Designing for Special Needs familiarity . The exterior design is warm , inviting , and playful . We wanted the school to look like a school and inspire excitement for the students and comfort for parents . The design of the main entrance includes a two-story space with ample exterior glazing to create an open space and bring daylight and nature into the space , creating a welcoming and comfortable environment for parents and visitors , without hindering the students ’ ability to focus and learn .
2 . Sensory Zoning
The overall floor plan of the school was inspired by a sensory-sensitive design consideration which suggests that children with autism tend to be more comfortable in spaces zoned according to “ high-stimulus ” and “ low-stimulus ” qualities ( sensory zoning ) as opposed to those zoned by function of space ( functional zoning ). By distinctly separating high-stimulus zones from low-stimulus zones with transition zones in between , children are able to recalibrate their senses as they move from one zone to the next . To design for the student population at Spero Academy , we divided the school into sensory zones , separating the high-stimulus , low-focus areas such as the gym , cafeteria , entrance , and gathering areas from the high-focus , low-stimulus zones such as the classrooms , media lab , speech room , specialist rooms , and restrooms .
Sensory zoning occurs in the classrooms as well . Each activity within the classroom is allocated to a “ station ” that is physically distinguished from other areas of the room through changes in furniture , flooring and lighting levels appropriate to the “ station ’ s ” function .
3 . Lighting for a Calming Environment
Lighting is another important consideration . In addition to substantial natural daylight with window shades to adjust natural light levels , the overhead lighting plays an important role in creating a sensory sensitive environment . Similar to many schools , classroom lights are on occupancy sensors . However , lights must be manually turned on upon entering the room . In Spero Academy ’ s current school , many teachers do not use overhead lights at all , rather they use only natural daylight or a combination of lamps and natural light . Giving the teachers the ability upon entering the classroom to leave the lights turned off creates a calming affect for the students .
4 . Subdued vs . Vibrant Color Palettes
Individuals with autism can be hyper-sensitive to color or light intensity , so bright color and sharp contrast can be distracting or disorienting . Reinforcing spatial zoning , the high focus , low-stimulus areas have soft natural light and a subdued color palette and that is calming and comfortable , avoiding over-stimulating or vibrant colors . In contrast , the high-stimulus , low focus areas utilize larger expanses of natural light and a slightly more vibrant color palette , while still ensuring the colors are not overly stimulating .
5 . Non-toxic Chemicals in Furniture , Equipment , & Building Materials
A final consideration that relates to both neuro-typical and sensory-sensitive environments is the importance of using non-toxic chemicals in furniture , equipment , and building materials and eliminating off-gassing to the greatest extent possible . Children with autism can be more susceptible to toxic chemicals due to a weakened immune system , so eliminating the exposure of chemicals to the greatest extent possible can prevent medical and behavioral problems .
Conclusion
The new school will begin construction in the coming months . While we know there ’ s still much to learn when it comes to designing spaces for children with autism , the supporting research and design strategies integrated into the planning and design of the new school give us confidence that the school will be a safe , comfortable , and inviting learning environment for students to learn , grow , and succeed . Students of Spero Academy deserve to experience successes in school and in life just as much as everyone else . Our goal was to combine art , science and empathy to design a new building that will provide opportunities for success for current students and many more within the community . n
BETHANY DELINE is a designer at HDR , and human advocate , an eclectic creative and an impassioned creator of happy places .
BETHANY FRIEDOW is a researcher at
HDR with strengths in both design and research which drives her work and allows her to focus on cultivating a greater understanding of how design impacts health , wellness and user experience .
BRIAN GIEBINK is an architect at HDR dedicated to creating safe , healthy , empowering environments for children and adults in healthcare and education settings . His leadership in behavioral and mental health design inspires a unique approach to school design for students with special needs .
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