Essentials Magazine Essentials Fall 2018 | Page 33

Special Needs
also change stimulus level based on the
activity, divide the space up into multi-
ple small areas of activity, or exist as one
large space. However, if the environ-
ment is too flexible an individual might
live in constant fear that the environ-
ment will suddenly be changed.
Transitions
Spaces should flow as seamlessly as
possible from one activity to the next
and should be organized in accordance
to their sensory quality rather than
the typical architectural approach of
functional zoning. For example instead
of placing a school gym near the class-
rooms as they are closely related in their
function and user, it would be better
to place them in opposite areas with
administration placed between them
even though there is little programmatic
relationship between those spaces. With
transitions between areas of high stimu-
lus to areas of low stimulus or from one
activity space to the next, there should
be a threshold space which allows the
student to recalibrate their senses. With-
out the transition space, the shock of go-
ing from an area of low stimulus to high
stimulus could trigger inappropriate or
disruptive behavior from students.
Predictability
Students with ASD will often feel
nervous when navigating spaces that are
unfamiliar to them so the arrangement
of structures should made so that they
are easily understood and encourage
choices as well as problem solving and
discovery. The importance of legibility,
imaginability, and redundant cueing
come into play when those with ASD
are navigating buildings. Classrooms and
schools should be easy to read with clear
signage, numbering, and configuration.
The environment must be memorable
and describable in terms of specific
landmarks to create a space for students
to be able to recall.
Escape Spaces/Quiet rooms
Students need spaces that provide
areas of respite from the over stimula-
tion in their environments. Having such
spaces in a school has been shown to
have a huge positive effect on students
in a learning environment because
the class and other students can often
overwhelm the sensory input of an au-
tistic individual through the stimuli that
accompanies a neurotypical classroom
setting. Being able to experience an
outdoor environment is also important
as the fresh air and nature can have a
calming effect on the students. Creative
outdoor areas can provide students and
adults with special needs the opportuni-
ty to explore social interactions, as well
as provide places for tranquility.
Safety
Children with autism occasionally
have an altered sense of spatial orien-
tation, depth perception, and general
proprioception, or the ability to sense
stimuli arising within the body regarding
position, motion, and equilibrium. The
miscommunication within the sense
makes individuals with autism prone to
self-injury. They are also prone to display-
ing aggressive behaviors and tantrums
making them dangerous to themselves
and others. The high frequency of those
with autism demonstrating self-inju-
ry due to being unfamiliar with their
environment mean precautions need to
be taken to ensure that the children are
being constantly looked after. Autistic
individuals also have stronger reactions to
dirt, germs, and toxins, so the materials
selected within an environment need
to take into consideration the chemicals
used to create them.
Durability
Emotional disturbance issues, such
as intermittent explosive disorder or
bipolar, frequently cohabitate with
ASD. Due to this, there exists a need
to use durable materials that not only
resist the wear and tear of children,
but are safe enough that they do not
to cause injury to the students. The
materials will also have to be easy to
clean as children with ASD often have
trouble with bathroom procedures and
will sometimes soil themselves or vomit
in class.
Conclusion
Designing for autism seems to
be an impossible task. How do y ou
design for someone whose senses
you cannot understand? How do you
design for a student whose sensory
perception can change throughout
the day? How do you design for
two students in the same room who
perceive space differently from each
other? These are all questions that
need to be answered.
The principles outlined above are
only a first step and merely an outline
for a building. In order to make an
effective learning environment the
school as a whole, from the classroom
to the curriculum, needs to adapt to
the growing variable needs of the au-
tistic population. Designers need to
work directly with parents, teachers,
and administrators to design schools
that work with all parties. Schools
designed specifically for students
with autism have a beneficial impact
not only on the students, but also on
those who care for them. It is the
role of the designer to balance both
environmental and human factors
to create spaces where students can
have equal opportunities to learn,
regardless of disabilities. n
DAVID LEESTMA, AIA is a practicing
architect at Torti Gallas + Partners in
Silver Spring, Maryland. He received his
Master of Architecture from the Univer-
sity of Maryland in 2015. His research
examines the impact that architecture
can have
on learning
environ-
ments, with a
specific focus
on the senso-
ry perception
issues of
autistic indi-
viduals. David
has present-
ed his work in
multiple venues including the University
of Maryland Disability Summit and the
AIA | DC 3rd Annual Thesis Showcase.
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