility, which enables staff to monitor student activity from a distance.

Prior to the move, one Team Leader noted that a student liked to play outside on his bike but disliked
staff being with him. This problem was alleviated in the new house – the student taking photographs
of what he liked about his new home actually chose to go outside and play on his bike, then took a
photograph of a care worker watching him through the window. Indeed, for many of the children,
having safe accessible outdoor play has increased their levels of autonomy and decreased their
frustration – they can choose to go outside when they want and no longer have to just look through
windows to outdoor spaces which they cannot access.

2.5.8 PLANNING AND LAYOUT

Space Planning for the school should encourage choice, autonomy and independence for the
individuals with disorder. Attention to connectivity within the floor plan and its impact on
wayfinding will lead to a more effective use of all household spaces.

Planning and layout determine how the building is going to work and used. Space and perhaps the
‘sense of space’ is the critical consideration. For example, A space 5 x 3 metres which is 3.5 metres
high will have a greater ‘sense of space’ than a space 5 x 3 metres with a 2.5-metre-high ceiling. It is
found by research that sloping ceilings combined with curved walls can create not only a greater ‘sense
of space’ but also a more interesting space to move around in.

A simple layout with unfussy detailing and easily understood materials and colours are much preferred.
Anything too complex will confuse. Easy recognition of spaces and rooms is essential and this can be
determined by carpet colours and the way spaces flow from one to another. The space is generous so
that the children are not forced too close together for comfort; they have enough room to run about
without having to come too closely in contact with each other.

Mostafa and others stress the importance of conducive way finding and navigation that can assist the
special needs user when coupled with sensory zoning in gaining various skills and independence while
freeing staff and faculty. Spaces and rooms should be clearly defined with specific uses and functions.
Picture exchange communication (PEC) systems support the active learning of communication. While
a “one-way” circulation scheme that considers the general daily schedule of the users may be difficult
to generalize and standardize in larger educational settings, grouping of functions for each age group

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in zones through which the children move progressively throughout the day can often still alleviate
pressures. Others have gained positive experiences with transition zones such as gardens and sensory
curriculum rooms may assist when this one-way circulation is not possible.

Circulation spaces banishes the conventional corridor by turning it into a useable space in its own right
with access through double doors to the central courtyard. This effectively ‘breaks the mould’ of the
institutional approach to accommodation facilities and creates a space which can be utilised, especially
for play. (Whitehurst 2006)

1) Circulation space

It has to be an interesting space, not just a box shape, and should be multi-functional. The
circulation space can be turned into a play space that provides access to bedrooms, activity
rooms or whatever. But they also contain hinged toy or storage boxes which double as bench
seats.

2) Zoning and Compartmentalization

The clear organization of functions with respect to one another is of surpassing importance as it
has great impact on the comfort of the user, the conducive quality of the learning environment
and the possible independence enjoyed by students within a building (Beaver, 2003, Whitehurst,
2012; Mostafa, 2008, 2014). The sensory environment should be clearly defined and limited so
that each activity, within shared spaces, a classroom or even an entire building, is organized into
discrete compartments, each housing a single and clearly defined function and consequent
sensory quality. It is vitally important that functions are visually and spatially separate and
organized.

3) Spatial Sequencing
Considering the affinity of individuals with ASD to routine and predictability, it is sensible to
organize spaces in a logical order and involve sensorial compatible function. Smooth transitions
between rooms and uses assists in keeping arousal levels low and minimizing person’s stress.
Mostafa recommends: “For example, high-stimulus functions like music, art, crafts and
psychomotor therapy, requiring a high level of alertness, can be grouped together, while low
stimulus functions or “high focus” areas like speech therapy, one-to-one instruction and general
classrooms, requiring a high level of concentration, can be grouped together. Services, which
are usually high-stimulus, including bathrooms, kitchens, staff-rooms and administration,
should be separated from the student areas. Buffer areas such as gardens, free-play, sensory
curriculum rooms and some other open spaces may act as transitional areas between the low-
stimulus “focus” zones and the high-stimulus “alertness” zones.” (Mostafa, 2008)

4) Thresholds
The separation between individual zones or compartments does not need to be abrupt. In many
cases, more fluid but still clear transitions are preferable. As such, thresholds can be formed
through altering ceiling heights or introducing level changes, switching floor coverings or
arranging furniture to indicate separate functional areas. It has been found helpful to clearly
distinguish the sensory qualities of each space. This will help provide sensory cues as to what
is expected of the user in each space, with minimal ambiguity (Mostafa, 2014). These thresholds

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or transition zones help the user adjust their senses as they move from one level of stimulus to
the next and are especially important as users transition from high-stimulus areas to those of
low stimulus.

5) Way-finding, Navigation & Circulation

The spatial layout should be easily understood by providing clear visual access into and between
the rooms. The lack of a comprehensive organization and anticipated logic behind the
organization of space can easily cause confusion and distress when the people with Autism lose
their spatial orientation, either within buildings or in the outside environment.

6) A mix of large and small spaces

Support spaces are small spaces for teachers and other professionals to work with individuals
or small groups … This is particularly true for those with special needs for whom the crucial
relationship between student and teacher – that inspires and nurtures learning – cannot always
work in public or even in small groups. Pupils with special needs require assistance from a
number of people in addition to their teachers including parents and health and social care
professionals. Small spaces are also valuable for counselling and mentoring sessions.’

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2.5.9 COLOR
i. It is better that the selected color for the walls and the floors of the classrooms to be
completely neutral and the only exception place is the entrance of the unit in which the green
color to create a favourite and relaxing space.
ii. Using the light colours in some places to simulate the sense of sight for treatment of sight
problems.
iii. Using the pink and violet tonalities which hold the most positive effect for the autistic
children.

2.5.10 ESCAPE SPACE OR REFUGE AREA

Quiet time needs to be a natural part of the educational environment and there are times when an open
resource and work area are not appropriate. People with Autism need to be able to work undisturbed
in a quiet place, but not feel separated from the main school. Much is made by educational
psychologists of the requirement for a withdrawal space, which has a calming, therapeutic atmosphere
for children on the autism spectrum. It is important that this space, whilst autonomous, remains within
the social fabric of the classroom and can also function as an individualised teaching space.
Studies regarding the therapeutic intervention within the individual and collective therapy sessions
reveal the necessity of creating a refuge space where patients can retreat and find comfort and safety
if the therapy begins to overwhelm them. Most often, when people with Autism feel that they lose
control of their surroundings, they tend to escape, refusing contact with the outside environment. If
people with autism are aware that this area exists inside the therapy room they will use it very often
for a while but after a period the simple existence of such a space inside the room will provide them
with the comfort and security to continue the therapy session.
The refuge space needs to be designed in all therapy rooms and even classrooms and there exist many
ways in which it can be planned. The only problem that can occur is if some individuals find comfort
inside the refuge area and others get frightened by it. This is the reason why the refuge area should be
designed to look like a familiar furniture item, but be flexible enough to suite each person’s needs.
Difficult behaviour can easily spread and it is better to isolate one person for a brief period than have
a whole class, for example, acting up in a similar way. So, these quiet rooms need to be located so that
there is always one reasonably near at hand.

2.5.9 CORRIDOR

The most difficult space is the corridor. We have banished the corridor from our buildings and even
the word is now outlawed. Institutional corridor has been turned into a social and activity space; one
might almost call it the focal point of the building. There is no doubt that the children feel liberated by
the sense of freedom this space offers them. The corridor disappears and becomes a circulation space
(coloured yellow in the plan) which the children can also use as a play space, or (in the case of
residential use) in the evening for group bedtime story telling. Corridors were designed in such a way
that they are not any longer mere spaces dedicated to circulate, but can be used, for instance, as
playrooms. This, in turn, discharges some other spaces, as the living room, so that they can remain
reserved for quieter activities. Also, this approach permits this space’s appropriation by the children.

2.5.10 CURVED WALLS

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Curved walls help some children to move through the building as they like to follow the curve and
avoid sudden corners. There are curved walls to give a sense of friendliness and the geography is
simple and uncomplicated. Beaver designs two curved walls, that seemingly result in a more pleasant
aspect. The building assessment carried out some time after it was put into use (Whitehurst, 2007) –
which is one of the few evaluations of this type existent in the literature– states that these curved
surfaces are liked by children and that, occasionally, they help them circulate, since children actually
walk in contact with them.

2.5.11 The need to balance security and independence

Children on the autism spectrum are more vulnerable than mainstream children and are often
unaware of the dangers of the world beyond its given limits. Humphreys’ point about the importance
of good lines of observation is paramount for the well-being of staff as well as children.
As Whitehurst (2006) argues:
‘Having space within which children can be autonomous, with safe levels of unobtrusive monitoring
has encouraged a level of social interaction which staff had not witnessed before. Having individual
space means a child can make a choice to be alone or to interact.’
The need to provide security also needs to be balanced with the requirement to provide access to the
outside. Outside space can provide a stimulating alternative learning environment for all ages and is
an important part of broadening the educational experience.
Pitmore Special School in Eastleigh, Hampshire is a school for children with behavioural and
emotional problems. The garden at the school is used as an alternative to the classroom and is a
therapeutic method of releasing stress and frustration. At Sunfield, Whitehurst (2006) comments on
how the internal courtyard has had a positive effect on the children who live there, She says:
‘For many of the children having safe, accessible, out-door play has increased their levels of
autonomy and decreased their frustration.’
Indeed, whilst a secure out-of-doors environment is desirable for all children, it is particularly
pertinent to children on the autism spectrum. Daily Life Therapy, pioneered at the Higashi school in
Japan, places great emphasis on the importance of physical exercise throughout the teaching day
with classroom activities structured in between.
All of the units studied in this paper considered the siting of the building and its relationship to a
secure external environment to be of paramount importance. Clearly the opportunity exists for
architects to design the external environment also as a learning tool, with a distinct relationship to the
internal, classroom environment.

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2.6 REFERENCES:

Altenmüller-Lewis, U. (2017). Designing Schools for Students on the Spectrum. The Design
Journal, 220-225.
Beaver, C. (2011). DESIGNING ENVIRONMENTS FOR CHILDREN AND ADULTS WITH
ASD. RESEARCH GATE.
Henry, C. N. (2011, october 9). Designing for Autism: Lighting. Retrieved from Archdaily.
Humphreys, S. (2011). AUTISM AND ARCHITECTURE. Simon humphreys riba.
LONG, E. A. (2010). CLASSROOM LIGHTING DESIGN FOR STUDENTS WITH AUTISM
SPECTRUM DISORDERS . Manhattan: Kansas State University.
Matusiak, M. (n.d.). How to create an autism-friendly environment. Retrieved from living autism.
McAllister, K. (2010). The ASD Friendly Classroom – Design Complexity, Challenge and
Characteristics. ResearchGate, 11.
Mostafa, M. (2008). An Architecture For Autism: Concepts Of Design Intervention For The Autistic
User. IJAR-International Journal Of Architectural Research, 191.
Pilar Arnaiz Sánchez1, F. S. (n.d.). Autism and the Built Environment. In T. Williams, Autism
Spectrum Disorders – From Genes to Environment (p. 371). Spain: Intech Open.
Pomana, a. A. (2014). Architecture for autism. Retrieved from wordpress.com.

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