AUTONISM

Graduation Project I Architecture Department

ASE534 - Fall 2020

AUTONISM Autism Rehabilitation Centre From Autonomy Perception

Under the Supervision of: of: Dr. Sameh El Feki Dr. Omar Fawzy Dr. Rania El Messeidy (Team Advisor)

Ahmed Essam Ahmed Zaki Amr Gamal Kareem AlHefnawy Karim anwar Omar Mahmoud Mahmoud Samy Merna Mamdouh Nayera El Sisi Nour Khaled Rayan .A .A

170249 175057 170093 174935 175171 170539 171283 172363 172063 184509 172969

AC Acknowledgment

This book has been developed out of a long semester of hard work and dedication of knowledge and research in Modern Science And Arts University in Egypt. As a group we are very grateful to have had the chance to work with each other , while manifesting our efforts to produce a valuable outcome. We would like to include a special note of gratitude to our families who have always supported us during hardships and stress times , to our Drs who have helped us through the way, to our Advising Team: Associate professor Dr. Rania El Messeidy , Teaching Assistant: Omar Mostafa and Taher Abdelghani.

On a side note , thanks to all the participants who have given us the time and effort to be part of our journey by joining our interviews and providing us with beneficial knowledge. In addition, thanks to each and everyone who has helped in the creation of this work either by being a vital member physically or by encouraging us mentally. Finally, this process has changed our perception of architecture , so we would like to thank the coordinators of the course Professors: Sameh El Feki and Omar Fawzy for giving us the opportunity to innovate and for trusting our potential.

“ If If they can’t learn the way we teach , we teach the way they learn” learn” Dr. Ivar Lovaas, about autistic people

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This research aims to highlight and raise awareness for autism. From previous research work there has been a significant neglect of the human space communication in the field of architecture. Through continuous research it has been found that autistic people are subjected to a special kind of spatial experience due to their high sensitivity to the surroundings. This research work introduces autism from an autonomous perspective which suggests unique architectural solutions through this communication hence, the term autonism appears. El Minya governorate, a city located on the western bank of the Nile River, roughly 245 kilo-meters to the south of Cairo has highest percentage of autism spectrum disorder (ASD) therefore, it was the suitable location to establish an autonomous rehabilitation center for autistic people. Through interviews with a number of cases and theoretical analysis of different case studies, this research work adopts the architectural methodology of ASPECTSS that were put forward by Dr. Magda Mostafa to address spatial needs for autistic people, eventually this book proposes a new genre of architecture that fills the specific gap between what is designed and what is needed.

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This research seeks coherence for the internal values of architecture that are secluded, but not liberated, from external factors, and other internal subjects such as function(Seyhun,2014). Autonomy is the modern expressionism of ones potentials .It is considered as an intellectual move, which made architects use their elements away from convention ; thus, it has been chosen as an evident theme for this book. Spatial experience is one of the challenging terminologies that has be redefined several times through the era of modernism; however, this emerging field has re-interpreted the architects’ ideologies to see things from different perspectives ;such as, the change of material ,structure, and form language. The correlation between human and space is based in our research on the sensory experience of autistic people.

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From the definition of autism spectrum disorder (ASD) , autistic people tend to have a distinctive sensory experience to the surroundings; thus, this issue has been chosen to be the focal point for the research work to strengthen the human and space correlation as mentioned. Bogdashina (2014)classifies two types of autistic people hyper and hyposensitive ,either their senses is too accurate or not at all. In the hypersensitivity for example, the hypervision category are always in recognition of the slightest details around them , the hyperhearing struggle with loud noises in addition they are usually light sleepers, and hypertactile usually keep their personal space with significant hatred to touches and hugs. In the hyposensitive category for example, the hypovision have a problem with their sight as they cannot locate where things are clearly , they see the outline of the objects ,sometimes they sense things to compensate their weak sight, hypohearing are usually familiar to loud noises as they prefer the noisiest places in the house, and hypotactile do not feel temperature or physical pain. Our research work aims to meet the needs and requirements for autistic people by proposing modern and unique architectural solutions from an autonomous perspective. This intellectual merge results in a novel terminology autonism which is the main framework of this research work.

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Specific design issues have been selected , some were put forward by autism specialists ,and some were concluded by research. According to a 2017 census the number of autistic people in Egypt is approximately 800,000. The highest percentage is located in El Minya governorate(El-Sheikh,2017). Located on the western bank of the Nile River, roughly 245 kilometers to the south of Cairo, El Minya is a rural governorate that overlooks the Nile, and it encompasses a variety of architectural styles that reflects the different historical eras, Pharaonic, Greco-Roman, Byzantine and Islamic. In Conclusion, Autism spectrum disorder facilities should cooperate to provide basic services for rural provinces ;therefore, the main aim of this book is the introduce an alternative perspective to autism to guide different architects to full fill the actual architectural needs of the autistic community.

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Autonomy- Autism- Rehabilitation-Sensory experiencespace communication

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BACKGROUND INFO

PROJECT SELECTION

URBAN ANALYSIS

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SITE SELECTION

DESIGN ISSUES

CASE STUDIES

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SUSTINABILITY

SPATIAL PROPHYLAXIS

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INDIVIDUAL WORK

BIBLIOGRAPHY

TABLE OF FIGURES

DESIGN REQUIRMENTS

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Content

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BACKGROUND INFO

1.1.

1.2.

1.3.

Autonomy Autism Current Condition

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PROJECT SELECTION

2.1.

2.2.

2.3.

2.4.

2.5.

2.6.

2.7.

2.8.

2.9.

Autism in Minya problems Educational Issue Interview by Researchers Approaches of ASPECTSS™ Assists of The Community Literature Review Target Group Objectives Conclusion

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URBAN ANALYSIS

3.0.0.

3.1.0.

3.1.1.

3.1.2.

3.1.3.

3.1.4.

3.1.5.

3.1.6.

3.1.7.

3.2.0 3.2.1.

3.2.2.

3.2.3.

3.2.4.

3.2.5.

3.2.6.

3.2.7.

3.2.8 3.3.0

Minya Old Minya Landuse Map Building height Map Building Conditions Map Accessibility & Roads Hierarchy Solid and void Public Services and Landmarks map Skyline and elevation.

New Minya Landuse Map Building height Map Building Conditions Map Accessibility & Roads Hierarchy Solid and void Public Services and Landmarks map Skyline and elevation.

Demographic Conclusion

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Content

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SITE SELECTION

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4.0.0. Selection Criteria 4.1.1. Site 1 4.1.1. Landuse Map 4.1.2. Building Height Map 4.1.3. Building Condition Map 4.1.4. Accessibility & Roads Hierarchy 4.1.5. Solid & Void 4.1.6. SWOT Analysis 4.1.7. Conclusion 4.2.0 Site 2 4.2.1. Landuse Map 4.2.2. Building Height Map 4.2.3. Building Condition Map 4.2.4. Accessibility & Roads Hierarchy 4.2.5. Solid & Void 4.2.6. SWOT Analysis 4.2.7. Conclusion 4.3.0. Site 3 4.3.1. Landuse Map 4.3.2. Building Height Map 4.3.3. Building Condition Map 4.3.4. Accessibility & Roads Hierarchy 4.3.5. Solid & Void 4.3.6. SWOT Analysis 4.3.7. Conclusion 4.4 Comparative analysis 4.5 Site analysis

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DESIGN ISSUES

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5.01 5.02 5.03 5.04 5.05 5.06 5.07 5.08 5.09 5.10

Acoustics Spatial Sequencing Escape Space Compartmentalization Transitions Sensory Zoning Safety Light Way finding Material

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CASE STUDIES

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6.1.0 6.1.1 6.1.2 6.1.3 6.2.0 6.2.1 6.2.2

Autism Cases Advance school in Cairo El maha centre for childern and young adults Caudwell international children’s centre Autonomy cases Center Pompidou Renzo Piano HOUSE VI peter Eisenmen

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DESIGN REQUIREMENTS

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7.0 7.1

Program Standards & Design Guidelines

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SUSTAINABILITY

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Social Sustainability Economic Sustainability Environmental Sustainability

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SPATIAL PROPHYLAXIS

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INDIVIDUAL WORK

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BIBLIOGRAPHY

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TABLE OF FIGURES

Content

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Fig. 1.0.0 Autonomy trip digital art (Authors, 2021)

“Autonomy was shipped to us. We looked at the price and thought it was absurdly high” Larry Ellison

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1.1.1 Introduction

Autonomy,a modern phenomenon, whose philosophical background goes back to the enlightenment , it is the ability of a self- sufficient agent to act in accordance with its liberating will.Its meaning has derived from Ancient Greek word autonomous since 1620s which is the combination of auto-self and homos-one who gives oneself their own law. In moral and political philosophy, autonomy is often used as the base for determining moral responsibility for the individual’s actions. One of the well known philosophical theories of autonomy was stated by Kant in Kantian moral philosophy 'Autonomy' is the capacity of an agent to act in accordance with objective morality rather than under the influence of desires’ The Modern thought emphasizes that autonomy should be respected and promoted in a way. Sometimes it’s controversial to state what autonomy means and why does it matter. Speaking on the psychological aspect ,autonomy is made up of many attitudes and skills.Common skills, like the ability to reason, to appreciate different perspectives, and to debate with others. To attain these things, the autonomous individual must have self respect and self worth. Self-knowledge is essential as well, including a well defined clue of what matters to him or her.

1.1.2 History Of Autonomy

The Renaissance era was the beginning of the appearance of architectural autonomy, the idea focused of shifting architecture from a basic craft to a liberating art, architecture was understood as a product of the mind, putting the architectural idea over the actual reality of the building. Although the Arts and Crafts movement and Modernism shifted the idea’s centre back to building, remains the idealist world-view lives in the gap separating the architectural product – drawings; and the desirable object – the building.

The Viennese architectural historian Emil Kaufmann firstly introduced to architecture the idea of autonomy in his 1933 book “Von Ledoux bis Le Corbusier”. Kaufmann, in his perspective of architectural autonomy, relied mainly on Kant’s thought of the liberalism of the human will, not on the philosopher’s writings in aesthetics.

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The architectural historian described the autonomy of architects such as Ledoux and Le Corbusier as autonomy from the discipline, an autonomy which emphasized their creativity, authenticity and freedom from tradition.

Fig.1.1.1 Three of Ledoux Houses (Studio-LN,2014)

Prior to this period Kaufmann's idea of autonomy sparked limited interest in America, Philip Johnson adopted ideas of individualism and geometry, whilst acknowledging Kaufmann's autonomous architecture, as a key reference in the 1950s. The influence of autonomous architecture on American modernism helped to create distance from the social pre-occuptions of Europe during the same period.

As modernism began its decline, the theory of autonomy began to emerge.

Autonomy provided a platform for architects to adjust to the rapidly changing cultural and social situation, reacting to the statistical and technological projects of the 1960s, Such a Archizoom's generic No-Stop City and Archigram's Plug-in City, a playful, "infrastructural, mega-machine"

Fig.1.1.2 The Plug-In City(Peter Cook,2013)

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It was only in the late 1960s that the idea of autonomy moved to the fore of the discourse when almost two contradicting perspectives were presented

by Aldo Rossi and Peter Eisenman. Eisenman explained architectural autonomy as an internal, disciplinary progress through a series of breaks with tradition, ‘dislocations’. Rossi highlighted an idea of a disciplinary autonomy in the form of ideal types, an idea developed from neoclassicist scholars , specifically from Quatremère de Quincy, a formulation similar to the one transferred in the United States during the same period by the British architectural historian Colin Rowe.

Whereas Rossi’s autonomy was a timeless, transcendental architecture of ideal typologies, a disciplinary continuum, Eisenman perceived architectural autonomy in terms similar to those of Clement Greenberg: as an internal, disciplinary progress, a self-evolution of architecture dominated by a constant movement of time and ‘free’ of interests which are, from Eisenman’s perspective, alien to the discipline, such as social concern, ideology or economics.

Aldo Rossi (1931–1997), composition with Modena Cemetery, 1979 (Drawing Matter,2020)

In the last decades, however, autonomy has been fully indulged into the maze of commerce and of course has lost its impetus as a rallying force.

This indulgence has taken place gradually, during the post-war years, and is linked to a general shift in Western societies and economies from emphasis on production to stressing consumption.

It occurred in three major phases: the first regards the status of objects and commodities, and its roots can be found already in the nineteenth century; the second phase was the integration of artistic autonomy, and occurred during the 1960s; the third and most recent phase was the integration of architectural autonomy, and took place in the 1990s. These three phases correlate to each other, and each phase initiated and took part in its subsequent phase.

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BACKGROUND INFO

Peter Eisenman turned out to be the figure of the group of architects that were known at that time as the neo-avant-garde. Eisenman confirmed that his architecture was a form of resistance and a critique to commodification through its autonomous exercise. ‘Conscious of the initial efforts of Modernism’, stated Eisenman in his Houses of Cards publication, ‘the houses of this book take up anew the project of autonomy, in a sense, take it up for the first time and use it to dislocate that traditional symbolism of Modernism.’

Autonomous architecture was initiated from two different angles, that of a discipline based on transcendental typologies, and that of internal disciplinary progress, closely related to the ideas of Clement Greenberg. Both angles disregarded ‘society’ to be outside the architectural discipline.

Fig.1.1.3 Eiffel Tower Digital Art (By Authors, 2021)

1.1.3 Theories of Autonomy Formal Autonomy Form is neutral Formal autonomy concerns itself with form, it does not pretend to be devoid of associations with external forces Such as politics and economics, instead it facilitates them - providing a neutral form of architecture to support their desires.

Form is permanent When form is made autonomous it begins to facilitate the recovery of permanence. Removed from the constraints of function, formal autonomy allows architecture to exist between the continually altering political, economic, cultural landscapes. Form remains constant, an identifiable - a symbol of permanence.

Form is analogous The city is a catalogue of forms. Each form is a symbol, reference, result, consequence of a particular series of events, either deliberate or accidental, the forms compose the image of the city. referenced from particular places and points in time they become analogous. These forms find associations within architectural history but, removed from their original context, become autonomous from place, time and society.

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1.1.4 Autonomy In Architecture

Architecture having functional, technical and aesthetic values follows the codes of both technical standards of engineering disciplines and legislations of environmental, urban and city planning during the project different phases. However; it can be stated obviously that these rules are given as data and base to architects whom usually unable to participate in the production process of them. Architecture was always defined by written or oral codes since the dynasty of Hammurabi. Autonomy of architecture creates its own reality within the real world and insists on this reality with various materialistic and spatial conditions.Diana Agrest's discursive autonomy consist a self contained discipline with internal rules and codes that makes it different from other cultural practices forming the boundary between what is design and what is not.

Autonomy produces knowledge and self-awareness within architectural region and norm forming essential critical distance for the architect in the discipline. The autonomy of architecture produces knowledge within its authentic values of the discipline like techniques, and then provides a critical distance for architecture to resist external authorities. An Autonomous Building is a building designed to function on it’s own, independent from infrastructural support services such as the electric power grid, gas grid, municipal water systems, sewage treatment systems, storm drains, communication services, as well as public roads. supporters of autonomous building set the advantages to include reduced environmental impacts, increased security, and minimize costs of ownership.

Off-grid buildings often rely very little on public services and are therefore safer and more comfortable during civil disaster or military attacks. (Off-grid buildings would not lose electricity or water if public supplies were lost for instance).

Most of the research and published articles concerning autonomous building focus on residential homes. British architects Brenda and Robert Vale have said that, as of 2000, "It is quite possible in all parts of Australia to construct a 'house with no bills', which would be comfortable without heating and cooling, which would make its own electricity, collect its own water and deal with its own waste...These houses can be built now, using off-the-shelf techniques.

It is possible to build a "house with no bills" for the same price as a conventional house, but it would be (25%) smaller." “A green building is one which uses less consumption of water, seeks energy efficiency, saves natural resources, produces less waste and offers healthier spaces for users when compared to a conventional building.”

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1.1.5 Recent Findings In Autonomy Autonomous Architectural Robots When architecture becomes robotic, its autonomy means that the design process must extend beyond schematics, design development, and construction, and into the lifespan of the building, becoming a learning process in the context of its environment.

1.1.6 Pioneers Of Autonomy: The Act Of Doing Methodology of Autonomy The following discussions investigate the ways in which different architects employ formal autonomy. Each investigation is framed by Kaufmann's vocabulary of autonomy. Ledoux is mentioned within Kaufmann's own. works, as is Le Corbusier. Rossi and Koolhaas have been identified as also practicing a type of formal autonomy.

Fig.1.1.4 Autonomy in architecture sketches(Apkaconcepts,2011)

1.1.6.1 Claude N. Ledoux "The architects considered here did not play any active role in the political scene ( men imbued with the great new ideals set forth by the leading thinkers of the century" Emil Kaufmann described Claude Ledoux as revolutionary, not because his work was produced during the French Revolution nor because his work evoked particular political beliefs but because Ledoux, alongside Boullee and Lequeu, sought to express and translate new ideals within their architecture.' Kaufmann suggested that Ledoux's break from basic Baroque principles of form creating whole displayed both formal independence and practical advancement, believing that formal autonomy came from the separation of elements and the dialogue between them.

Ledoux's work begins to display such attributes, he places carefully designed, individual forms, together to interact with mutual dependency as opposed to creating a whole comprising of different elements. The Royal Saltworks at Chaux (1774) illustrates this idea. Commissioned in 1771 by Louis XV, the project presented Ledoux with the opportunity to draw from his experience as inspector of the Saltworks to create an improved, more efficient facility whilst putting into practice his own architectural ideals of form and composition.

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1.1.6.2 Le Corbusier

Le Corbusier believed in the beauty of the primary forms; the pyramid, the cone, the cube, the cylinder, oppose the highly decorated work of his early contemporaries." He acknowledge that the engineer used primary form to create a space most suitable for its function, removed from external influences. In his admiration of their forms he created the Maison Domino diagram .Formal autonomy, to Le Corbusier, is the distancing of the influence of architectural styles and cultural context of the time and is the generation of pure forms suited to the most basic structural and functional requirements of the design.

Fig.1.1.5 Perspective view of the Dom-ino system, 1914.(McGuirk,2012)

1.1.6.3 Aldo Rossi

Within his publication; The Architecture of the City Aldo Rossi develops his own theory of autonomous architecture. He presents the idea that the city can be understood as a whole or as a series of urban artefacts. The form of the city changes indefinitely and so do the urban artefacts, these transitions represent the historical, political and social situation of the city. Rossi championed the study of type rather than function, explaining that the categorization of function limits the city or building to a purpose and negates the study of form.

Rossi's autonomy of form distanced himself from functionalist architecture and found its foundations in history and the city.

Fig.1.1.6 Cemetery of San Cataldo designed by Aldo Rossi and completed in 1971.(Casati,2020)

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1.1.6.4 Manfredo Tafuri

Manfredo Tafuri, in Architecture and Utopia bleakly surmised architecture to be an instrument of capitalist development used by regimes of power, thinking it useless to propose purely architectural alternatives. However, he said that it is the conflict of things that is important, insisting on the productivity inherent in separation.

1.1.6.5 Micheal Hays

In Critical Architecture Michael Hays writes that architecture is an instrument of culture, and also is autonomous form. The former view emphasizes culture as the content of built form, and depends on social, economic, political and technological processes. The latter concerns the formal operations of architecture, how buildings are composed, and how architectural form is viewed as part of a continuing historical project.

1.1.6.6 Pier Vittorio Aureli

Aureli develops an autonomy thesis in The Possibility of an Absolute Architecture, in which he articulates an engagement with the city through confrontation. Aureli writes that it is the condition of architectural form to separate and be separated. In this act of separation, architecture reveals the essence of the city, and the essence of itself as political form. For Aureli, it is the process of separation inherent to architectural form that the political is manifest.

1.1.6.7 Peter Eisenman

One of the most vociferous proponents of artistic autonomy for architecture, puts it very succinctly: for him, architecture is nothing more and nothing less than “a state of exception from the norm. What Eisenman wants for architecture is nothing short of “an expansion beyond the limitations presented by the classical model to the realization of architecture as an independent discourse, free of external values—classical or any other; that is, the intersection of the meaning-free, the arbitrary, and the timeless in the artificial Eisenman asserted that his architecture was a critique and a form of resistance to commodification via its autonomous practice.

Fig.1.1.7 Peter Eisenman, Study-sketch, House VI.(Eisenman Architects, p.2)

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1.1.7 Parameters Of Autonomy According to research, these are the most evident paramaters of autonomy that have echoed through the time-line of this theory.

Confrontation-Opposition- Resistance-Separation: Architecture space is defined as a space of conflict which is an idea the emerges from political antagonism.

Confrontation: The building should express certain realities and facts through each corner of it, confronting realism or any other matter of truth tothe designer Opposition: The discourse of contradictory principles to any political, economic, social factors.

Resistance: The space stands solely resistant to any external authorities or forces that are trying to takeover regulary.

Separation: The idea from this keyword is to create diversified space or building that is distinctively separated from the surrounding hassles.

Identity: Expressing ones own thoughts and interpretation of personal discipline through design, having the building to reflect ones identity Ideology: The adaptation of a certain path or curriculum behind the taken design decisions, following a certain school in thinking or creating your own.

Sustainability: The building should be an additive sufficient part of the environment to provide ecological balance Values Of Discipline: According to research work it has been found that the cultural codes that are gained from other cultural systems could be transformed into the discipline of architecture, and could become the codes of architecture itself.

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Independence: To be practically and theoretically liberated from the basic need to the surrounding services ,such as: infrastructure, to function solely

Culture:

The building is a vital part the expresses the vivid and hidden aspects of the present culture, giving a general image for the city through its form and inner spaces

Function:

From an autonomous point of view function is displaced by autonomous form usually. on the contrary,another aspect is the internal values of architecture itself and one of them is function through functional necessities and outcomes could be examined through the spatial experience and form that it expresses.

Intellectual And Visual Culture:

An Architecture that communicates ideas of its own transcending history and culture.

Morality:

Aspirations to be achieved through honesty, integrity and simplicity; interpretations of novel building types in different cities; looking forward to universality

Community:

The thought of being autonomous while inheriting communal traits to strongly nourish the surroundings. A building that embodies the interrelating aspects of the community and fills the common neglected gaps

Freedom:

Expressionism of liberation in design, in aesthetics, and in newly proposed spatial properties

Uniqueness:

The aim is to get rid of conventional architectural solutions ,using the diversified properties of architecture to create unique solutions and forms within the architectural norm and knowledge.

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1.1.8 Ceiling Of Autonomy The idea that architecture could be separated from all mega-themes is opposite to most of the recent architectural education where students are pushed and taught in acting as sociologists, economists, philosophers, artists, historians and politicians to compose a thesis for their work. Often there appears to be a greater emphasis placed on forming and maintaining a complex thesis above and beyond the success of any final architectural proposal. The idea that architects should be expected to function as any of the above mentioned professions seems like somewhat Friday afternoon nature for producing buildings, as if it werean unimportant element. If the built object is only the bolt-on to the pre-eminent thesis then one must wonder whether the architect is actually the best person to design it or not. Architecture is in danger and over educating it’s students at the expense of teaching them how to design buildings that are successful and a pleasure to be used.

That autonomous architecture is a critical tool that constitutes its own knowledge through both its practice of architecture and self-consciousness in moral values. Autonomy in architecture is not an isolated medium; on the contrary, it is engaged with the social, intellectual and visual culture outside the discipline. Therefore, autonomy in architecture is a challenging concept to discuss

1.1.9 Autonomy Approach

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Uniqueness: In terms of distinctive architectural solutions.

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Community: In terms of designing for a specific community.

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Freedom: In terms of unobstructed form language, creating a context within a context.

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Discussing autonomy through the unique properties of architecture, architecture having its own unique language, Not to obey existing conventional rules, disregarding any fixed norms, defined forms and same materials, instead searching for unique forms and solutions which has reference to architecture’s own knowledge.

Regarding the community to be a vital part of our design to have a product that interrelates to the community while keeping its authentic values which embodies autonomy as well.

Expressing freedom through spaces, elements , and materials, using minimalist of details to give a sense of discovering ones internal values and own disciplines within the architectural discipline.

1.1.10 Autonomy And Autism The Selection of the paramaters of autonomy, considering the subjectivity of each one,generated the need to establish a specific project typology that integrates such framework with a distinctive spatial experience, Autism rehabilitation centre. The proposed typology, being intellectually and professionally disregarded, is initiated from the intertwined spatial relationship Autonomy And Autism between autonomy and autism; thus, the term autonism is defined. The sensitive nature of the addressed users require Autonomy Autism ASPECTSS architects and planners to Approach put forward a set of architectural solutions and guidelines that emphasize Acoustics Spatial Squencing Escape Space Compartmentalization Transitions Sensory Zoning Safety spatial communication, which is vividly represented in the form of sensory Uniquness experience. Such experience foregrounds the significant nature of autistic Community individuals’ experience of the surrounding environment. This research presents uniqueness and sensory spatial experience as a novel slogan from Freedom which autonism is approached to reshape the architectural norm and solutions within the architectural field.

Autonomy And Autism Design Issues Autism ASPECTSS

Autonomy Approach Acoustics

Spatial Squencing

Escape Space

Compartmentalization

Transitions

Sensory Zoning

Safety

Light

Way Finding

Material

Uniquness Community Freedom

Fig.1.1.10 Autonism Matrix(By Authors, 2021)

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1.2.Autism 1.2.1.Where Did the Term “Autism” Come From?

The word “autism” comes from the Greek word “autos,” which means “self.”

It describes conditions in which a person is removed from social interaction. In other words, they become an “isolated self.”

1.2.2.What Is Autism (ASDs)?

Autism is a brain disorder that limits a person’s ability to communicate and relate to other people. It first appears in young children, who fall along a spectrum from mild to severe. Some people can navigate their world, some have exceptional abilities, while others struggle to speak. Autism spectrum disorders (ASDs) affect about one child in 59, striking nearly four times as many boys as girls.

1.2.3.What Causes Autism?

Scientists don’t know the exact cause of autism, but since it runs in families, genes probably play a role. Research is under way to see whether chemicals in the environment or infections before birth are to blame. Autism is more common among people with other genetic disorders, such as Fragile X and tuberous sclerosis. Taking valproic acid or thalidomide during pregnancy increases the child’s risk for an ASD.

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Causes

Environmental

Low Birth Weight

Metabolic Imbalances

Pollution

Genetic

Family Member

Viral Infections

Genetic Mutations

Fragile X Syndrome

Treatments Didacticeducational treatment

Drug therapy

Behavioral therapy

Fig. 1.2.2. (Authors, 2021)

1.2.4. Start Of Autism 1911

Eugen Bleuler first uses the term autism to describe symptoms of schizophrenia

1977

Susan Folstein and Michael Rutter publish first twin study on autism

1920s

-Electroconvulsive therapy first used to treat symptoms of autism -Emergence of dietary restrictions for autism treatment

1970s

-Temple Grandin develops a squeeze machine for children with autism -Shock therapy and aversive punishment mainstream autism treatment approach -Guy Bérard develops auditory integration training for autism treatment

1943

Leo Kanner first characterizes autism as a social and emotional disorder

1944

Hans Asperger publishes article on autism as a communication disorder in children

1950s

-Bruno Bettelheim coins the refrigerator mother theory -Parentectomy is common treatment approach for autism

1997

Emergency of special education programs for children with autism

2013

Autism spectrum disorders classified in DSM-V

Fig. 1.2.3. (Authors, 2021)

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1.2.5. Types Of Autism Asperger’s syndrome These children don’t have a problem with language; in fact, they tend to score in the average or above-average range on intelligence tests. But they have social problems and a narrow scope of interests.

Autistic disorder This is what most people think of when they he`ar the word “autism.” It refers to problems with social interactions, communication, and play in children younger than 3 years.

Childhood disintegrative disorder These children have typical development for at least 2 years and the lose some or most of their communication and social skills.

Pervasive developmental disorder (PDD or atypical autism) Your doctor might use this term if your child has some autistic behavior, like delays in social and communications skills, but doesn’t fit into another category.

1.2.6. Famous People With Autism Albert Einstein

Steve Jobs

Bill Gates

Lionel Messi

Sir Isaac Newton

Lionel Messi

Fig. 1.2.6. (Authors, 2021)

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Autism

DIFFICULTY IN UNDERSTANDING CONCEPTS Autistic individuals BACKGROUND INFO typically have difficulty understanding the 1.2.7.1 Charactaristics Of Autism nuances in figurative speech and abstract language. They typically DIFFICULT IN understand what is FORMING RELATIONSHIPS presented as literal People with ASD may seem representations of distant and indifferent to DIFFICULTY IN meaning others. They face difficulty UNDERSTANDING in interpreting what others CONCEPTS think or feel and have Autistic individuals problems controlling their typically have difficulty DIFICULTY IN frustration when understanding the COMMUNICATING misunderstood This further nuances in figurative It is often difficult to disrupts their ability to speech and abstract understand the body cultivate friendships and language. They typically DIFFICULT IN language expressed DIFFICULTYwhat IN is meaningful relationships. understand FORMING RELATIONSHIPS by an autistic individual as UNDERSTANDING presented as literal People with ASD may seem their facial expressions, CONCEPTS of representations distant and indifferent to Autistic individuals movements, and gestures meaning others. They face difficulty typically have difficulty often do not match in interpreting what others understanding the what they are saying. think or feel and have nuances in figurative Starting and maintaining a problems controlling their speech and abstract conversation may DIFICULTY IN frustration when language. They typically be impossible to negotiate DIFFICULT IN This further COMMUNICATING misunderstood understand what is from their persistence in FORMING RELATIONSHIPS It is often difficult to disrupts their ability to presented as literal obsessive repetition of an People with ASD may seem understand the body cultivate friendships and representations of activity or topic. distant and indifferent to language expressed meaningful relationships. meaning others. They face difficulty by an autistic individual as Fig.1.2.7.1 Charactaristics Of Autism.(Authors 2021) in interpreting what others their facial expressions, think or feel and have movements, and gestures problemsspectrum controlling their often do not match 1.2.7.2 Understanding autism disorder DIFICULTY INsaying. frustration when what they are COMMUNICATING misunderstood This further Starting and maintaining a Autism traces it's history backdisrupts 60 years ago, when It is often difficult their ability to conversation may to thenegotiate body American psychiatrist Leo Kanner studied a group cultivate friendships and beunderstand impossible to language expressed of children that had difficulties in communicating meaningful relationships. from their persistence in by an autistic individual verbally, emotionally and demonstrated odd rouobsessive repetition of an as their facial expressions, tine behaviors. Around the same period, Hans Asactivity or topic. movements, and gestures perger, an Austrian pediatrician also recognized often do not match similar symptoms among his patients but with the what they are saying. exception of demonstrating higher intelligence in StartingKanner’s and maintaining a logical tasks and attention to detail.3 Today both Autism conversation may disorders are recognized and categorized under be impossible to negotiate Communication t the same spectrum known as ASD. Autism SpecRepititive behaviour or impairment interests in from their persistence turm Disorder (ASD) is an umbrella term that covers: obsessive repetition of an Autistic Disorder, Asperger’s Disorder, Pervasive Deactivity or topic.

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Pervasive developmen tal disorder

velopmental Disorder

Fig.1.2.7.2 The ASD spectrum.(Authors 2021)

Autism

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1.2.7.3 Life cycle of an autistic individual

Age

3

6

10

18

30

45

65+

Marks the most vulnerable ages for autistic individuals

School Parental support

Familial/ institutional support

Fig.1.2.7.3 The life cycle of ASD.(Authors 2021)

From birth until age of 21, parental care and school support are needed to aid autistic individuals throughout their daily lives

Autistic individuals typically receive governmental aid In the form of Medicaid home and community based waivers, social security income, and social security disability insurance

Individuals with ASD typically require care and assistance throughout their lives and the problems they face only increases as they grow older. An average autistic individual receives schooling and parental support up to the age of 2 . After that, they rely on family and institutional support to survive.

1.2.7.4 Symptoms Of Autism Repeated motions (rocking or spinning)

Avoiding eye contact or physical touch Delays in learning to talk

Repeating words or phrases (echolalia)

Autism Symptoms

Getting upset by minor changes

Fig. 1.2.7.4 (Authors, 2021)

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Autism

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Hyper sensitivity Hearing

Smell

Sight

Touch

Taste

Vestibular system

Proprioception

Hypo sensitivity

They have a highly sensitive sense They struggle to hear the normal of hearing which causes them to findeven the calm voices very loud. sounds.However, they can hear louder sounds clearly.

How to solve that architecturally: Include noise-canceling materials.

They get attracted to any notiThey have a high sense of ceable smell like kitchen while smelling unnoticeable things like cooking or the smell of soap in bodies’ or pets’ smell. a bath. They tend to get distracted by any aromatic smell.

They find paintings attractive due to colors in them and they can see and observe things more clearly than normal people do.

They have a poor eye sight which causes them inability to identify or recognize objects.

They don’t like to be touched by others.

Poor tactile sense which causes them the need to be hugged and the need to bang their heads against the wall normally.

They’re picky when it comes to their food.

They always put objects in their mouths and bite on them, which causes them to salivate a lot.

They can’t stay balanced They can play on swings, move a They dont like running or climbing lot, and spin themselves without How to solve architecturally: feeling dizzy.

Provide hydro-therapy pools They can feel things more than other people do.

They’re don’t like to be around some people because it makes them feel uncomfortable.

They don’t feel neither in pain not thirsty or hungry.

They aren’t aware that they collide with people, walls, or anything blocking their way.

Conclusion:

Symptoms of autism, the mental condition, appear during early ages. Kids struggle to communicate with other people because of autism. Its symptoms come in two different types that affect kids’ bodies accordingly, which are Hyper and Hypo.

Fig. 1.2.7.4.1 (Authors, 2021)

Autism

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1.3. Current Condition 1.3.1. Autism In Egypt The number of people with autism in Egypt is between One Million and One and a Half Million. (Youm7, 2019) According to recent statistics, said Dr. Angie Mashhour, advisor to the Minister of Education for people with special needs, stressing that the incidence of the disease is increasing rapidly globally.

The cost of autism treatment in Egypt in the private medical sector is very expensive, one session is not less than 200 EGP.

1.3.2. Criteria For Location Selection

Secure place

01

Remote location

02

Accessible location

03

Lack of rehabilitation centres High number of target group

04 05

In Rural or Countryside(absence of similar facilities there)

06

Near a community that has no awareness of this disease

07

Fig. 1.3.2. (Authors, 2021)

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Current Condition

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1.3.3. Proposed Locations Minya Asyut Sohag Qena Luxor Aswan Damietta Beni Suef Dakahlia Fig. 1.3.3. (Authors, 2021)

1.3.4. Comparison Table Criteria

Minya

Aysut

Sohag

Qena

Luxor

Aswan

Damietta Beni Suef Dakahlia

High Number of Target Group In Rural or Countryside Accessible Location Lack of Rehabilitation Centers Community With No Awareness Secure Location

Fig. 1.3.4. (Authors, 2021)

1.3.5. Conclusion Minya is the best governorate that matches the location selection criteria

Current Condition

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1.3.6. Selected Location El-Minya -Based on research, it was suggested that El-Minya has a high number of children that suffer from autism.

-El-Minya characterize by its decent natural views.

-There are no facilities in El-Minya, that offer treatments for autistic children.

-El-Minya is an accessible governorate, located between Assiut Desert road and Hosni Mubarak road.

-People in rural areas in general, need more awareness about autism.

Fig. 1.3.6. El-Minya City (Booking.com,2020)

1.3.7. History Of El-Minya

Before 1880 EL-Minya City was founded around the year 1050 AD by sultan Ibn Khasib.

Historic Period 1880-1950 -The Ibrahimiya Canal was built.

-Improvement of the transportation network.

-The city extended east and west on the railway sides, which penetrated the current city.

-The Historic city was built between 1908 and 1940.

Fig. 1.3.7. (Authors, 2021)

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Current Condition

Development And Change After The Revolution 1950-1980

-El Minya University established in 1976.

-Densities continued to increase in the traditional district.

-Deterioration of both infrastructure and the standing housing stock.

-Ard AL-Mowled district was built.

-The modern district of Ard Sultan begun to be established.

New Urban Dynamics 1980-2000

-The city extended in all directions.

-Shalabi district begun to be established.

-Informal settlement in Mecca district started.

-The New EL-Minya City is now under construction and lies on the opposite side of the ELMinya City.

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1.3.8. Development Of El-Minya

1880

1950

1980

2002

2020

Fig. 1.3.8. (Authors, 2021)

1.3.9. Distance To El-Minya City From Cairo to Al Minya Time: 3HRS 23MIN Distance: 276 km

From Luxor to Al Minya Time: 5hr 9min Distance: 435km

From Aswan to Al Minya Time: 8hr 5 min Distance: 662km

From Alexandria to Al Minya Time: 5HRS 34MIN Distance: 482 km

Fig. 1.3.3. (Authors, 2021)

From Sharm El Sheikh to Al Minya Time: 7HRS 36MIN Distance: 733 km

Current Condition

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Fig. 2.0.0 Digital Sketch For expecting project (Authors, 2021)

P 02 PROJECT SELECTION

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2.0. Project selection

2.1. Autism in Minya problem “ A center for treating children with autism in a basement in Minya “(Abdelghafar,2019)

By Youm7.com,2019

“An appeal to President Sisi .. Torture of 3 autistic twins at the Minya Youth center “ (Mansour,2019)

By Ahram newspaper,2019

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Autism in Minya problem

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2.2. Educational Issue

Primary

Number of years: 6 Age: 5-11 years old Prerequisites: NA

Preparatory School Secondary School

Number of years: 3-5 Age: minimum 15 years Prerequisites: Preparatory Education

Number of years: 3 Age: 12-14 years old Prerequisites: Passing Grade in Primary Education

Technical secondary school

Figure 2.2.1 Egypt’s Education system.

(Authors 2021)

Number of years: 3-5 Age: minimum 15 years Prerequisites: Preparatory Education

University

Number of years: 4-5 Prerequisites: General Secondary Education.

Minimum grade required varies with university

Technical Institute

Number of years: 2-4 Prerequisite: Secondary Education Minimum grade required lower than university

41.3% of Al Minya’s population suffers illiteracy

34%

66%

13.3% of Minya’s population can read and write without acquisition of formal education 77% of children from 6-7 years are enrolled at the primary level of education 37% of education seekers stop at an intermediate level (secondary education) 17% drop out of education in prep stage Less than 5% graduate from university.

66% 34%

Figure 2.2.2 .Al Minya education analysis. Authors (2021)

Ratio of educated people

Educational Issue

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2.3 Interview by Researchers An Interview with a mother whose child has ASD.

Good morning Mrs. I would like to know some information about autism .. can i ask you some questions?

Good morning Mr. Yes sure.

Well Let’s start...What makes them more comfortable ?

They like Quiet places and no interruption, show support and interaction while talking.

Do they usually understand talking ?

Yes, but some of them understand from visual interaction or sensing.

Do they get accepted in developing art skills?

Till now they don’t accept autistic children in Art institutions or in any kind of development institutions.

What do you wish for your daughter?

Center to develop their intellect , knowledge, mentality , hobbies , their abilities , social abilities , awareness.

Awareness against bullying .

What grabs their attention ?

Fig2.3 Interview by authors (Authors,2021)

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Interview By Researchers

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Anything related to their interests ( They get interacted to art ).

What activities do they like ?

Some of them are hyper active but most of them are not.

How they interact to noise ? freak out and get angry.

Is there anything you want to add to us ..

QUIET PLACES IS SO IMPORTANT FOR THEM, they don’t mind going to schools or interacting Some learn using visuals some learn using verbal and some using sensation. They take medications depending on each case. some take medications to focus and deliver the oxygen to the brain and interact.

So whats important for them, academic learning or medication ?

In order , three most important things for autistic children are educational(academic)therapy, medical treatments, and psychological preparation.

Thank you so much.

Fig 2.3 Interview by authors (Authors,2021)

Interview By Researchers

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An Interview with a father whose child has ASD.

Good morning Mr. I would like to know some information about autism .. can i bother you for a couple of minutes and ask you some questions?

Good morning Mr. Yes sure.

Well Let’s start...What do they prefer open spaces or closed spaces ?

Any place but most importantly quiet and not too small.

How do they act in closed spaces And open spaces?

They like both but it has to be safe.

What do they need in a space?

Something to pay attention to like their hobbies, (drawing , handcrafts).

Do they like interaction?

Some of them yes, some others no, yet most of them like to keep their social distance ( they interact with other children, they don’t recognize other children who have autism .

How they react with other autistic children?

Fig 2.3 Interview by authors (Authors,2021)

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Interview By Researchers

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Fine act.

In there point of view , how do they define a space with walls.?

They are aware of spaces.

Although they are special , do they feel freedom ?

They define freedom differently, one with doing them hobbies one with being independent.

Are they aware of the community ?

Yes, some of them like their community , they like interaction in schools, Covid 19 lockdown made it harder for them because of no interaction with outside community.

What is a community to them?

School and family.

Do they need a view ..

Water green city ?

Yes like anyone, Neat spaces , They recognize nature and it makes them comfortable.

Thank you so much.

Fig 2.3 Interview by authors (Authors,2021)

Interview By Researchers

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2.4 Approaches of The Autism ASPECTSS™ Design Index

•ACOUSTICS

The acoustical environment be controlled to minimize background noise, echo and reverberation. The level of such acoustical control should vary.

•SPATIAL SEQUENCING

The best way to teach a child with autism is to work with what they love work with what they know and work with what they focus on which is typically their obsessive routine

•ESCAPE

To create a safe place for individuals with autism to go to when they feel overwhelmed and overloaded.

The Autism ASPECTSS™ Design Index set of evidence based design guidelines worldwide to address built environments for individuals with Autism Spectrum Disorder

•COMPARTMENTALIZATION

To break spaces down into small manageable pieces and only allow in those pieces in those small spaces what that individual needs to do the task at hand

•TRANSITION SPACE

To make sure as we move through our buildings that we move in a way that's smooth,to adjust back into the new environment that you're in

•SENSORY ZONING

You have to zone your building and organize it around the senses because that is what the individuals understand.

•SAFETY

Safety is even more of a concern for children with autism who may have an altered sense of their environment

Fig 2.4 Approaches of The Autism ASPECTSS™ Design Index(Authors,2021)

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Approaches Of The Autism ASPECTSS™

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2.5 Assists of the community:

Egypt’s Endeavor To Cope With Autism The Egyptian The Egyptian Autistic Society In Autistic Society Alexandria In Alexandria

The Society's main aim is to provide Early Intervention services that address Autistic children's learning and development needs

Egypt Institution For Autism " EIA “ In Maadi

Specialized in integrating special need children in normal schools and nurseries. Also provide a support teacher for every child ,reduce curriculums ,and cancel some school subjects according to the case and the abilities of every child.

Egyptian International Autism Center

A center for the rehabilitation and training of autistic children and people with special needs, recently rooms were added for children

Advance School In New Cairo

Ministry Of Social Solidarity Expands Autism Rehabilitation Center In Ain Shams Global Autism Center & Special Needs Estoret Louran Tower As Soyouf Bahri, Montaza 2

The society aims to offer life-long services to help children and adults develop their abilities and reach their full potential. It is the only specialized learning center for autistic children in Egypt.

The ministry has released a statement that it has invested a fund worth EGP 750,000 by CIB

Rehabilitation and training of children with autism, people with disabilities and learning difficulties, preparation and rehabilitation for educational and social integration

Figure 2.5.1 Assists of the community(Authors,2021)

Assists Of The Community

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2.6 Literature Review: (Autism Problems) Autism Spectrum Disorder (ASD) is a topic that has been discussed on a wide range by different researchers. However, it has been reflected in architecture through several topics , for example, creating environments that fit different needs for autistic users, sensual spaces in architecture , and manipulation of physical environment to facilitate various needs. Previous studies have highlighted the sensory elements within a space in response to the autistic users’ needs. Mostafa (2014) stated that the environment primarily consists of sensory elements, such as ,textures, colors, patterns, and acoustics. These elements affect the process of integration and cognition of autistic users. A new set of criteria of architecture design for schools has been introduced through the ASPECTSs™ Design Index to set a spatial design strategy that is applied on Advance Center for Special Needs in Qattameya, Cairo.

Moreover, Ghazali, Sakip, and Samssudin (2018) developed the design criteria checklist of sensory design for Autism Centre. The result of the research was a list of physical (Building scale and safety) and non-physical (Acoustics and colour) aspects to create a comfortable environment for the users.

The human experience inside a space is shaped by different architectural elements which affects ones physiological, emotional, and cognitive status. One study conducted by Ergan et. al (2018) showed different design features that alter the people’s perception’s of space. On a parallel note, Putra and Lukito (2018) has gone through a psychological theory of Kant clarifying that the space is a product of the experience. Furthermore, this paper questions the typical ideologies that undergo the term form follows function ignoring the visualization of the dynamic act of life.

Architects have the potentials to design spaces variously , using their own tools, approaching autonomy from this perspective. Seyhun (2004) showed objection to the existence of architectural autonomy by obeying the norms. His aim was to provide a unique language with respect to architecture’s own knowledge.

From the previous collected studies, researchers have developed their theoretical insights to highlight the importance of human space communication in relation to the sensory experience of the autistic people. However, they have yet to discover the intellectual intervention of autonomy within architectural space that accommodates autistic users. This research work introduces a new approach to conceive space as an agent of communication with a distinctive community.

The representation of ones’ self within a space is expressed through the correlation between space and its users.

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Literature Review

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2.6 Literature Review: (Autism Problems

“The World Health Organization, in a statistic prepared for the year 2017, indicates that autism affects millions around the world, and the number of patients is estimated at about 70 million, according to a statistic of the "Autism Speaks" organization, which organizes a global awareness campaign every year and is the largest organization

specialized in autism and defense sciences Reported globally.” (Al Ain, 2019).

“Autism is one of the disorders of a group of developmental disorders scientifically called "autism spectrum disorders", and it often appears in infancy, before the child reaches the age of three years.”(Al Ain, 2019).

This quote shows how parent suffer due to the scarcity of specialized centers.parents cant not find a suitable school to treat autism. scarcity of hospitals or government centers for the rehabilitation and treatment of autistic children, relying on private centers that exaggerate their cost, which costs them three times what is spent on any child.

Literature Review

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2.7 Target Group:

Children

Autistic People

Teenagers

Women Elder People Figure 2.7 Target Group (Authors,2021)

2.8 Objectives: 2.8.1. Aim: To Help autistic people adapt and integrate with the community, while providing a set of convenient solutions to their needs.

2.8.2 Goals: Creating a rehabilitation center that helps in this process Providing behavioral therapy and speech language pedagogy Specializing a space for their education Social group therapy to help one discover their potentials

2.8.3 Objectives: Achieving the mentioned goals through applying “ASPECTSS Index

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Objectives

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Figure 2.8 Activity Area digital Art (Authors,2021)

2.9. Conclusion:

Most of the services related to autism happen to be in Cairo and Alexandria , while Al Minya city disregards the significant need of autism spectrum disorder (ASD) carriers for basic amenities. In addition, Autism spectrum disorder (ASD) carriers are mistreated, sometimes even tortured, and bullied due to lack of awareness

Conclusion

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Fig. 3.0.0 Urban life (Authors, 2021)

U 03 URBAN ANALYSIS

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3.0. Minya INTRODCUTION El Minya, an Egyptian governorate, also known as “Arous El Bahr” the bride of the sea. El Minya is located in upper Egypt. It is approximately 245 km south of Cairo,, on the western bank of the Nile river.

El Minya has two main populated areas, old Minya which is located on the western side of the Nile river, and new Minya which is located on the eastern side of the Nile river.

And New

Minya

Old

NEW

OLD

!"#$ !"#$

56

Minya

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URBAN ANALYSIS

3.1.0. Old Minya:

Fig. 3.1.0.1. Old El-minya by (Author 2021).

0

25

50

100

Coordinates

Latitude 28°4'18.20"N Longitude 30°48'59.73"E El-Minya City is located on the western bank of the Nile River, roughly 245 kilometers to the south of Cairo.

Old Minya

57

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3.1.1. Landuse Map:

Utilities Mixed Residential Residential Commercial Industrial Educational Green Area Fig. 3.1.1.1. Old El-minya Landuse Map by (Author 2021).

0

This map shows the different layers of the city and how they serve this community. Major part of the map is designated for residential landuse, some lands are mixed for services ,educational part is present as well, and commercial part is on the eastern side of the Nile River.

Presence of significant agricultural lands on a noticeable scale which reflects the major economic activities in El- Minya.

58

Landuse

5%

25

50

100

5% 2%

8%

10%

50%

20%

Fig. 3.1.1.2. Old El-minya Landuse Map area percentage. by ( Author 2021 )

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3.2.2. Building Height Map

1-3 Floors 3-7 Floors + 7 Floors

0

Fig.3.2.2. Old Minya Building Heights. (Authors, 2021)

25

Residential buildings mainly consist of three to four storey building heights, or five or more storey building height. public buildings in general consists of one to two storey building heights.Relation between buildings height and road width is optimal in terms of daylighting and human scale, as the some of streets are wide enough and the buildings height is suitable, However some of rear buildings have a narrow streets with bad propotions.

Residential buildings mainly consist of three to four storey building heights, or five or more storey building height.

GSPublisherVersion 0.0.100.100

Residential buildings are in good condition, usually have a garden in the ground floor and a portion of built up area in the roof.

Commercial and public buildings in general consists of one to two storey building heights.

50

100

10%

50%

40%

Fig. 3.2.2. Old Minya Building Heights Percentage. (Authors, 2021)

Relation between buildings height and road width is optimal in terms of daylighting and human scale, as the streets are wide enough and the buildings height is suitable.

Building Height

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3.1.3. City Layer Map:

Traditional District Historic District Modern District Fig. 3.1.3.1. Old El-minya City Layer by (Author 2021).

This map shows the Layers of El-Minya

2.2.3.2 Conclusion: There is a variation in the City Layers

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City layers

0

25

50

100

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3.1.4. Roads Hierarchy:

Secondary Minor Road Main Major Road

Fig. 3.1.4.1. Old El-minya Roads Hierarchy by (Author 2021).

0

25

50

100

Some roads are under construction yet the over all conditions of the roads are good and give accessibility to the city. Areas that are informal are hard to access as a result of the encroachment. Most of major roads are two way roads that are approximately 24 meters in width.

Other secondary roads are 12 meter in width. Local roads are 6 meter in width ,usually one lane.

Accessibility & Road Hierarchy

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3.1.5. Solid & Void:

Solids void Fig. 3.1.5.1. Old El-minya solid & void by (Author 2021).

Solids are concentrated in the western part which shows the irrational urban planning and encroachments that take place;thus , a very crowded urban fabric over looking the Nile River causing obstruction.

0

45%

25

50

100

55%

Fig. 3.1.5.2. Old El-minya solid & void area percentage. by (Author 2021)

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Solid & Void

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3.1.6. Vegetation:

Fig. 3.1.6.1. Old El-minya Vegetation by (Author 2021) .

0

25

50

100

Vegetation map consists of the agricultural lands present in El Minya. Most of the common activities in economy there is agriculture due to the presence of the Nile River and wide range of agricultural lands.

Vegetation

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3.1.7. Public Services & Landmarks Map

1 2 3 4 5 6 10 7

9 8 Fig. 3.1.7. Old Minya Landmarks. (Authors, 2021)

1-Minya Governorate Building

4- Minya Court

7- Minia University Hospital

10- Akhenaten Museum

2-Minia Educational Administration

5- Minya Security Directorate

8- Chest Hospital

11- Officers Club

6- Al- Mabara Hospital

9-Minya Cancer Center

12- Minya TV

3-

Minya Passport Office

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Public Services & Landmarks Map

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3.2.8. Skyline & Elevation Elevation Analysis

Fig. 3.2.8. Old Minya Skyline & Elevation . (Authors, 2021)

Noticeable difference in heights , some buildings are 3 to 5 floors in height, maximum height is 10, and average height is 7 floors. Elevations lack the presence of a certain architectural style. Most of the ground floors in each building are commercial while the rest of the building is residential.

Fig. 3.2.9. Old Minya Skyline & Elevation . (Authors, 2021)

SkyLine for New Minya.

Skyline & Elevations

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3.2.0 New Minya New Minya

Coordinates

Coordinates

Latitude 28°28° 6’20.58”N Latitude 6'20.58"N Longitude 30°45’12.14”E

Longitude 30°45'12.14"E

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URBAN ANALYSIS

3.2.1. Landuse Map

Residential Commercial Industrial Educational Green Are

Fig. 3.2.1. New Minya Landuse Map. (Authors, 2021) 0

The major part of the map is designated for residential landuse that are built by the government which is considered as the heart of the community, there are specific parts in the area planned for commercial use. Other areas consist of educational, industrial, and agricultural part as well.

Some other smaller parts of the area are services & public buildings that are located in the commercial and services landuse area, such as Engineering Syndicate Club, Aviation Club, City Scape Mall, Medical Professions Club, and Minya Chest & Cardiothoracic Hospital.

25

50

100

5%

5% 10%

55% 25%

Fig. 3.2.1. New Minya Landuse Percentage.

(Authors, 2021)

Another major part of the map is agricultural land with many encroachment where they build residential buildings over agricultural lands.The urban fabric overall has well designed urban form with hierarchy in the different types of zones.

Landuse

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3.2.2. Building Height Map

1-2 Floors 3-4 Floors 5 or more Floors

Fig. 3.2.2 New Minya Building Heights Map. (Authors, 2021) 0

Residential buildings mainly consist of three to four storey building heights, or five or more storey building height.

Commercial and public buildings in general consists of one to two storey building heights.

Relation between buildings height and road width is optimal in terms of daylighting and human scale, as the streets are wide enough and the buildings height is suitable.

68

Building Height

50

100

10%

50%

Residential buildings are in good condition, usually have a garden in the ground floor and a portion of built up area in the roof.

25

40%

Fig. 3.2.2. New Minya Building Heights Percentage. (Authors, 2021)

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3.2.3. Building Condition Map

Excellent condition Good condition

Fig. 3.2.3. New Minya Building Condition Map. (Authors, 2021) 0

25

50

New Minya is a new neighbourhood, thus most buildings are mainly in an excellent condition. However many buildings haven’t been fully constructed nor housed yet. Residential buildings that are fully constructed and housed have good structure and well maintained facades.

100

10%

90%

The relatively good condition buildings are usually old unplanned building that consist of one to two storey building height, those buildings need to be maintained or removed, most of them are in the edge of the urban area, they lack good structure and consists of damaged parts.

Fig. 3.2.3. New Building Condition Percentage. (Authors, 2021)

Building Condition

69

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3.2.4. Accessibility & Road Hierarchy Map

Minya - Assiut Rd

El Minya El Wosta Rd El Minya El Wosta Rd

Major Road Minor Road Local Road

Fig. 3.2.4 New Minya Accessibility & Roads Hierarchy Map. (Authors, 2021) 0

The area of New Minya as shown in (figure 2.4.x) is accessible form 2 main roads. El Minya el Wosta Road from the western side, and Minya-Assiut Road from the eastern side. All major roads are two way roads that are up to 24 meters wide.

Other roads exist in the area are wide, two way roads, up to 12 meters wide making it easier to access the area.

70

Accessibility & Road Hierarchy

25

50

100

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URBAN ANALYSIS

3.2.5. Solid & Void Map

Fig. 3.2.5. New Minya Solid & Void Map. (Authors, 2021) 0

Relatively vacant urban fabric from the eastern side of the area, good urban planning so no major issues could occur in terms of congestion. The western side of the area overlooks major open spaces and natural views including the Nile. Decent ratio between solid and void in the area.

25

50

100

60%

40%

Fig. 2.5.2 New Minya Solid & Void Percentage. (Authors, 2021)

Solid area adjacent to only one side of the area, the eastern side. High void percentage towards the western side of the area overlooking the Nile.

Solid & Void

71

URBAN ANALYSIS

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3.2.7. Public Services & Landmarks Map 1 2 5

6

4

3

7

8

9 10

14

13

11

16

12 18 19

17

21

20

26

27 28

30

23 15

22

24 34

25 32 33 31

36

35

37

29 38

39

40

Fig. 3.7.1. New Minya Landmarks. (Authors, 2021)

1-Minya Traffic Department

4-Medical Professions Club

5-Corner Plaza Mall 2-Minya Cardiothoracic Surgery Hospital

3-Target Mall

72

6-Riyad Aljannah Mosque

Public Services & Landmarks Map

7-Al Hayat Mall

8-School Youth Liberation Primary New Queen

9-Coptic Orthodox Of New Minya

10-Al Motamayez Basic Education School

11-Cityscape Mall

12-Bank Misr

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13-Al Khalil Ibrahim Mosque

20-British International Kindergarten

27-Al Qebaa Mosque

34-Secondary Hotel School

14-El Salam Mosque

21-Blessed Virgin Mary Church

28-Abu Bakr Al Siddiq Mosque

35-Deraya University

15-Mobile Gas Station

22-Karma Mall

16-New Minya Sanayeh School

23-Minya Prison

17-Al Sayedah Zainab Mosque

24-Taqa Gas Station

18-Minya Telecom Egypt 25-New Minya Electric Engineering

19-City Government Office

26-New Minya Social Sports Club

29-Engineering Syndicate 36-El Club

30-Aviation Club

Manara Private School

37-Capital Mall

31-Nefertiti Mall

38-Child And Women Services Center

32-New School Of Minya

39-Siddiqua Maryam Mosque

33-Al Habib Mostafa Mosque

40-New Minya Experimental School

Public Services & Landmarks Map

73

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3.2.8. Skyline & Elevation

Fig. 3.2.8.1 Skyline & elevation . (Authors, 2021)

The skyline of the area has diversity, because of the variety in hieghts between the residential buildings, some of those buildings are 1to 3 floors, some of them are 3 to 5 floors. Most of these buildings in compounds with clusters.

Fig. 3.2.8.2. Skyline and elevation . (Authors, 2021)

SkyLine for New Minya.

Fig. 3.2.8.3. Skyline and elevation .

(Authors, 2021)

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Skyline & Elevations

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3.2.9. Demographics Neighbourhood Population 49%

51%

Alminya has a population of 5,808,847 while the new minya city has a population of 16,266 males are 2,993,813 while females are 2,815,034

Males

Females

Minya Gender Distribution

12%

A youthful population in which 45% of population is between 15 and 45 years. Women comprise almost number of men in the 15-45 years age bracket. Minya is a highly rural community.

Over 80% of the urban rural Minya population reside in rural locations

11%

6%

25% 46%

15-44 yo

5-14 yo

49-59 yo

60+ yo

1-4 yo

Minya Population Age

Minya is a highly rural community. Over 80% of the Minya population reside in rural locations. Which 4,738,767 in rural areas and 1,070,080 are in urban areas

Disabilities in New Minya The highest percentage of those suffering severe disabilities as 3.14% in Minya governorate, followed by 3.05% in Cairo, 2.86% in Assiut, 2.85% in Kafr El Sheikh, 2.83% in Alexandria, 2.77% in Beheria, and 2.73% in Beni Suef and Sharkia governorates. The percentage in the remaining provines range from 1.36% to 2.61%.

Minya

Cairo

Assiut

Kafr El Sheikh Beheira

Beni Suef

% Of Disabilities

Demographics

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Attitudes About The Project & Neighbourhood Minya lacks awareness for autism as people have no idea about the consequences of relatives marriage, as these genes are highly responsible for the significant percentage of autism spectrum disorder Due to the lack of knowledge there is no recognition of the symptoms of autism spectrum disorder , which leads to decay in the treatment, as the earlier it is recognized , the better it is treated.

No Availability of Rehabilitation Centers in Al Minya.

Usually these people have limited income, while the treatment is usually costy.

Minya residents usually spot their attention on laboring their children to allow to them to master several crafts without considering their mental health aspect.

Common Activities In New Minya While this seems lower than perceived in reality, this is possibly because of the predominant seasonality of available work rendering workers unemployed for most of the year.

9%

91%

Employed

Common Activities In New Minya Mining and Quarrying

Agriculture

Fig. 2.5.1. New Minya Solid & Void Map. (Authors, 2021)

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Demographics

Unemployed

Employment in Minya

Industry

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3.2.10. Conclusion

New Minya city is characterized by a well planned urban fabric and paved wide roads. Presence of centralized service area to serve the needs of the city inhabitants, existence of several aminities and significant public buildings such as the city governement office. However; the presence of religious services. Rich context is present in old Minya city despite the encroachments, unpaved roads, and irrational urban planning. To sum up, both cities are complementary ,one representing the history and one representing the future

Fig. 3.2.10. Street Activities . (Authors, 2021)

Conclusion

77

Fig. 4.0.0 Urban art in Egypt streets digital art (Authors, 2021)

S 04 SITE SELECTION

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4.0. Selection criteria

Site 1 1

Accessible Location

2 Community with no awareness

Site 2

1 Good View 2

Accessible Location

3

Community with no awareness

Site 3 1 2

Good View Accessible Location

3 Community with no awareness 4 A quiet place for autistic users 5 Linkage between old and new town

80

Selection Criteria

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4.1 Site 1:

0

25

50

100

Fig. 4.1.1 EL-MINYA- MAP BY (AUTHOR, 2021)

Coordinates

Latitude 28° 5'27.21"N Longitude 30°46'29.37"E

Located in old El-Minya

Site 1

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4.1.1 Landuse Map:

RESIDENTIAL MIXED USE EDUCTIONAL FACILITIES ADMINSTRATIVE HOSPITAL UTILITIES

Fig. 4.1.1.1. OLD EL-MINYA-SITE-1-LAND USE MAP BY (AUTHOR, 2021)

Most of the surrounding areas are agricultural or residential Presence of one social club for armed forces attached to a side hospital presence of near by police station which provides security in suroundings; however,an international school is located in the southern direction of the site;thus, good educational facilities are present.

82

Landuse

0

25

50

7% Landuse

100

30%

5% 40% 13%

5%

Fig. 4.1.5.2. old minya-site1-landuse map percentage by (author, 2021)

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4.1.2 Building Heights:

Fig. 4.1.2.1. OLD EL-MINYA-SITE-1-BUILDING HEIGHTS MAP BY (AUTHOR, 2021)

Residential buildings mainly consist of three to four storey building heights, or five or more storey building height. public buildings in general consists of one to two storey building heights.Relation between buildings height and road width is optimal in terms of daylighting and human scale, as the some of streets are wide enough and the buildings height is suitable, However some of rear buildings have a narrow streets with bad propotions.

60%

30%

10%

Fig. 4.1.2.2. old minya-site1-building heights percentage by (author, 2021)

Building Height

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4.1.3 Building Condition Map:

GOOD CONDITION MODERATE CONDITION 0

25

50

100

Fig. 4.1.3.1. OLD EL-MINYA-SITE-1-BUILDING CONDITION MAP BY (AUTHOR, 2021)

Most of the buildings are in good condition except for the upper residential part which is moderate condition that proves the good qualty of the surroundings; yet, the dense upper part might need renovation to cope with the current image.

70%

30% Fig. 4.1.5.2. old minya-site1-buildings condition area percentage by (author, 2021)

84

Building Condition

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4.1.4 Accessibility & Roads Hierarchy Map:

MAIN MAJOR ROAD SECONDARY MINOR ROAD LOCAL STREETS

Fig. 4.1.4.1. OLD EL-MINYA-SITE-1-STREET HIERARCHY MAP BY (AUTHOR, 2021)

0

25

50

100

Street leading to the site is small in width. All Streets surrounding site are secondary roads, presence of local roads as well that providaccessibility to surrounding suburbs , well paved drop offs near by due to the presence of some significant public services and land marks.

Accessibility & Road Hierarchy

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4.1.5 Solid & Void:

SOLID VOID 0

25

50

100

Fig. 4.1.5.1. OLD EL MINYA-SITE-1-SOLID & VOID MAP BY (AUTHOR, 2021) 63%

There is no significant crowd near site, just some scattered buildings around the upper part is dense with residential buildings the cone of vision might be obstructed due to presence of buildings in front of the site.

27% Fig. 4.1.5.2. old minya-site1solid & void area percentage by(author, 2021)

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Solid & Void

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4.1.6. Site 1 SWOT Analysis - The prevailing housing style is civilized housing adjacent to the site - Surrounded by various amenities (services), as educational, Social, Recreational, Religious.

- Located on corniche al-Nile main road - Near el Minya government office - Well designed Urban Fabric - Great view on Nile and Green areas

Weaknesses

- Noise from main Street and Traffic - Surrounding community is crowded

- Good Infrastructure, Streets width 12-16m - All Roads are paved - Surrounding building conditions are good - promising urban area has potentials for further investment - Hotel nearby, opportunity for accommodating researchers - Local attraction

Threats

Strengths

Opportunities

- Crowded streets may lead to congestion at peak times - Different socio-economic levels - Percentage of poor families is high 31% - Pollution from burning grass in nearby farms

SWOT

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4.1.7. Conclusion

Criteria

Site 1

Good View Accessible location Linkege btween Old and new town Community With No Awareness A Quiet Place For Autistic Users

In conclusion, site1 is present in a relatively good urban fabric that it’s inhabitants have no awareness to autism spectrum disorder (ASD) a natural view overlooking the Nile River, yet the presence of a nearby international school ruins the quietness aspect.Therefore, site 1 is not full-filling the site selection proposed criteria.

88

Conclusion

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4.2.0 Site 2:

Fig. 4.2.1. Old El-minya - site 2 - by (Author 2021).

0

25

50

Coordinates

Latitude 28° 6'20.58"N Longitude 30°45'12.14"E

Located in the heart of the city

Site 2

89

100

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4.2.1. Landuse Map:

Utilities Mixed Residential Residential Educational Green Area

Fig. 4.2.1.1. Old El-minya - site 2 - Landuse Map by (Author 2021).

0

Various types of land use including utilities, mixed-use residential, residential, educational, and green agricultural areas. There is no clear planning for commercial areas around the site, most land use are mixed use where it combines residential and commercial use.In Conclusion, most of land use are designated for residential land use and availability of mixed land use instead of a clear commercial zone.

90

Landuse

25

50

100

8% 9%

18%

50%

15%

Fig. 4.2.1.2. Old El-minya - site 2 Landuse Map area percentage. by (Author 2021)

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4.2.2. Building Height

1-3 Floors 3-7 Floors +7 Floors

0

Fig. 4.2.2.1. Site 2 Building Height Map. (Authors, 2021)

Buildings around the site are mainly residential buildings with storey building heights of three to four floors or more than five floors. Residential buildings are in good condition as the urban fabric is relatively new, buildings usually have a garden in the ground floor and a portion of built up area in the roof Only one public building around the site that consist of one to two storey buildings height which Is engineering syndicate club.

25

50

100

5% 25%

75%

Fig. 4.2.2.2. Site 2 Building Heights Percentage. (Authors, 2021)

Adjacent to the site from the eastern side, heights varies between three to more than five floors. While from the western side there is a clear open space towards natural views with no buildings blocking the vision.

Building Height

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4.2.3. Building Condition Map:

Good Condition Moderate Condition

Fig . 4.2.3.1. Old El-minya - site 2 - Building Condition by (Authoor 2021).

0

The Urban fabric is relatively new, elite neighbourhood in prime location on Nile. Thus most buildings are in good condition and well maintained. In Conclusion, most buildings around the sire are in good conditions which will provide good impact on the overall image of the

25

50

100

10%

90%

Fig . 4.2.3.2. Old El-minya - site 2 Building Condition area percentage. by (Author 2021)

92

Building Condition

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4.2.4. Roads Hierarchy:

Secondary Minor Road Main Major Road Fig . 4.2.4.1. Old El-minya - site 2 - Roads Hierarchy by (Author 2021).

0

25

50

100

Two Main Roads adjacent to the site from two sides. Roads in the neighbourhood are well set and paved making the site easy to access from both directions. No significant presence of local Roads.however; good urban planning and well identified grid for a direct circulation .In Concluaion, Good condition of present Roads and accessibility is highly attained as a valid criteria.

Accessibility & Road Hierarchy

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4.2.5. Solid & Void:

Solids void Fig . 4.2.5.1. Old El-minya - site 2 - solid & void by (Author 2021).

0

Relatively Crowded urban fabric from one side, however, good urban planning, so no major issue may occur in terms of congestion. The other side is overlooking some major open space and natural views.Decent ratios between Solids and Voids in this area In conclusion, Solids are adjacent to only one side of the site and high vacant percentage towards the Nile view.

94

Solid & Void

45%

25

50

100

55%

Fig . 4.2.5.2. Old El-minya - site 2 solid & void area percentage. by (Author 2021)

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4.2.6. Site 2 SWOT Analysis - Good View.

- Secured Area.

- Accessible Area.

- Healthy Environment due to presence of green surroundings.

- Available services nearby.

- Touristic spots nearby.

Weaknesses

- Noise due to presence of nearby school.

- Crowd due to presence of military services.

- Building a Rehabilitation center that overlooks a good view.

- Secure outdoor areas for autistic people.

- Full accommodation for foreigners.

- Raising awareness in such rich location.

Threats

Strengths

Opportunities

- Users might be bullied due to presence of nearby school.

- Environmental Catastrophes due to presence of a nearby mountain.

- Pollution due to presence of surrounding agricultural lands.

SWOT

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4.2.7. Conclusion

Criteria

Site 2

Good View Accessible location Linkege btween Old and new town Community With No Awareness A Quiet Place For Autistic Users

In conclusion, site 2 is located in an area where public services are available and good view is attained. A school is present near the site and military services as well which eliminates the site from selection due to occurrence of crowd.

96

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4.3 Site 3 Site 3

Coordinates

Latitude 28° 6’20.58”N Longitude 30°45’12.14”E

Coordinates

Latitude 28° 6'20.58"N Longitude 30°45'12.14"E Located in New Minya.

Located in New Minya.

Site 3

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4.3. Site 3 4.3.1. Landuse Map

Resdential Commercial Green Are

Fig. 4.3.1.1. Site 3 Landuse Map. (Authors, 2021) 0

Around the selected site, the major parts of land is designated for residential land use. Governmental residential buildings that are considered to be the heart of the community.

There are some major land parts around the site planned for commercial use, sufficient enough to serve the residential buildings around the site. There are only two different land use categories adjacent to the site which are residential and commercial.

In addition to the natural view exist from the western direction of the site, the percentage of green areas is relatively high which is a positive aspect, however, they needs to be taken care of as they are quiet deteriorated at the moment.

CONCLUTION: The site is located near high-density residential area, which will help in the safety aspect as the time needed to reach their destination is insignificant.

98

Landuse

25

50

100

5% 25%

75%

Fig. 4.3.1.1. Site 3 Landuse Percentage.

(Authors, 2021)

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4.3.2. Building Height

1-2 Floors 3-4 Floors 5 or more Floors

Fig. 4.3.2.1. Site 3 Building Height Map. (Authors, 2021) 0

Buildings around the site are mainly residential buildings with storey building heights of three to four floors or more than five floors. Residential buildings are in good condition as the urban fabric is relatively new, buildings usually have a garden in the ground floor and a portion of built up area in the roof Only one public building around the site that consist of one to two storey buildings height which Is engineering syndicate club.

Adjacent to the site from the eastern side, heights varies between three to more than five floors. While from the western side there is a clear open space towards natural views with no buildings blocking the vision.

25

50

100

5% 25%

75%

Fig. 4.3.2.2. Site 3 Building Heights Percentage. (Authors, 2021)

CONCLUTION: Heights around the site are relatively low, of maximum ground five storey building height, which will cause no blocking on the view or daylighting with decent ratio between buildings and human scale.

Building Height

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4.3.3. Building Condition Map

Excellent condition Good condition

Fig. 4.3.3.1. Site 3 Building Condition Map. (Authors, 2021) 0

25

50

100

The site is located in a relatively new neighborhood, thus most buildings are in excellent condition. However, some buildings haven’t been fully constructed nor housed yet. Residential buildings that have been fully constructed and housed have good structure and well maintained facades.

There are no bad conditioned buildings around the site, which provide a positive aspect in terms of the overall image of the community where the site is located.

CONCLUTION: Excellent condition of the surround buildings, provide an overall good visual image of the project.

100

Building Condition

100%

Fig. 4.3.3.2 Site 3 Building Condition Percentage. (Authors, 2021)

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4.3.4. Accessibility & Roads Hierarchy Map

Major Road Minor Road Local Road

Fig. 4.3.4.1. Site 3 Accessibility & Roads Hierarchy Map. (Authors, 2021) 0

25

50

100

The site is accessible from one main road which is El Minya El Wosta road, which is considered as a major two ways road. All major roads are up to 24 meters wide.

Other roads around the site are either minor or two ways local roads which are also wide enough to endure the number of residents without the fear of causing a congestion.

CONCLUTION: Ease of accessibility to the site from inside or outside the governorate.

Accessibility & Road Hierarchy

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4.3.5. Solid & Void Map

Fig. 4.3.5.1. Site 3 Solid & Void Map. (Authors, 2021) 0

Around the site, percentage of solid areas is relatively high towards the eastern side. However, good urban planning so no major issuers may occur in terms of congestion. Streets are also wide enough while the buildings are in suitable height so the relatively high solid percentage in the eastern side of the site will not be an issue.

The majority of the void area around the site is in the western side. Where there are no buildings, the western side overlooks major natural space and the Nile.

CONCLUTION:

Decent solid to void ratio, in addition to a clear open view towards the western direction of the site, which will overall help in achieving human comfort

102

Solid & Void

50%

25

50

100

50%

Fig. 4.3.5.1. Site 3 Solid & Void Percentage.

(Authors, 2021)

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4.3.6. Site 3 SWOT Analysis - Quite neighborhood.

- Well planed and designed urban fabric.

- Most of the surrounding buildings are in a good conditions.

- The main road in front of the site is huge.

- Great view on Nile and Green areas.

- Accessibility.

Weaknesses

- Surrounding buildings are not fully housed .

- Most of streets are not yet paved.

- Green areas are deteriorated.

- The side has a good contours, so it will give a articulation of masses .

- There is a cone off vegan on Nile horizon.

- New neighborhood, good opportunity for nearby property and commercial investments.

Threats

Strengths

Opportunities

- Contours in the side are hard to deal with.

- New vacant neighborhood with no safety precautions.

- Pollution from burning grass in nearby farms.

SWOT

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4.3.7. Conclusion

Criteria

Site 3

Good View Accessible location Linkege btween Old and new town Community With No Awareness A Quiet Place For Autistic Users

In conclusion, The site is located in new Minya which is an extension for the old historical Minya with modern amenities and well planned urban fabric, site topography emphasizes autonomous approach to embody the idea of creating an autonomous project , elevated contours create a wide range of vision towards the surroundings availability of servies, and high percentage of target audience that need awareness and requires the presence of our project typology. Quiet site to give the chance for autistic users to rehabilitate with no external distractions, thus site 3 full fills the site selection criteria to be the selected site for this project.

104

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4.4 Comparative Analysis:

Comparison Table: Criteria

Site 1

Site 2

Site 3

Good View Accessible location Linkege btween Old and new town Community With No Awareness A Quiet Place For Autistic Users

In conclusion, All sites are well chosen to fit most of the criteria, site 3 is the best site to achieve all points in site selection criteria that paves the way to construct an autonomous rehabilitation center for autistic people in good surrounding conditions.

Comparative Analysis

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4.5.1 Climatic Analysis Arid and semiarid climates cover about a quarter of Earth s land surface, mostly between 50 N and 50 S, but they are mainly found in the 15 30 latitude belt in both hemispheres. They exhibit low precipitation, great variability in precipitation from year to year, low relative humidity, high evaporation rates (when water is available), clear skies, and intense solar radiation.

Köppen’s classification recognizes three B climates

Fig. 4.5.1 Köppen climate classification map (Researchgate.com,2019)

According to Köppen’s climate classification Egypt experiences : Hot desert climate type ( BWh ) In the southern and central parts Hot steppe climate type ( BSh ) Along the coast

Fig. 4.5.1 HBRS climate classification map (Researchgate.com,2019)

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Fig. 4.5.1 Climatic Analysis (Authors,2021)

4.5.1.1 Legend

Sunpath

Prevailing Wind

The Al-Minya lies on 46m above sea level The climate in Al-Minya is called a desert climate. There is virtually no rainfall all year long in Al-Minya. The Köppen-Geiger climate classification is BWh. In Al-Minya, the average annual temperature is 21.3 °C | 70.3 °F. Precipitation here is about 1 mm | 0.0 inch per year

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4.5.1.2 Average temperature Minya,Egypt What is the warmest month in Minya?

June is the warmest month, with an average high-temperature of 36.9°C (98.4°F) and an average low-temperature of 19.3°C (66.7°F).

What is the coldest month in Minya?

With an average high-temperature of 20.4°C (68.7°F) and an average low-temperature of 3.9°C (39°F), January is the coldest month.

Fig. 4.5.1.2 Average Temperature Map(Weather&Climate.com,2019)

4.5.1.3 Average Humidity Minya,Egypt What is the most humid month in Minya?

With an average relative humidity of 67%, December is the most humid month.

What is the least humid month in Minya?

Fig. 4.5.1.3 Average Humidity Map(Weather&Climate. com,2019)

With an average relative humidity of 37%, May is the least humid month in Minya, Egypt.

4.5.1.4 Average Rainfall Minya,Egypt When does it rain in Minya?

Months with rainfall in Minya are March, October through December.

What is the driest month in Minya?

In Minya rain does not fall in January, February, April through September.

108

Fig. 4.5.1.4 Average Rainfall Map(Weather&Climate. com,2019)

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4.5.1.5 Average daylight / Average sunshine Minya,Egypt When are the longest days in Minya?

With an average of 13.9h of daylight, June has the longest days of the year What month has the most sunshine in Minya?

July has the most sunshine of the year in Minya, Egypt, with an average of 12.3h of sunshine.

What is the month with the shortest days in Minya?

December has the shortest days of the year, with an average of 10.4h of daylight.

Fig. 4.5.1.5 Average Daylight / Sunshine Map(Weather&Climate.com,2019)

What is the month with the least sunshine in Minya?

The month with the least sunshine is December, with an average of 7.6h of sunshine.

4.5.1.6 Conclusion -During the month of February, March, November and December you are most likely to experience good weather with pleasant average temperatures that fall between 20 degrees Celsius (68°F) and 25 degrees Celsius (77°F).

-The hottest season / summer is in April, May, June, July, August, September and October.

-Al Minya has dry periods in January, February and March.

-The warmest month is June with an average maximum temperature of 37°C (98°F).

-The coldest month is January with an average maximum temperature of 19°C (66°F).

-March is the most wet month. This month should be avoided if you are not a big fan of rain.

-January is the driest month

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4.5.2 Neighborhood

Fig. 4.5.2 Neighborhood map (Authors,2021)

4.5.2.1 Legend

1-Abu Bakr Alsiddiq Mosque

4-Aviation Club

2-Sixth District Mosque

3-Engineering Syndicat Club

5-New Minya Social Sports Club

The Site is surrounded by alot of Clubs and Mosques

4.5.2.2 Conclusion Basic amenities surrounding the site, thus the site is well selected based on criteria and existing elements

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4.5.3 Circulation

Fig. 4.5.3 Circulation map (Authors,2021)

4.5.3.1 Legend Vehicular traffic

The Site is surrounded by El Minya el Wosta Road which is considered as a major road.

4.5.3.2 Conclusion The Site could be easily accessed, thus the site is well selected based on criteria and existing elements

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4.5.4 Natural Elements

Fig. 4.5.4 Natural Elements (Authors,2021)

4.5.4.1 Legend

Trees

Garden

Topography (Contours)

The Site is surrounded by alot of Trees, Vegetation, and Contours.

4.5.4.2 Conclusion The Site is located within contours and green areas, thus the site is well selected based on criteria.

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4.5.5 Man-Made Elements

Fig. 4.5.5 Man-Made Elements (Authors,2021)

4.5.5.1 Legend

Buildings

Shading Devices

Pavements

Streets

Swimming Pool

The Site is surrounded by buildings, streets, pavements, shading devices, and hardscape as well.

4.5.5.2 Conclusion Basic amenities surrounding the site, thus the site is well selected based on criteria and existing elements.

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4.5.6 Sensory Features

Fig. 4.5.6 Sensory Features (Authors,2021)

4.5.6.1 Legend

Good View

Noise

The Site is surrounded by many buildings and green areas.

4.5.6.2 Conclusion The Site is located within a vital area which is secure and meets the criteria.

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4.5.7 Composite Site Analysis

Fig. 4.5.7 Composite Map (Authors,2021)

4.5.7 Legend

1-Abu Bakr Alsiddiq Mosque

2-Sixth District Mosque

3-Engineering Syndicat Club

Pavements

4-Aviation Club

5-New Minya Social Sports Club

Vehicular traffic

Streets

Trees

Garden

Topography (Contours)

Buildings

Shading Devices

Swimming Pool

Sunpath

Good View

Noise

Prevailing Wind

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Fig. 5.0.0. The five senses. (Authors, 2021)

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05.Design Issues 5.1.Acoustics

General Definition: A science that deals with the control, transmission, production, and effects of sound (Webster,2020) Architectural Definition: This criteria proposes the control of the surrounding environment from an acoustical aspect to minimize the back ground noise , reverbration, and echo. This control varies according to the focus of the user that is needed in a space considering the intensity and skill level of autistic users (Mostafa ,2015).

Fig.5.1.1 Hyposensitive (Fredrick, 2020)

Acoustical Types: Ben Burgess (2020), Associate Director of Buro Happold, states 6 key factors to take into consideration in the acoustics design of a building,which are: noises coming from outside (transportation, etc.), noise emerging from activities inside the building, insulation level between spaces, monitoring of acoustics and reverberation of the space and the design of sound systems and audiovisual systems.

Fig.5.1.2 Hypersensitive (Fredrick, 2020)

Types Of Autistic Users: 1-Hyperhearing:They have trouble with loud noises and they usually cover their ears when exposed to them (Bogdashina,2014).

2-Hypohearing: They search for sounds. They usually create sounds themselves to catalyze their hearing by banging doors, tapping objects, crushing paper in their hands, and making noisy rhythmic sounds (Bogdashina,2014).

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Acoustics

Fig.5.1.3 Sketch showing the connection between two zones that vary in acoustical control to fit different needs of users (By Authors, 2021)

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Examples In Buildings:

Acoustic panels to reduce and control noise and to eliminate echo

Elementary school Woodland in Milford,US.The classrooms are designed acoustically to reduce external noise penetration ,in additon to the internal echoes. Used materials play an important role in controlling the acoustics in the room.

Fig.1.1. Sketch (By Authors, 2021)

Fig.5.1.4 Acoustical panels, data source(souza,2019) Illustrated by authors (By Authors, 2021)

Conclusion and proposed stratigies: To conclude, all autistic users should feel acoustically comfortable within a space to be able to focus, considering the various response to the sounds in the room for each user.

Some stratigies include: Good acoustic design begins with the building layout, considering adjacencies of spaces with similar noise outputs and limiting or graduating the transition between quiet and loud spaces.

A holistic, collaborative approach to building services with engineers, acousticians, architects and the building users to evaluate the best choice of mechanical, passive or hybrid HVAC systems.

Consult an acoustician for recommended acoustic rating of doors, partitions, walls and floors. They may also advise on additional acoustic sound absorption such as baffles, panels and sound absorbing finishes such as carpet.

Flexible visual supports in the form of signage, wayfinding and graphics can support an individual’s difficulties with communication and hearing.

Enhance the properties of sound by improving sound quality with sound absorbing panels

Fig.5.1.5 Acoustical panels, data source(Hadden,2010) Illustrated by authors (By Authors, 2021) Use of natural material like wood to absorb sound

Fig.5.1.6 wall and floor material, data source(souza,2019) Illustrated by authors (By Authors, 2021)

Use of carpet flooring to absorb sound

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5.2.SPatial Sequencing General Definition: The effect of different spaces/ambiences experienced in chronological order while moving from one to the next (Global,2020) Architectural Definition: This criteria proposes to offer the autistic user spatial predictability and familiar routine.

Logical organization to spaces based on the function in each space. Minimal distractions are prefered and one way circulation as well Centralized (Mostafa ,2015).

SPatial Sequencing Types:

Fig.5.2.1 Sketch (By Authors, 2021)

Radial

ed

Centralized

Centralized

Centralized

Grid

Radial

Radial Fig.5.2.2 Sketch showing types of spatial sequnecing (By Authors, Radial 2021)

Types Of Autistic Users: 1-Vestibular hypersensitivity usually have trouble in changing directions. They might feel disoriented suddenly. (Bogdashina,2014).

Grid

E

e

nc

ra nt

ne

zo

c

bli

Pu

Grid

ne

zo

Grid

Grid move a lot for long 2-Vestibular hyposensitivity times without feeling dizzy or tired. (Bogdashina,2014).

Fig.5.2.3 Sketch showing different zones (By Authors, 2021)

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Spatial organization

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Examples In Buildings: -New Struan Centre for autism in Alloa, Scotland. Curved walls are used with minimal distractions along the way, no presence of sharp edges, and simple decorations for the spaces using the art work of the autistic children to decorate the interiors.

use of curved wall

Use minimal decorations

Fig.5.2.4 walls and decorations, data source(Henry,2011),illustrated(By Authors, 2021)

Conclusion and proposed stratigies: To conclude, autistic users deal with spatial sequencing differently, some of them suffer from changing directions out of a sudden while some are neutral to it, yet design stratigies should provide criteria for both. Some Stratigies Include: Curved walls because they help eliminate the surprise of coming around a corner and meeting someone unexpectedly.Using transition zones to help the users understand the spatial sequence and create a human space communication with respect to their sensory experience. Entrances should be clear and obvious.Avoiding long corridors. Visual connectivity to outdoor spaces.

Fig.5.2. 5 Sketch (By Authors, 2021)

Fig.5.2.7 Sketch (By Authors, 2021) Fig.5.2.6 Sketch (By Authors, 2021)

Spatial Sequencing

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5.3.Escape Space General Definition: A form of temporary distraction from reality or routine.

Architectural Definition: This criteria proposes to offer respite to autistic user from the high stimulation in the surrounding environment ,this space can be a quiet small space inside a room, these spaces should provide minimal stimulation to help them regain their energy, it is located in the lowest stimulus area in a classroon.(Mostafa ,2015).

Escape space Types: It can be a quiet section of a room It can be a space within a room It can be a crawl space It can partitioned area It can be indoor or outdoor

Fig.5.3.1 Escape space( Beck,2019), Illustrated(By Authors, 2021)

Escape space

Types Of Autistic Users: All autistic users require an escape space to regain their energy and balance their stimulation, they usually go to this space when they feel overwhelmed or stressed.

Examples In Buildings:

Fig.5.3.2 Thai Children’s hospital escape space ,data source (wongwan,2020), illustrated(By Authors, 2021)

Escape space children can go to when they feel overwhelmed

A hospital for children in Bangkok,Thailand constructed a successful escape corner according to the child’s physical proportions to feel contained within the space, while using pastel colours to provide calmness Casa Fundamental kindergarten in Castelo,Brazil inserted escape spaces using a creative way, carving spaces inside walls to make the child feel a part of the building Escape room

Fig.5.3.3 Thai Children’s hospital escape space ,data source (wongwan,2020), illustrated(By Authors, 2021)

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Conclusion and proposed stratigies: To conclude, autistic users need the presence of escape spaces to calm down and refill their energy to deal with the surroundings in a stress free manner.

Some Stratigies Include: Choosing a quiet space (for example:under staircases) while using natural materials with soft textures and muted colours.

Escape space

Fig.5.3.4 Escape space , data source (Fredrick,2018), illustrated(By Authors, 2021)

Fig.5.3.5 Escape space,data source(Marcopolous,2011) ,Illustrated(By Authors, 2021)

Escape room

Escape room inside a sensory room Fig.5.3.6 Escape space,data source(Rudolph,2020) ,Illustrated(By Authors, 2021)

Fig.5.3.7 Escape space (By Authors, 2021)

Escape Space

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5.4.Compartmentalization General Definition: The division of something into sections or categories.

Architectural Definition: This criteria proposes to control sensory environment for each activity, dividing classrooms or even the whole building to small spaces.The division between these spaces should not be harsh, it can be through floor patterns, levels, or furniture adjustment.The sensory qualities should make the function in each space vivid and separate it from adjacent spaces.(Mostafa ,2015).

Normal room

Fig.5.4.1 Sketch (By Authors, 2021)

Fig.5.4.2 Sketch (By Authors, 2021)

Compartamentalized room divided into several areas

Compartmentalized

Compartmentalization Types: It can be using furniture adjustment It can be using partitions It can be using variances in light intensity It can be using levels It can be using colours

Fig.5.4.3 compartmentalization,data source(Houz,2020) ,Illustrated(By Authors, 2021)

Compartmentalization using difference in leveling

Types Of Autistic Users: All autistic users require spaces to be divided with a clear function to help them comprehend and focus while emphasizing their sensory experience.In hypovisual case it stimulates their actions, while in hypervisual it orients and adjuts them towards the space.In hypotactile it creates necessary boundaries and help orient the hypoproprioceptive.In addition divisions generally help organize the visual interface of the user.

Compartmentalization using colors

Fig.5.4.4 compartmentalization,data source(Marcopolous,2011) ,Illustrated(By Authors, 2021)

Fig.5.4.5 compartmentalization,data source(Marcopolous,2011) ,Illustrated(By Authors, 2021)

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Examples In Buildings: -Western School Of Autismin Lavertun, Australia. Each of the learning spaces in the classrooms (pods)offers a smaller space for calming, withdrawal or a more concentrated learning time. The pods are self-contained with kitchenettes, toilets, withdrawal and storage space enabling the students to develop independence in a range of life skills without unnecessary movement between areas thereby maximizing learning time.

Conclusion and proposed stratigies:

Learning area Transition zone Fig.5.4.6 Compartmentalization,data source(hede,2010) ,Illustrated(By Authors, 2021)

Store Kitchen Escape space

To conclude, autistic users need compartmentalized spaces to help them consentrate and provide sensory signals to what is expected from the autistic user in each space with no confusion.

Some Stratigies Include: Divide areas for certain activities, when possible, and segregate by color etc. (through use of floor finishes, different colored shelving,furniture arrangement, etc.).

Fig.5.4.7 Sketch (By Authors, 2021)

Fig.5.4.7 Sketch (By Authors, 2021)

Compartmentalization

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5.5.Transitions General Definition: The process or a period of changing from one state or condition to another.

Architectural Definition : This criteria proposes to recalibrate the senses while moving from one stimulus level to another.This type of zone can be designed in different forms either a node or a whole room (Sensory Room)(Mostafa ,2015).

C

Transition Types: It can be a distinct node that allocates a shift It can be a sensory room It can be a shaded semi- outdoor space It can be a corridor

Neon

Pastel

Types Of Autistic Users: All autistic users require transition spaces to help them adapt from high stimulus to low stimulus zones. A middle area is needed to recalibrate their senses to regain their focus and perform well. Transition zones are a vital part of spatial sequencing as well.

Fig.5.5.1 Sketch (By Authors, 2021)

Curved walls

Pastel

Pastel

Use rubber material in transition zones to facilitate movement

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Transitions

Corners

Neon

Neon

Fig.5.5.2 Transition curved zone (Co4,2018), illustrated(By Authors, 2021)

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Examples In Buildings: -Caudwell International Children’s Autism Centre in Newcastle,UK. Defined transition zones to avoid distractions or misconceptions for autistic children. Curved walls defining circulation to be a feeling of comfort to the users.

Smooth materials in flooring to facilitate movement.

Conclusion and proposed stratigies: Transition spaces are very essential in the spatial experience of autistic users Some Stratigies Include: Small lobbies between spaces to facilitate the sensory experience of the users.

Some transitions can be corridors and others can be sensory rooms to help the autistic users gain positive energy and regain their power. Sensory rooms contain punshing bags and ropes, swings, crash pad, light wall, walking paths,squishing, and slam balls.Most of the colours used are pastel and neutral to help the user transit between different stimulus zones.

It is better to use curves instead of sharp corners.No significant distractions in such zones.

Bouncing ball: they bounce to work with breathing to calm them down

Fig.5.5.3 Sensory room (Kowalski,2017), illustrated(By Authors, 2021)

Crash pad: Offers full-body tactile stimulation

Walking path: Promotes balance and body awareness

Punching bag and ropes: Provide stress relief and feedback to the joints

Swing: Has a calming effect and gives vestibular input

Slam balls: Release stress and emotions

Transitions

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5.6.Sensory Zoning General Definition: Zoning refers to the set of laws or regulations that divides up the city in way to decide which part. Before designing a building, whether for residential or industrial purposes, zoning is necessary.(Kenton,2019)

Architectural Definition: This criteria proposes that when designing for autistic users spaces should be arranged in sequence according to senses to create a sensory spatial experience instead of the typical functional zoning;thus spaces should be grouped to high stimulus zones and low stimulus zones to facilitate movement from one zone to the other without any distress.(Mostafa ,2015).

Fig.5.6.1 Sketch (By Authors, 2021)

Sensory Zoning Types: High stimulus zones which require low concentration ;thus, low acoustical control Low stimulus zones which require high concentration ;thus, high acoustical control Fig.5.6.2 Sketch (By Authors, 2021)

Types Of Autistic Users: Spatial organization according to sensory experience is necessary to strengthen the human space communication term that helps the all types of autistic users interact and be a part of the space .

Fig.5.6.3 Sensory zoning, data source(Hariri,2020) , illustrated(By Authors, 2021)

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Examples In Buildings: Northern School For Autism in Australia. High stimulus zones are designed to be outdoor for autistic children to play in and stress free themselves, while low stimilus zones are designed for autistic children to focus and be productive in, linking both through transition zones that help them recalibrate their senses, however the high stimulus spaces are organized to be in the same zone to avoid distress to the children, as well as the low stimulus zones.

Low stimulus zone (class rooms) High stimulus zone Transitions

Fig.5.6.4 Zoning ,data source (poole,2017) , illustrated(By Authors, 2021)

Conclusion and proposed stratigies: Sensory zoning is a vital part equivalent to functional zoning but this is specially allocated to fit autistic users’ sensory experience.

Some Stratigies Include: Each activity within the classroom is allocated to a station that is physically separated form nearby areas of the room through different adjustment of furniture, leveling , light, and flooring material approporiate for the function of the station.

However zones are divided according to high and low stimulus.

Fig.5.6.5 Zoning by sensory stimilus(By Authors, 2021)

Use of curved circulation to allow predictiblity

Light wall: Improves hand-eye coordination

Fig.5.6.7 Curved wall (Co4,2018), illustrated(By Authors, 2021)

Fig.5.6.8 light wall (Kowalski,2017), illustrated(By Authors, 2021)

Sensory Zoning

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5.7.safety General Definition: The condition of being protected from or unlikely to cause danger, risk, or injury.

Architectural Definition: This criteria proposes that a point never to be overlooked when designing environments for children, safety is even more of a concern for children with autism who may have an altered sense of their environment(Mostafa ,2015).

Safety Types: Saftey can be attained through avoiding sharp corners, providing constant supervision, Utilities fittings , avoiding the use of slippery materials, avoiding glare, taking their comfort in consideration to achieve safety and avoid unpredictable reactions. Also Safety is attained by emergency egress and fire protection.

Types Of Autistic Users: Both hypersensistive and hyposensisitve require high level of safety according to the distinctive need of each.

Egress

Fig.5.7.1 Egress, data source(Hariri,2020) , illustrated(By Authors, 2021)

Fig.5.7.2 Fences (Amko,2018), High fence illustrated(By Authors, 2021)

Examples In Buildings: Caudwell International Children’s Autism Centre in Newcastle,UK. Safety is attained in the building by avoiding sharp corners with respect to the autistic childrens’ freedom.

Supervision points

Conclusion and proposed stratigies:

Fig.5.7.3 Supervision, data source(Hariri,2020) , illustrated(By Authors, 2021)

Safety is an important critical factor that should be taken deeply into consideration.

Some Stratigies include: minimum saftey requires presence of feces in playgrounds, Continuous supervisons through desginig the staff room to be a part of the classroom while providing digital cameras. Smooth materials to avoid injuries.

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5.8.Light General Definition: The natural agent that stimulates sight and makes things visible.

Architectural Definition: Individuals on the spectrum either have an issue of distraction when it comes to visual sensitivity and focusing highly on visual detail, or they can have an intolerance to focusing on movement Therefore, lighting is a very important aspect to focus on when it comes to how an individual will perceive a space. “Environments that only have artificial illumination and lack natural light increase stress and discomfort. “ Therefore, by incorporating a mixture of artificial and natural light within the space, it will decrease meltdown that individuals with autism spectrum disroder may experience.

Light Types:

Use simple dimmed light due to the dislike of hyper-vision to bright lights Fig.5.8.1 Light ,data source(Co4,2018), illustrated(By Authors, 2021)

Natural or artificial.

Types Of Autistic Users: -Hypervision: They look down most of the time and may be frightened by sharp flashes of light.

-Hypovision:They are attracted to lights, they may stare at the sun or a bright light bulb.

Fig.5.8.2 Sketch (By Authors, 2021)

Light

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Examples In Buildings: Sensory Design in Educational Buildings | Elementary School Inclusive for Children with autism spectrum disorder (ASD), considering the light aspect for autistic users with high sensitivity to light, to avoid glare and distraction to them by inserting a wall to deflect light in order not to harm their eyes and stimulate their senses

A wall used to deflect light Fig.5.8.3 Light, data source(Hariri,2020) , illustrated(By Authors, 2021)

Conclusion and proposed stratigies: Light is a very efficient factor,having the ability to dim lights or brighten them can help adjust to the different spectrum disorders Some Stratigies Include: Indirect lighting other than fluorescent lighting should be used because fluorescent lighting has a flicker and hum, which, though imperceptible to many, may be uncomfortable to the sensory sensitivities of many individuals on the autism spectrum.

Ideally, lighting should be dimmable if possible.Some architects recommend pelmet lighting where the light source is not visible.

If windows are present within the space and bright sunlight may be an issue, consider utilizing windows with shades placed between the glass rather than traditional vinyl shades.

High frequency fluorescent ballasts that do not flicker or buzz should be used in classrooms, and natural light

Use of natural day light instead of artificial lighting in classrooms

Clerestory window to maximize natural daylighting

Skylights to facilitate the sight of hypo-visions

Fig.5.8.3 Skylights, data source(Henry,2011),illustrated(By Authors, 2021)

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5.9.Wayfinding General Definition: The process or activity of ascertaining one’s position and planning and following a route.

Architectural Definition: A frequent problem concerns navigation of the environment, orientation and wayfinding (Baumers and Heylighen, 2010). While in many situations the fixed physical space can offer security and safety, the lack of a comprehensive organization and anticipated logic behind the organization of space can easily cause confusion and distress when users lose their spatial orientation, either within buildings or in the outside environment.

Wayfinding Types: There are four types of wayfinding signs: identification, directional, informational, and regulatory.(Sheynkman,2010)

Fig.5.9.1 Sketch (By Authors, 2021)

-Identification genral example: Door plaques (Assistant to the Regional Manager) Departmental markers (Accounting and Finance; Sales) Landmark signage (donor plaque; historical marker) -Directional genral examples: Junction signage (left to cafeteria; right to an exit) Colored lines on the floor (blue for marketing; red for sales)

Fig.5.9.2 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

-Informational general examples: Amenities and accommodations (free Wi-Fi; elevators) Facilities signage (bathrooms; exits; cafeteria) -Regulatory general examples: Rules and regulations (no smoking; no firearms) Compliance standards (ADA accessibility; high voltage sign) Fig.5.9.3 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

Wayfinding

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Types Of Autistic Users: All autistic users require easy space finding with no distractions or confusions to be able to to reach a space without losing their way or thir concentration.

Examples In Buildings: - Language school in Kiev downtown.

The rainbow colored lines on the floor, with names of London tube stations like, Westminster, Piccadilly, and Paddington, reach every single room, influencing the color of the interior.

Fig.5.9.4 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

Fig.5.9.5 Wayfinding ,in language school in Keiv,data source(Peat,2018),illustrated(By Authors, 2021)

Fig.5.9.6 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

Fig.5.9.7 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

Fig.5.9.7 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

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Wayfinding

Fig.5.9.8 Wayfinding ,in language school in Keiv,data source(Peat,2018),illustrated(By Authors, 2021)

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Conclusion and proposed stratigies:

Wayfinding helps emphasize sensory experience of user and creates a communication with the building and the autistic user as it should be easy.

Fig.5.9.8 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

Some Stratigies Include:

Designing wayfinding and signage for individuals with ASD is extremely different than designing for individuals without this disability.People on the spectrum rely on the sense of touch to make their way through spaces.Therefore, using typical signage and wayfinding will not work in Autism Centers. Instead, consider using patterns, textures, and settings to help guide an individual throughout a space.

Even using patterns, textures, and settings in repeating various spaces will help guide individuals throughout the spaces. Making predictability and permanence a top priority is important, therefore carefully laying out columns and views in a way to spark memory in an individual will help them remember their way throughout the building. Using architecture as a form of wayfinding can also be helpful, installing a beautiful form can spark their sense of memory. However, the easiest way to figure out wayfinding for individuals with autism spectrum disorder (ASD) is changing floor

Fig.5.9.9 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

Fig.5.9.10 Wayfinding,data source(Peat,2018),illustrated(By Authors, 2021)

Fig.5.9.11 Sketch (By Authors, 2021)

Wayfinding

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5.10.Material General Definition: The matter from which a thing is or can be made.

Architectural Definition: Materials are very important to autism spectrum disorder carriers because it can be changed between zones to identify each zone, it can should be smooth and soft materials to avoid any injuries.However, materials’ colours even matters in stimulation of their senses.

Materials Types: There are traditionally the three major classes of materials are metals, polymers, and ceramics.

Examples of these are steel, cloth, and pottery. These classes usually have quite different sources, characteristics, and application

Use of carpet flooring and soft texture furniture Fig.5.10.1 Transition curved zone (Co4,2018), illustrated(By Authors, 2021)

Sponge panel for shocks

Types Of Autistic Users: -Hypertactility: Many individuals refuse to wear certain clothes, as they cannot tolerate the texture on their skin. Some children with hypertactility overreact to heat/cold, avoid wearing shoes, avoid getting ‘messy’ and dislike food of certain texture.

-Hypotactility: They do not feel pain or temperature. They may not notice a wound caused by a sharp object or they seem unaware of a broken bone. They are prone to self-injuries and may bite their hand or bang their head against the wall, just to feel they are alive.

Fig.5.10.2 Transition curved zone (Co4,2018), illustrated(By Authors, 2021)

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Examples In Buildings: -Legacy Elementary School Library. Variations in floor colors and patterns indicate different purposes, blue dots for tutor rooms, red for lab spaces, and yellow for reading.

Conclusion and proposed stratigies: Materials help users adapt within a space a provide a sense of comfort if familiar to the need of the autistic user.As they shoukd provide safety as well.

Fig.5.10.3 Materials,data source(Davis,2018),illustrated(By Authors, 2021) Natural wood ceiling

Some Stratigies Include: Changing materials colours, textures, orientation, choosing smooth materials and to cushion their bangs against walls. It is also suggested to separate zones by giving each a different material to help the users in the sensory stimulation process.

Also, curved textures help align the movement.

Texture of caroet is curved to align the movement

Fig.5.10.4 Materials,data source(Davis,2018),illustrated(By Carpet floor Authors, 2021)

Fig.1.1. Materials,data source(Davis,2018),illustrated(By Authors, 2021)

Fig.5.10.5 Materials,data source(Davis,2018),illustrated(By Authors, 2021)

Mateial

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Fig. 6.0.0. case study . (Authors, 2021)

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CASE STUDIES

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6.1.1 Case Study 1 Advance school, First New Cairo

Fig. 6.1.1.0. Advance School, New Cairo (Archdaily.com)

6.1.1.1 Introduction

The Advance Centre is located in a suburban area of the Qattameya district, which is part of New Cairo, distant from the pollution of Cairo’s urban centre. The total plot area of this project is 4200 m2, where only 30% is permitted to be covered. The centre is distributed in three levels of 1200 m2 each, for a total built area of 3600 m2 above ground. Advance Center, is the result of Magda Mostafa’s exhaustive research of architecture for autism, who after conducting a preliminary research and not finding any valuable information pertaining to codes or guidelines related to schools for autism, turned this endeavour into her PhD topic.

Project designed by architect Magda Mostafa,PHD

Total land area is 4200 m2 Project built area is 3600 m2

Construction completed in 2007

Project located in Cairo, Egypt

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One of the outcomes of her research is the elaboration of the innovative Autism ASPECTSS, a design index establishing parameters to create environments favorable for autistic users, making ADVANCE Special Needs Education Centre – Case Study 2 Mostafa a pioneer in this area. The present Case Study subject is the result of the effective application of ASPECTSS, in conceptualization and design. This center provides full-time educational service to children with special needs, and it is conducted by the Egyptian Society for the Developing Skills of Special Needs Children in Egypt, functioning with the objectives of teaching skills to students with disabilities, and create societal awareness of the community regarding autism and other disabilities.

70% of the student body have some degree of autism, and although students do not graduate from this center, students with autism.The main goal of this project is to create spaces that will avoid unnecessary sensory traffic and sensory noise, which will extend students’ moments of communication, learning and interaction. One other important goal, as an education center is the achievement of independence of students and their integration to society.

Location:

New Cairo

Narges District

Project Fig. 6.1.1.1. Advance School, New Cairo, data source (Google Maps,2021). Illustrated by (Authors, 2021)

Introduction

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6.1.1.2 Architectural Innovation This project proposes commercial outlets in order to emphasizes the relationship between autistic students and the community. The key to designing for autistic users, is to address to promote social inclusion and respect. This connection, and the outlets are visually simple to avoid over-stimulation of students. The characteristic of simplicity is kept throughout all spaces in the facility for the same reason, as well as separation and organization of all other areas. According to the architect, natural lighting and ventilation are also prevailing concepts used in the design of this project.

Fig. 6.1.1.2. Transitions Zones, data source (Progressive Architects, 2021) Illustruted by (Authors, 2021)

6.1.1.3 Climatic Conditions: New Cairo lies on 29m above sea level The climate is called a desert climate. This climate is considered to be hot-arid, BWh according to the Köppen-Geiger climate classification. The average annual temperature is 21.3 °C | 70.3 °F in New Cairo. Precipitation here is about 18 mm | 0.7 inch per year. The climate is generally dry all over the country except on the northern Mediterranean coast, in addition to rarity rain, extreme heat during summer months is also general climate.

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Fig. 6.1.1.3. Climate Mitigation, data source (Progressive Architects, 2021) Illustruted (Authors, 2021)

Fig. 6.1.1.3.1. Climate Mitigation, data source (Progressive Architects, 2021) Illustruted (Authors, 2021)

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6.1.1.4 Site and Surroundings The Advance Center is located in a suburban area of the Qattameya district, which is part of New Cairo, distant from the pollution of Cairo’s urban center. Project is located in the heart of its immediate neighbouring residential area, in an commercial planned zone in new cairo, in a relativly new neighborhood that contains multiple schools and nurseries adjacent to the site as capital international school, and little heroes nursery.

Fig. 6.1.1.4. Surroundings, data source (Progressive Architects, 2021) Illustruted (Authors, 2021)

6.1.1.5 Surrounding Landmarks

1-Narmer American College

3- El Sabel Mosque Fig. 6.1.1.5. Landmark Map (Authors, 2021)

2-Capital International School

4-Church of the blessed Marry

6.1.1.6 Topography The project area is flat of topography, there are no different levels upon the surface, also there is hierarchy and harmony in skyline and views due to the same level point but different height peak points.

Fig. 6.1.1.6. Advance School, New Cairo, data source (Google Maps,2021). Illustrated by (Authors, 2021)

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6.1.1.7 Solid and Void

6.1.1.8 Urban Fabric

Relatively crowded urban fabric, however the project is located in a good urban planned area so no major issues could occur in terms of congestion. The project is located in the commercial zone of the neighborhood, however not many commercial buildings are yet full constructed around the project at the moment. The project is located in the heart of a vivid community.

The center is placed in the west side of Cairo in a residential area with a low density of constructions. The area is defined by low rise buildings. The access from the city is somewhat difficult, the distance from center being approximately 25 km, but from the nearby residential area the access is done very easily with personal vehicle and through public transportation.

Fig. 6.1.1.8. Solid & Void Map (Authors, 2021)

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Fig. 6.1.1.7. Solid & Void Map (Authors, 2021)

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6.1.1.9 Roads and Accessability There is a major arterial street that separates the commercial zone where the project is located, and the residential neighborhood on the opposing side. Around the area, different zones are located connected together with smaller arterial roads, which control the overall movement of the area. roads in general are in optimal width to withstand the inhabitants that access the neighborhood on daily basis.

From the southern side of the project, Moshir ahmed ismail road, major two ways roadfrom the northern side of the project, street 80 road, major two ways road.

Fig. 6.1.1.9. Road & Accessability (Authors, 2021)

The urban fabric of the city appeared to be divided into clusters of neighbourhoods, each number of neighbourhood is centerlized by a commercial are where the project is located. This commercial zone serve the mentioned neighborhoods adjacent to it.

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6.1.1.10 Program

Analysis

1. Student Entrance

6. Hydrotherapy

2. Admin Entrance

7. Assissted Living

3. Classrooms

8. Sensory Garden

4. Therapy Rooms

9. Playfield

5. Admin and Diagnostics

10. Gardening Centre

Fig. 6.1.1.10. Program Analysis, data source (architectureforautism.wordpress.com, 2021) Illustrated by (Authors, 2021)

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6.1.1.11 Architectural

Analysis

Function distribution in this project follows a different logic than the typical function design. Spaces are grouped according to their sensorial fun tions, and they are divided in high stimulus, low stimulus and transitional ar as. High stimulus would be areas such as classrooms for arts and music, in which students are required to be more alert, whereas low stimulus areas include areas such as speech therapy rooms. Transitional areas could be gardens and playgrounds that are located betweenhigh and low stimulus zones. Circulation is normally a one-way system and emphasizes in routine.

Fig. 2 shows a floor plan of the center where the main areas are delineated along with Other spaces at the center Spaces are located according to the sensory zoning, and areas such as bathrooms, administration, staffrooms, and kitchen are to be separated from the student areas, avoiding a modification of the sensory function.

1. Student Entrance

2.Admin Entrance

3.Classrooms

4.Therapy Rooms

5.Admin & Diagnostics

6.Hydrotherapy

7.Assissted Living

8.Sensory Garden

9.Playfield

10.Gardening Center

Fig. 6.1.1.11. Zoning, data source (Progressive Architects, 2021) Illustrated by (Authors, 2021)

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6.1.1.12 Facade

Analysis

Elevation Sketch

Fig. 6.1.1.12. Front Elevation (Authors, 2021)

Elevation represents harmony in the articulation of masses, light colored materials used to represent calm environment to the users who approach it. Simple form, yet complex implementation of the horizontality.

Elevation Skyline

Fig. 6.1.1.13. Elevation Skyline (Authors, 2021)

Complex skyline, shows hierarchy of the implemented masses to decrease monotonicity.

Fig. 6.1.1.14. Section (Authors, 2021)

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6.1.1.13. Design Issue’s Reflection On The Project Acoustics

Based on Dr. Magda’s research, noise is a major element that impacts autistic users’ behavior. In this project the architect reduced the noise in educational environment for children by separation between different zones to increase their concentration –with respect to hyper and hypo sensitivity of each user- and the use of acoustical material to reduce echo. Their behavior improved and their academic achievements increased.

Spatial Sequencing

This principle highlights the issues of routine and predictability that influences individuals with autism. In this project the organization of spaces is translated in logical order to give them easy and familiar movement through spaces.

Escape Space

In this project Dr. Magda implemented quiet spaces that have an objective of providing some respite to students. Whenever the students are feeling overwhelmed by the environment, they know that they have a safe space to resort to.

Compartmentalization

Organization of space into compartments at different scales within the premises, such organization, for the whole building and classroom, limits the sensory environment of each activity. Thus establishing unique function for each compartment.

Transitions

Between different zones within the premises, the existing transition zones are implemented to allow users to have sensory recalibration process when they are transitioning from one level of stimulus to the next. It can be physical rooms, nodes, or corridors.

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Sensory Zoning

Unlike the traditional definition of arranging space by function, this principle arrange spaces according to their sensory quality. In this project this principle was implemented in two main zones, high stimulus and low stimulus zones.

Safety

Minimization and elimination of hazardous areas or elements as sharp objects and corners.

Light

Orientation of the building and articulation of spatial masses adjust natural light according to the different needs of autistic users that can positively impact students and improve their academic achievements.

Wayfinding

Zones are connected by a corridor that has the role to provide intimacy to the treatment zone, that allows children to find their way to their intended destination with ease by the implementation of different colours to different zones. The therapy zone has a central transition node which can provide easy access to all the treatment rooms.

Material

Implementation of safe, selected materials as rubber floors or acoustical walls to reduce noise and promote for a safe environment for the children.

General Conclusion

These principles are set and reflected in the layout and spatial organization of the advance center project to attain comfort for autism spectrum disorder (ASD) carriers.

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6.1.2. Case Study 2

Al Maha Centre For Children And Young Adults, Doha

2.1.2.1. Introduction

The center Replaces the current facility at Rumailah Hospital , Doha.

Among the services is the availability of long-term care for patients at high risk in addition to the residential and ambulatory focus. Age range from infant to 18 years for inpatients who require significant medical support plus safe nursing support plus safe nursing support and a supportive environment for patients and families and a large mobile focus on the role of society. Among the proect’s goals are support and education to redefine the patient experience and enhance a sense of value

Project designed by architect Ronald Hicks

Total land area is 15,000 m2

Construction completed in 2015

Project located on Doha, Qatar Introduction

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Al Maha Center for Children and Young Adults relocates Hamad Medical Corporation’s long-term acute care operations for children to Al Wakra, just outside the capital of Doha.

Health professionas in Hamad’s new facility strive to create a home for children struggling with life long coditions such as cerebral palsy, and their familt member.

A nuturing, non-clinical environmen combined with evidence-based design provides an engaging sensory experience for young patients, The ambulatory care clinic is designes as a series of “neighbourhoods” or service blocks for outpatient clinics, early intervention, respite care and its autism program, each with their own internal streets, lanes, internal courtyards and garden. COmmunity-oriented services such as schooling and therapy are also avaliable

Gulf Cooperation Council countries

Qatar

Location

Fig. 2.1.1. Project site location, data source (Google earth maps, 2021). Illustrated by ( Authors, 2021)

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6.1.2.2. Architectural Innovation A central “Souq,” or main arrival space, that includes a research area and café Wide corridors that connect all parts of the facility and take advantage of views to the outside and internal gardens to create intuitive wayfinding Natural light filtered through decorative external shading devices to create an ever-changing pattern throughout the facility Splashes of color introduce a warm neutral palette to key areas of the building and patient rooms Courtyard gardens adorned with tactile landscaping and water features provide a relaxing, therapeutic environment Three inpatient units organized as a “pin wheel” connected by a central lounge and dining area and open, child-friendly spaces with access to landscape gardens for play and therapy.(fig. 2.2.1)

fig. 6.1.2.2.1. The central “Souq,” or main arrival space view data source (HDR company website , 2020) . illustrated by (Authors , 2021).

6.1.2.3.Climatic Conditions

The climate of Qatar is desert, with very mild winters, and hot and sunny summers. Being a small and flat country, it enjoys a uniform climate throughout the region. Basically, there are two main seasons: a cold season from December to February, and a hot season from April to October, when we can distinguish a very hot period from May to mid-October. March and November are two transitional months, warm but without excesses. In Doha, the capital, the average daily temperature ranges from 18.5 ° C (65 ° F) in January to 37 ° C (99 ° F) in July. The prevailing winds are wet and blow from the northwest, and are more frequent in the summer months. Other, hot and dry winds may blow throughout the year; It blows from the south and can raise the temperature to about 30 ° C (86 ° F) in winter and around 40 ° C (104 ° F) and above from April to October, with the relative humidity lowering significantly; It is also capable of provoking dust and sandstorms, and rainfall is scarce during the winter months, with an area of less than 100 mm (4 inches) per year.

fig. 6.1.2.3.1. climatic analysis view data source (HDR company website , 2020) . illustrated by (Authors , 2021).

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6.1.2.4. Site and surroundings It is located on the current campus of Al Wakra Community Hospital, approximately 35 minutes travel south of Doha, on the edge of the current development. As for the surrounding buildings, they are old buildings of a heritage character for the State of Qatar and the Arab Gulf states, and they are of simple heights not exceeding one floor or two floors at maximum. The project is surrounded on the east by the Arabian Gulf and from the north, south and west desert lands and is under development.

fig. 6.1.2.4.1. site and surroundings view data source (HDR company website , 2020) illustrated by (Authors 2021) .

fig. 6.1.2.4.2. site and surroundings view data source (HDR company website , 2020) illustrated by (Authors 2021) .

fig. 6.1.2.4.3. site and surroundings view data source (HDR company website , 2020) .

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fig. 6.1.2.4.4. site and surroundings view data source (HDR company website , 2020) .

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6.1.2.5. Solid and Void

6.1.2.6.Urban fabric

The guide is demonstrating the buildings format connected to the ground breaking strategy , likewise it demonstrated the site identified with different surroundings inhabi tance and how it`s influenced through the spaces and the city setting. the thickness of buildings rate in the base side close to the shore is not exactly in the upper part which is obviously recognized by it`s consonant texture. The guide demonstrate that how it`s vital to make an open spaces and to leave more spaces between the urban units to make a reasonable picture for the specific circumstance.(fig. 2.5.1)

It seems that the urban fabric of the city is distributed in the scope of linking each part of the fabric over a main artery to connect each part. The lower side near the shore line appears to have a sparse shape of buildings due to the organization of buildings there. The upside is different, and it is noted that they are more striped and fit areas. This is the fabric around the side.(fig. 2.6.1)

fig. 6.1.2.5.1. solid & void by (Autors , 2021) .

fig 6.1.2.5.1. solid & void by (Autors , 2021) .

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6.1.2.7. Roads & Accessibility There is a main arterial street that fully supports the preparation with accessibility to each area and axes, and these arteries are connected to the main streets that control the moving development from one part to another and re-assemble the street to be in one lane and one road. Finally, Auxiliary Streets replay the last stage that leads to precise focus and prime spaces.

They are like the links of the systems that terminate the chain. For this project, the site is surrounded by two arteries, one from the eastern edge; Likewise there is a main street from the northern edge. Near the end is an optional street from the West Edge. The main entrance to the project is from this optional street.(fig. 2.7.1)

fig. 6.1.2.7.1. roads & accessibility by (Autors , 2021) .

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6.1.2.8.Design concept

6.1.2.9.Form finding

The concept is derived from two main axes, the Qibla axis and the northern axis, and the elements of the project were distributed on these two axes due to their importance. For example, the Qibla axis is of great importance for Muslims because it is the direction of prayer, which is in the direction of Mecca in the Kingdom of Saudi Arabia . (fig. 2.8.1)

fig. 2.9.1. design concept illiustrated by (Autors , 2021) .

fig. 6.1.2.8.1. design concept illiustrated by (Autors , 2021) .

fig. 6.1.2.9.1. design concept illiustrated by (Autors , 2021) .

fig. 6.1.2.8.2. design concept illiustrated by (Autors , 2021) .

fig. 6.1.2.8.3. design concept illiustrated by (Autors , 2021) .

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6.1.2.10 General Programmed Objevtives The Al Maha Centre for Children and Young Adults is a specialized Healthcare facility focused on providing appropriate and world class care to patients with a range of complex medical needs and developmental challenges. The service profile includes a strong focus on ambulatory services; respite care, outpatient clinics, therapy zones and hydrotherapy as well as programs covering Early Intervention and Autism. Long-term inpatient care will cater to severely disabled children.

The design dovetails both a sensitive environment with the emphasis on a home-like, non-clinical setting for the ambulatory, community and residential accommodation within. The ideas that underpin it were founded on evidence-based design, an integrated service model and a family-centered approach. The design approach focuses on the notion of context with strong reference to the traditional social and urban patterns and architectural references of the Qatar vernacular.

Ambulatory Community Inpatients Fig. 6.2.10.1. GROUND FLOOR PLAN ZONING (HDR COMPANY WEBSITE 2015) ILLUSTRATED BY (AUTHOR, 2021)

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6.1.2.10 General Programmed Objevtives

Ambulatory Inpatients Fig. 6.1.2.10.2. FIRST FLOOR PLAN ZONING (HDR COMPANY WEBSITE 2015) ILLUSTRATED BY (AUTHOR, 2021)

Inpatient Focus:

.3*20 bed units have a good ventilation. .A shared living room. .Activity spaces. .Therapies for inpatient. .Gymnasium, music, art.

Ambulatory Focus:

Fig. 6.1. 2.10.3. ROOF FLOOR PLAN (HDR COMPANY WEBSITE 2015) ILLUSTRATED BY (AUTHOR, 2021)

.clinics for children. .Programmes,early intervention,autism, respite care. .Gait laboratory & gymnasium.

Hydrotherapy. .Sensory stimulation and integration. .Sensory gardens.

Community Focus: .Resource center. .Seminar spaces. .Cafe.

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6.1.2.11 Section The section section indicating indicating the the relation relation The between levels; levels; thus thus help help us us to to between fefine the the priorities priorities of of the the active active fefine spaces and and the the different different functions. functions. spaces

Engineering Plant Plant Engineering Administration+Training Administration+Training Patient, Public+Ambulatory Public+Ambulatory Patient, Logistic Logistic Support Support Fig. 6.1.2.11.1.

6.1.2.11.1. SECTION SECTION ZONING ZONING (HDR (HDR COMPANY COMPANY WEBSITE WEBSITE 2015) 2015) ILLUSTRATED ILLUSTRATED BY BY (AUTHOR, (AUTHOR, 2021) 2021) Fig.

6.1.2.12 Facade Using Stone Stone Cladding Cladding Using

Using pattern pattern Using (Shade-Layering-Light-Void) (Shade-Layering-Light-Void)

Fig. 6.1.2.12.2.

6.1.2.12.2. FACADE FACADE ZONING ZONING (HDR (HDR COMPANY COMPANY WEBSITE WEBSITE 2015) 2015) ILLUSTRATED ILLUSTRATED BY BY (AUTHOR, (AUTHOR, 2021) 2021) Fig.

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6.1.3. Case Study 3 Caudwell International Children’s Centre

Fig. 6.1.3.1. data source (pinterest.com, 2019)

6.1.3.1.Introduction

The Caudwell International Children’s Centre (CICC) is the UK’s first purpose-built Project designed by architect centre for multi-disciplinary therapy proRobert Hempsall and James grams for childhood disability and research Pass at C4Consulting LLP of neurodevelopmental conditions. Purpose-built with autistic children in mind, the CICC surpasses current UK accessibility standards taking into account not only Total Land area is 18,288 m2 physical disabilities but also neuro-diverTotal built area is 2,790 m2 gent disabilities which are not widely catered for under current legislation.A project that has spanned over 10 years, the 60,000 sq. ft landmark building has two internal Construction Completed in November 2018 courtyards, an inclusive building design, a wild sensory garden and a stunning butterfly shaped roof to reflect the charity’s logo..

Project located in Newcastle, UK Introduction

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The CICC aims to unite the world’s leading experts on autism diagnosis and therapy with the strategic aim to help negate the long-term reliance on social care and improve educational attainment and employment.

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6.1.3.2.Climatic Conditions

Fig. 6.1.3.2. data source (pinterest.com, 2019)

The Newcastle upon Tyne lies on 54m above sea level. The climate is warm and temperate in Newcastle upon Tyne.. The climate is called a occeanic climate, with quite cold, rainy winters and mild, relatively rainy summers. This climate is considered to be Cfb according to the Köppen-Geiger climate classification. In Newcastle upon Tyne, the average annual temperature is 8.5 °C | 47.3 °F. The rainfall here is around 655 mm | 25.8 inch per year.

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6.1.3.3.Climatic Conditions

The Caudwell international children’s Center is located in a Newcastle,distant from the pollution of London’s urban center. Project is located in the heart of its greenl area, in ana area that contains keele university and Newcastle academy adjacent to the site.

Fig. 6.1.3.3. data source (pinterest.com, 2019)

6.1.3.4.Surrounding Landmarks

2 3

1 Fig. 6.1.3.4. Landmark Map (Authors, 2021)

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Keele University

Newcastle Club

Newcastle Academy

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6.1.3.5.Topography

The project area is flat surface, there are no contours.

Fig. 6.1.3.5. caudwell center, Newcastle, data source (Google Maps,2021). Illustrated by (Authors, 2021)

6.1.3.6.Solid and Void

The crowded area is far from the project. Moreover the project is located in a green area so no issues could occur in terms of pollution.

Fig. 6.1.3.6. Solid & Void Map (Authors, 2021)

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6.1.3.7Concept The architect tried to work out to how children with sensory and social challenges could move around the building with the least amount of stress. The architect thought It couldn’t be just another hospital or health center, it had to be somewhere inspirational The Butterfly is the charity’s logo.

6. 1.3.8.Building Form

Fig. 6.1.3.7. data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

Landmark building has two internal courtyards, an inclusive building design, a wild sensory garden and a stunning butterfly shaped roof to reflect the charity’s logo. The stepped height gives the feeling of the wings of the butterfly .

Fig. 6.1.3.8. data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

6. 1.3.9SITE PLAN AND CONCEPT DEVELOPMENT

Fig. 6.1.3.9. data source (c4projects.com, 2019)

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6. 1.3.10.Zoning The aim was to create an environment where children had fun and wanted to revisit without the pressure of feeling they were being assessed. The design epitomises ‘inclusivity’, with the unique project surpassing the UK’s accessibility and sustainability standards. The building was purpose-built with autistic people in mind, and is able to provide ‘sensory flexibility’ for visitors with neurodivergent conditions, state-of-the-art assessment suites, a sensory garden to inspire children to interact with nature, as well as family training suites. The modern facility is expected to attract worldwide talent in the field of autism to the area. There are two different zones in the building and each one separated from the other.

1.Hypo Zone

2.Hyper Zone

3.Courtyard

Fig. 6.1.3.10. Zoning, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

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A sensory garden to inspire children to interact with nature, as well as family training suites. The modern facility is expected to attract worldwide talent in the field of autism to the area. There are two different zones in the building and each one separated from the other.

1.Landscape Fig. 6.1.3.10. Zoning, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

1.Courtyard

2.Sensory Room

3.Withdrawl Space

4.Child training Kitchen

5.Family Room

6.Music therapy

7.Garden

8.Breakout Space

9.Assessment Suite

10.Quiet Room

room

Assessment

Fig. 6.1.3.10. Zoning, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

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Internally, the building had to reflect the way children with autism like to navigate and move, and to provide a calming sensory experience.

1.Child Training 6.Garden View 2

2.Courtyard View 2

3.Woodland View

7.John Caudwell

8.Adult Training

4.Garden View 1

5.Family Room

suite Kitchen Fig. 6.1.3.10. Zoning, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

3D Zoning

1.Horizontal Circulation

2.Vertical Circulation

Fig. 6.1.3.10. Zoning, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

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6. 1.3.11.Circulation

1.Horizontal Circulation

2.Vertical Circulation

Fig. 6.1.3.11. Circulation, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

Corridors And Lobbies For Horizontal Circulation.

Staircases, Elevators And Ramps For Vertical Circulation.

Fig. 6.1.3.11. Circulation, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

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Exploded diagram showing circulation elements

Inside, 360-degree loop corridors discourage children from running and, by doing away with harsh, right-angled corners, reduce the anxiety of surprise encounters.

6. 1.3.12.Section

1.Ground Floor

2.First Floor

Fig. 6.1.3.11. Exploded diagram, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

3.Third Floor

4.Fourth Floor

5.Courtyard

Fig. 6.1.3.12. SectionA-A, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

1.Ground Floor

2.First Floor

3.Courtyard

Fig. 6.1.3.12. SectionB-B, data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

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6. 1.3.13.Needs For ASD Hypo Free Exciting Comfortable / homely Natural light Clear sight of all spaces Simple navigation Open spaces Connection with nature

Hyper Safe Calm Simple /modern No sun glare Reduced visual stimulus No dead-ends/ tight corners Quiet / private spaces Safe outdoor spaces

Fig. 6.1.3.13. (Authors, 2021)

-Open spaces -Quiet/ private spaces

-comfortable / homely -simple /modern

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Fig. 6.1.3.13. (Authors, 2021)

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-Exciting -Calm

-Open spaces -Quiet/ private spaces

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6.1.3.14.Materials Stone Cladding -STONEPANEL™, the only natural stone panel certified and guaranteed for outdoor use, has been used for cladding the exterior façade This Panel has been chosen for the exterior design of the UK’s first independent, purpose-built facility dedicated to autism diagnosis, therapy and research.

Fig. 6.1.3.14. data source (archello.com, 2020)

-They wanted to create a warm and welcoming building with a natural-looking. The curvilinear design is highly aesthetic and functional. A natural grey quartzite with blue tones that gives a sense of brightness, warmth and freshness to the Centre. The stone panels suited perfectly to the building’s curves and junctions. -The acoustic qualities of STONEPANEL™ would reduce the sound bringing calm for the children inside.

Fig. 6.1.1.14. data source (archello.com, 2020)

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Advantages Of Facade Cladding -More Efficient: simple and quick installation -Safer: the incorporated mechanical anchor of STONEPANEL™, made of stainless steel, enables the installation of natural stone panels on surfaces higher than two meters. The strong and uniform cement base ensures adherence and allows piece cutting without risk of detachment.

-High Quality: special pieces are available, such as corners (solid, straight end, double end or for windows), coverings and other complementary solutions.

-More Aesthetic: panels are ‘S’ shaped to avoid visible joints, in order to enhance the external look of any project.

Fig. 6.1.1.14. data source (taylormaxwell.com, 2020)

-Externally, The architect opted for natural stone, timber and glass, and selected STONEPANEL™ (Nordic without White Stones), hook and adhesive fixed stone cladding for the building’s three-foot pier façades. This composite, high-quality product has a rustic, hand-built look and feel, complementing the centre’s timber features to provide the desired warmth and geniality. Its bulk also has the additional benefit of blocking sound – perfect for CICC’s acoustic specifications.

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6. 1.3.15.Roof

-The curve and smooth shape gives the feeling of relax and less amount of stress unlike the right and sharp angles. The roof of the building need smooth lines and curves to fits the concept of the butterfly.

Fig. 6.1.1.15. data source (thebusinessdesk.com, 2017)

Fig. 6.1.1.15. data source (thebusinessdesk.com, 2017) Illustrated by (Authors, 2021)

Fig. 6.1.3.15. data source (thebusinessdesk.com, 2017)

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6. 1.3.16.Interior Design The project is an inclusive design, a calming sensory experience and a variety of room shapes and types to accommodate the wide range of activities planned for the facility. The interior furniture in curve shape to let them feel relaxed.The spaces make the children feel more relax because of the natural light which exist in most of the spaces and also the height is sufficient to make the children feel free. The floors covered with vinyl to be safe for the children.The curve walls can define the circulation with more feeling of relaxation.The spaces are designed to make the child interact with the surrounding.

The curve walls can define the circulation with more feeling of relaxation.

The interio walls and spaces are designed in curve shapes. The curve walls are required in designing autism center cause they are more safe than the sharp edge walls.

Fig. 6.1.3.16. data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

Fig. 6.1.3.16. data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

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Fig. 6.1.3.16. data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

6.1.3.17.Structure

It was up to three levels of flat slab structures supported by an irregular array of vertical and raking columns.To achieve the charity’s landmark roof, established a zone below the roof finishes into which all the structural steel had to be fitted. The steel roof thus formed compromised a complicated mix of facetted, raking and curved elements fitted within the allotted zone to form the basic steel skeleton onto which the roof finishes could be applied.

Fig. 6.1.3.17. data source (c4projects.com, 2019)

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Fig. 6.1.3.17. data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

Fig. 6.1.3.17. data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

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Fig. 6.1.3.17. data source (c4projects.com, 2019) Illustrated by (Authors, 2021)

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6.1.3.18.Glass Guardian SunGuard® coated solar control glass was chosen for the glazed façade, including curved sections.

Fig. 6.1.3.18. data source (c4projects.com, 2019)

Advantages Of Glass

The glass offers very high natural light transmission, while helping energy savings through solar protection and thermal insulation. With a neutral transmitted and reflected color, the glass has a sophisticated appearance that is ideal for fully glazed facades.

The curvilinear design is highly attractive but functional, with the exterior façade inclined outwards up to 22 degrees. Curved glass, punch windows and precast stone panels make up the envelope on a figure-of-eight footprint.

Fig. 6.1.3.18. data source (c4projects.com, 2019)

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6.1.3.19.Courtyard The function of the two main courtyards of the building is to make the children interact with nature and to integrate the outdoor with indoor. The center’s exterior is a stunning spiral of curves and, inside, there are wide corridors and acoustic features that reduce noise levels so as not to over-stimulate children.

Fig. 6.1.3.19. data source (c4projects.com, 2019)

Fig. 6.1.3.19. data source (c4projects.com, 2019)

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Ground Level Trampoline

Designed for wheelchair users, the sloping edge panels enable the surface level trampoline line to be accessed safely and easily. An accompanying person can stand in direct contact with the wheelchair user if required. In the Zoflora Garden it will be hidden in the woodland planting and accessible via a stepping stone path (wheelchair accessible).

Fig. 6.1.3.18. data source (residencestyle.com, 2019)

Not only are trampoline e great for fitness, posture and for rebound therapy they are also great for developing proprioception, one of the senses that is not often referred to but is vitally important for all of us. This ability enables us to know where our limbs are without having to look. So jumping on trampolines actually helps us to refine this sense and is especially great for many children with a sensory processing disorder. Allows gentle rocking and suspension.

Carved Boulder

Carved from a glacial boulder found in the woodland this feature will provide seating and another great place for children to curl up inside. For some autistic children the desire to get snug in tight spaces is anything but claustrophobic. In fact, it can be desirable, even soothing. There are number of places in the garden where this desire could be achieved. The hollow log, the carved boulder seat or the tree nest.

Fig. 6.1.3.18. data source (shacknews.com, 2018)

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Fig. 6.1.1.18. data source (catawiki. com, 2019)

Spinning Stone Four ton oval boulder with recessed diagonal groove and foundation anchor.

The boulder height is approximately 2.00m and the diameter is 1.50m. Many children with autism enjoy the motion of spinning something. By exercising a slight force it is possible to set the massive stone block into a rotating movement. This can even be achieved merely by using your little finger.

Smelling Pots Little protected flasks are placed in stainless steel stations and these can be filled with a multitude of Zoflora fragrances. The pots can be set in a number of locations at different heights and create a scented treasure hunt trail through the garden.

Fig. 6.1.1.18. data source (mudpiefridays.com, 2016)

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6.1.1.20.THE AUTISM “ASPECTSS” Acoustics High stimulation space is next to high stimulation spaces and low stimulation next to low stimulation with good transition in between

Spatial Sequencing The building is designed in curved forms. Sequencing in the project by making the children do what they love.so they will always have a place for doing what they love.

Escape Space

A safe place for individuals with autism to go to when they feel overwhelmed and overloaded.

Compartmentalization

The zoning of the projects help breaking the building into small pieces which will be easier to be managed and recognized by autistic children.

Transitions

Use of curved wall in the lobbies with no sharp edges makes them feel more relaxed with no stress.

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Sensory Zoning

Special colors is used in each zone, zoning between hypo and hyper autistic children, and interacting with the outside yet being safe.

Safety

The Building is taking into consideration the safety of the autistic children.

Although they feel Free in the space, but its also safe too . No sharp edges used.

Light:

Skylights to provide indirect natvural light for hyposensitive users as they detest direct sunlight. Glazing with shaded louvers to diffuse light.

Wayfinding:

Different materials with different colours in different zones to ease the wayfinding process and define the function of each space using the sensory gift of autistic users.

Material:

Materials are smooth and safe like Vinyl flooring , carpet, and cushion panels on walls with pastel colours to control their sensory stimulation. Pastel Colours provide comfort for autistic user also, in the ceiling natural materials are used.

General Conclusion: The building is adapting to fit in the

needs of the autistic users with respect to their variances .

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6.2.1.1 Case Study 1 The Centre Pompidou

Fig. 6.2.1. Center Pompidou, Paris (Archdaily.com)

Autonomy Approach 1- Confrontation: the building is, with no shame, confronting its skeleton and construction inside-out to maximize internal space for users, and to create weird, but iconic landmark in a form of building that embraces horizontality in architecture.

2- Uniquness: Pompedu building is indeed a stand-out example in finding a unique solution for maximizing internal space for users. Instead of the conventional methods of increasing spaces in any typical project, architects found an innovative way to solve a design issue while creating a piece of iconic art.

3- Identity: architects express their own thoughts and beliefs by creating a distinctive high-tech exposed skeleton of the building, in the middle of a vivid, classical, residential community

Project designed by archtect R. Piano and R. Rogers

Total land area is 100,000 m2 Project built area is 3600 m2

Construction completed in 1977

Project located in Paris, France Introduction

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6.2.1.1 Introduction A competition was held R.Piano & R.Rogers won the competition, thier entery examplified constructivism high modern culturle center.

Their concept, depicted in one of their competition drawings as a collage, was portraying the museum itself as movement. The other concept in their design, and perhaps the most obvious, was exposing all of the infrastructure of the building. The skeleton itself engulfs the building from its exterior, showing all of the different mechanical and structure systems not only so that they could be understood but also to maximize the interior space without interruptions.

The Centre Pompidou houses the Musée National d’Art Moderne, which is Europe’s largest museum for modern art. Also located in the vast open interior is the Bibliothèque publique d’information, a huge public library, and a center for music and acoustic research known as IRCAM. The flat open site upon which it is located is a constant exterior stage for urban events. The centre was officially opened on January 31, 1977 and has since then integrated hightech architecture and urbanism as a movement and spectacle for the city to experience everyday.

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Introduction

vv

Paris

Narges District

Project Fig. 6.2.1.1 Center Pompidou, Paris, data source (Google Maps,2021). Illustrated by (Authors, 2021)

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6.2.1.2 Architectural Innovation The different systems on the exterior of the building are painted different colors to distinguish their different roles. for example, the elevator motor rooms and shafts, or the elements that allow for movement throughout the building, are painted red. One of the “movement” elements that the center is most known for is the escalator (painted red on the bottom) on the west façade, a tube that zigzags up to the top of the building providing visitors with an astonishing view of the city of Paris

Fig. 6.2.2. Features, data source by Tom Ravenscroft (Dezeen, 2020) Illustruted by (Authors, 2021)

6.2.3.1 Climatic Conditions: Paris lies on 35m above sea level, It enjoys a temperate oceanic climate classified under the Köppen climatic classification as Cfb - mainly influenced by the North Atlantic Drift from the Atlantic Ocean. The climate is characterized by warm and pleasant summers that are fairly sunny and cold wet winters with scarce sunshine and frosty nights. In Paris, the summers are short, comfortable, and partly cloudy and the winters are very cold, windy, and mostly cloudy. Over the course of the year, the temperature typically varies from 35°F to 78°F and is rarely below 25°F or above 88°F. Precipitation with at least 0.04 inches of liquid or liquid-equivalent precipitation. The chance of wet days in Paris varies throughout the year.

Fig. 6.2.3. Project, data source by Francesca Avanzinelli (Dezeen, 2021) Illustruted (Authors, 2021)

Fig. 6.2.4. Climate in Paris, data source (Google, 2021). Illustruted by (Authors, 2021)

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6.2.1.4 Site and Surroundings A High-tech autonomous structure in the middle of classical buildings, a further important element was the architect’s intention to create a meeting space not only for the art lover, but also for the local residents. The large slightly sloped paved piazza in front of the building fulfills this role introducing the high-tech structure of the building to its traditional surroundings and Paris street life. Richard Rogers notes that “Pompidou proves that modernity and tradition can profitably interact and enhance historic cities.”

Fig. 6.2.4. Surroundings, data source (Archdaily, 2020 ) Illustruted (Authors, 2021)

6.2.1.5 Surrounding Landmarks 4

1-National Archive Museum

2-Saint Jacques Tower

3- Sant-Mari Church

4-Leo-Halles Station

1 3 2 Fig. x.x.x. Landmark Map (Authors, 2021)

6.2.1.6 Topography The project area is almost flat of topography, there are no different levels upon the surface, the autonomous buildings creates a self-imposing character of building, which is overall considered a successful approach.

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Fig. 6.2.6. Center Pompidou, data source (Google Maps,2021).

Illustrated by (Authors, 2021)

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6.2.1.7 Solid and Void

6.2.1.8 Urban Fabric

the project is located in paris, a very crowded area with radial planned urban fabric based on multiple axis emerging from diffrenet nodes that act as focal points. the project is located in the middle of classical style residential buildings which further enhance the project’s autonomous concept.

The neighbourhood all around is merely a buffer zone, recoated, disinfected by snobbish and hygienic design, psychologically. It’s a vacuum-making machine. Their real danger lies not in lack of safety, pollution, explosion, but in the maximum-security system that radiates from them, the zone of surveillance and deterrence that spreads by degrees over the entire terrain a technical buffer zone.

Fig. x.x.x. Solid & Void Map (Authors, 2021)

Fig. 6.2.1.7 Solid & Void Map (Authors, 2021)

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6.2.1.7 Roads and Accessability the project is located on two major arterail streets, the placement of the building in one side of the landlot instead of in the centre was on purpose to encourage people to meet and socialaize in the created plaza, making the project accessible from one major road where the outdoor plaza is located. From the eastern side of the project, main road rue beaubourg. from the western side of the project, secondary road rue saint martin.

There is a private parking entrance on 31 rue Beaubourg. Take the elevators marked “sortie rue Saint-Martin” then use priority access on the left. It is also possible to be dropped off at the taxi stand on rue Renard.

Fig. 6.2.1.7 Road & Accessability Map (Authors, 2021)

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6.2.1.8 Program Analysis 1. Museum of Art

4. Paris Industrial Creation Centre

2. Information Library

5. Music Research Institution

3. Plaza

6.2.1.9 Plan Analysis

Fig. 6.2.1.9 Plan Analysis, data source (Centerpompidou.fr, 2020). Illustrated by (Authors, 2021)

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6.2.1.10 Architectural Analysis Radical building for its time with service ducts expressed on the exterior and all structure glamourised and articulated externally where possible. The architectural realisation of some Archigram ideas, with escalators providing dynamism to the main west facade. Half of the plot was given over to a rectilinear square which again added dynamism to the architecture. Also known as the Beaubourg Centre or simply The Pompidou building. To maximize internal space, they turned the construction inside-out and exposed a skeleton of brightly colored tubes for mechanical systems.

Fig. 6.2.1.10 Program Analysis, data source (Centerpompidou.fr, 2020). Illustrated by (Authors, 2021)

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6.2.1.11 Facade Analysis Elevation

Fig. x.x.x. Front Elevation (Authors, 2021)

Elevation represents harmony in the articulation of masses, light colored materials used to represent calm environment to the users who approach it. Simple form, yet complex implementation of the horizontality.

Fig. 6.2.1.11 Main Elevation, data source (Archdaily.com). Illustrated by(Authors, 2021)

Complex skyline, shows hierarchy of the implemented masses to decrease monotonicity.

Elevation Skyline Fig. x.x.x. Elevation Skyline (Authors, 2021)

Fig. x.x.x. Section (Authors, 2021)

Fig. 6.2.1.12 Main Elevation, data soure (Archdaily.com ). Illustrated by (Authors, 2021)

Complex skyline, shows hierarchy of the implemented masses to decrease monotonicity.

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6.2.2. Case Study 4 House VI

Fig. 6.2.2.1 House VI, source (Perez,2010)

6.2.2.1 Autonomy Approach

House VI is both an object and a kind of cinematic expression of the transformational process. Thus the object not only is the end result of its own generative history but also preserves this history, serving as a complete record of it, process and product beginning to become interchangeable.

Freedom: Eisenman had created a house that was maze like, completely ignoring the rules of a normal house. The solely of this building is just making lives difficult without the owners understanding. Another issue related to Eisenman’s process of design is the exclusion of cultural references in architecture, which he conceived as an attempt to free the architecture from associative connotations.

Ideaology:Eisenman is interested in the way humans understand space. He insists that through the manipulation of shape, size, and form an architect can alter the way in which one visions experience.

Uniqueness: The design emerged from a conceptual process, and remains pinned to that conceptual framework.

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Fig. 6.2.2.2 House VI, source (Perez,2010)

Project designed by architect Peter Eisenman

Total Area, it has 6 acres of land around House VI with beautiful scenery.

Construction

Completed 1975

in

Project located in Cornwall, USA

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6.2.2.2 Introduction

Peter Eisenman designed the house for two of his clients Mr. and Mrs. Richard Frank between 1972-1975 who found great admiration for his work, it was built for the purpose of being a getaway house to be used during holiday periods.

Peter Eisenman’s personal purpose of the house was not to make the inhabitants of the house feel comfortable but on the contrary he forced them to adapt to the architecture of the house. He purposely ignored the idea of form following function.

Also he is one of the architects who sought Semiotic Architecture which means he tried to understand and explain architectural meanings based on the grammar system of language. He considered and approached architecture as a system of language thinking that space organization is similar with a construction of a sentence. He applied the relationship of words into architectural elements and that lead his architecture to a logical process.

Connecticut, USA

Cornwall

The space of perception in House VI is Euclidean, that is, it has a frontal orientation. However, there are unassimilable idiosyncrasies in the house – no compositional uniformity or proportional congruencies, a lack of dynamic balance, etc. – that resist conventional perceptual relation. These “unassimilable idiosyncrasies” are signs of another geometrical order – topological – operating on a conceptual level.

In House VI, a particular juxtaposition of solids Project and voids produces a situation that is only resolved by the mind discovering a need to change their position. This mental attempt to reorder the elements is triggered by their precise size, shape, and juxtaposition. This produces a sense of tension or compression in a particular space that is not created through the actual position of walls but is in our con- Fig. 6.2.2.3. House VI, Connecticut, data source (Google Maps,2021). Illustrated by (Authors, 2021) ception of their potential location.

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6.2.2.3 Site and Surroundings

There is a ski resort just 0.7 miles 2 minute drive from where the house is located.

There is a near by restaurant that is only 5.2 miles, just 8 minutes away, called the The Wandering Moose cafe. The nearest shopping centre is located by 13.4 miles away called “The Torrington Commons Shopping 1-Cornwall ConsoliCentre” 23 minute drive from where the dated School house is located at. For schools there two called “Cornwall Consolidated School” 4 miles away from the house and only 7 minutes drive. The second school called house “Tonic Valley Regional High School” this is only 9.2 miles away and is 18 minute drive.

For medical problems the the nearest hospital is only 8 minutes drive making it 13.4 miles away. The nearest gas station is only 4-The Torrington 5.6 miles. 1 Commons Shop6.2.2.4 Surrounding Landmarks ping Centre

5-Cathedral Pines Nature Perserve

2-Tonic Valley Regional High School

2 2021) Fig. 6.2.2.4 Landmark Map (Authors,

6.2.2.5 Topography

3

Fig. 6.2.2.5 Landmark Map (Authors, 2021)

4

The site itself is flat of contours yet the surroundings is a nature perserve full of contours and different significant levels

6.2.2.6 Climatic Conditions

The Cornwall lies on 59m above sea level Here, the climate is cold and temperate.

There is significant rainfall throughout the year in Cornwall. Even the driest month still has a lot of rainfall. This climate is considered to be Dfb according to the Köppen-Geiger climate classification. The average temperature in Cornwall is 6.5 °C | 43.7 °F. Precipitation here is about 895 mm | 35.2 inch per year.

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Fig.6.2.2.6. House VI,Connecticut, data source (Google Maps,2021).

Illustrated by (Authors, 2021)

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6.2.2.7 Solid and Void The surrounding is relatively empty of buildings due to the significant importance of the nature perserve.

Thus a huge void percentage can be seen and only scattered solids all over the area.

The house is located in the Cornwall surrounded by Cathedral Pines which is a 42acre (17 ha) nature preserve owned and managed by The Nature Conservancy in Cornwall. The house was designed to be a get away.

Urban Fabric

Fig. 6.2.2.7 Solid & Void Map (Authors, 2021)

6.2.2.8 Roads and Accessability There is a major arterial road named Essex hill in the north west part and Great hollow road in southern part. There is no direct accessibility to the site with a local street as the surroundings have a special contextual nature.

Fig. 6.2.2.8 Solid & Void Map (Authors, 2021)

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6.2.2.9 Architectural Analysis The house is characterized by geometrical design as it started from a cube with vertical and horizontal grid. Eisenman created a form from the intersection of four planes, subsequently manipulating the structures again and again, until coherent spaces began to emerge. In this way, the fragmented slabs and columns lack a traditional purpose, or even a conventional modernist one.

Fig.6.2.2.9 concept sketches, data source (architectureforautism.wordpress.com, 2021) Illustrated by (Authors, 2021)

Fig. 6.2.2.11 concept sketches, data source (architectureforautism. wordpress.com, 2021) Illustrated by (Authors, 2021)

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Fig. 6.2.2.10. concept sketches, data source (architectureforautism.wordpress.com, 2021) Illustrated by (Authors, 2021)

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6.2.2.10Architectural Analysis The house was effeciently constructed using a simple post and beam system. However some columns or beams play no structural role and are incorporated to enhance the conceptual design. For example one column in the kitchen hovers over the kitchen table, not even touching the ground. In other spaces, beams meet but do not intersect, creating a cluster of supports. Robert Gutman wrote on the house saying, “most of these columns have no role in supporting the building planes, but are there, like the planes and the slits in the walls and ceilings that represent planes, to mark the

Fig. 6.2.2.12 Column and beam intersection, data source (architectureforautism.wordpress.com, 2021) Illustrated by (Authors, 2021)

geometry and rhythm of Eisenman’s notational system.”(Church,2003). Purposely ignoring the idea of form following function, Eisenman created spaces that were quirky and well-lit, but rather unconventional to live with. He made it difficult for the users so that they would have to grow accustom to the architecture and constantly be aware of it. For instance, in the bedroom there is a glass slot in the center of the wall continuing through the floor that divides the room in half, forcing there to be separate beds on either side of the room so that the couple was forced to sleep apart from each other.

Fig. 6.2.2.13. glass slot, data source (architectureforautism. wordpress.com, 2021) Illustrated by (Authors, 2021)

Fig. 6.2.2.14. glass slot, data source (architectureforautism.wordpress.com, 2021) Illustrated by (Authors, 2021)

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Architectural Analysis Another curious aspect is an upside down staircase, the element which frames the axis of the house and is painted in red to draw attention.

There are also many other difficult aspects that disrupt conventional living, such as the single bathroom that is only accessible through a bedroom.

Fig. 6.2.2.14. intersecting stairs, data source (house6. weebly.com,2020) (Authors, 2021) Fig. 6.2.2.13. Beam intersection, data source (house6.weebly.com,2020) (Authors, 2021)

Fig. 6.2.2.15. intersecting stairs, data source (house6.weebly.com,2020) (Authors, 2021)

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6.2.2.11 Facade Analysis Elevation Sketch

Fig. 6.2.2.16 Front Elevation, data source (house6.weebly.com,2020) (Authors, 2021).

The elevations symbolize the reflection of the conceptual process. The purely conceptual design meant that the architecture is strictly plastic, bearing no relationship to construction techniques or purely ornamental form.

Elevation to reflect the prcoess of conceiving and producing.

Fig. 6.2.2.17. Section ,data source (house6.weebly.com,2020) (Authors, 2021).

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6.2.2.12 Programs analysis

Entry Closet Storage Study Living Dining Kitchen

Fig. 6.2.2.18 Program Analysis, data source (eisenmanarchitects.com, 2018)Illustrated by (Authors, 2021)

The house consists of two floors , ground floor which include the entrance, closet, storage, study area, living area, dining area, and kitchen, while in the first floor the bathroom, closet, Lav, masterbedroom, and an unconventional upside down stairs.

Open Bath Dressing Lav Closet M. Bedroom Upside down stairs

Fig. 6.2.2.19. Program Analysis, data source (eisenmanarchitects.com, 2018) Illustrated by (Authors, 2021) ``

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6.2.2.13 Sections

Fig. 6.2.2.20. Sections, data source (eisenmanarchitects.com, 2018) Illustrated by (Authors, 2021)

This section shows the upside down stairs which emphasis the conceptual thinking fragmental process of Eisenman

Fig. 6.2.2.21. Sections, data source (eisenmanarchitects.com, 2018) Illustrated by (Authors, 2021)

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G 07 DESIGN REQUIREMENTS

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7.0.1 Program : As our project is aim to help children and young autistic people in new Minya and to be a light in the dark for them so from our research and studies.

According to our studies and United States center for autistic people CDC’s our target group is 160 person

1 out of every 59 children, or 16.8 per 1,000 is suffering from autism New Minya population is 16266 %40 of minya people are from 1- 25 = 6506.4 6506.4* 16.8 = 109.3 = 110 person

Addition seats : Population growth in new minya 20% = 22 seat Research center seats 10% = 11 seat Humanitarian cases from outside minya 15% = 17 seat Total seats = 160

Zones : 1- Psychiatric treatment 2- Research center 3- Dorms 4- Educational 5- Recreational 6- awareness and guidance 7- Administration 8- Entrance Zone

1160 540 526 2943 2366 819 409 140

TOTAL BUILDINGS AREA = 8903 TOTAL LAND AREA =

206

30% = 29676 40% = 22257.5 50% = 17806

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7.0.2 Spaces : Psychiatric treatment : 1- Music room 2- Psychiatric treatment rooms 3- Art room 4- Sensory room 5- hydrotherapy rooms 6- services TOTAL AREA = 1160

Research center : : educational development lab 12- behavior surveillance room 3- information analysis room 4- imagination room 5- sleep surveillance room 6- labs 7- genetics laboratories 8- services TOTAL AREA = 540

30*2 = 60 40*4 = 160 30*1 = 30 80*2 = 160 500 30%= 250

50 50 30 80 30 30*3=90 30*3=90 30% = 120

Dorms : 1- Rooms 30% of cases = 50 person every 10 in one room = 5 room = 60*5= 300 2- Supervisor rooms 15*5=75 3- Nurses room 30 4- Services 30%=121 TOTAL AREA = 526

Educational : 1- sensory integration 2- Classrooms ( hypersensitive) 5m for each student 3- Classrooms (hyposensitive) 5m for each student 4- craft rooms 5- Library 6- teachers room 7- mpu 8- services TOTAL AREA = 2943

30*2=60 160*5= 800 160*5= 800 35*4= 140 200 20*2=40 1.4* 160= 224 30%= 679

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7.0.3 Spaces : Recreational : 1- Multimedia room 2- amphitheater 3- mpu 4- gallery 5- workshops 6- servicers TOTAL AREA = 2366

50*2=100 2.5* 160 = 400 2*160= 320 200 5*160= 800 30%=546

Awareness and guidance : 1- conference room 2- meeting room 3- training room 4- offices 5- recruitment center 6- services TOTAL AREA = 819

2*160= 320 100 100 20*3=60 50 30%= 189

Administration : 1- offices 2- manager 3- meeting room 4- sectary room 5- HR 6- managers for each zone 7- services TOTAL AREA =

20*3= 60 40 100 25 30 60 30%= 94.5 409

Entrance Zone : 1- information center 50 2- lobby 30 3- security 30 4- foyer OUT DOOR 5- plaza OUT DOOR 6- PARKING OUT DOOR = 25 PER CAR 30 PARKING LOT = 25*30=750 7- SERVICES 30% = 30 TOTAL AREA = 140

208

DESIGN REQUIREMENTS

JAS MC 98/5/42

Entrance Zone

Entrance Zone

Services Security

Lobby

information center

Administration

Administration

Services Managers For Each Zone

HR

Sectary Room

Meeting Room

Manager

Offices

Awareness and Guidance

Awareness and Guidance

Services Center Recruitment

Offices

Meeting Room Training Room

Conference Room

Workshops

Recreational

Gallery

MPU

Multimedia Room

Conference Room

Educational

Library

Craft Rooms

Craft Rooms

Classrooms (hyposensitive)

Classrooms (hyposensitive)

Classrooms ( hypersensitive)

Classrooms ( hypersensitive)

Educational

Sensory Integration

Sensory Integration

Dorms

Dorms

Services Nurses room

Supervisor Rooms

Rooms

Psychiatric Treatment

Research Center

Research Center

Genetics Laboratories

Labs

Sleep Surveillance Room

Imagination Room Information Analysis Room

Behavior Surveillance Room Educational Development Lab

Services Nurses room

Supervisor Rooms

Rooms

Services Genetics Laboratories

Labs

Sleep Surveillance Room

Imagination Room Information Analysis Room

Behavior Surveillance Room Educational Development Lab

Services Hydrotherapy Rooms

Psychiatric Treatment

Hydrotherapy Rooms

Music room

meeting room

Teachers Room

Library

Art Room

Meeting Room Training Room

MPU

Teachers Room

Sensory Room

Recruitment

Offices

Services

MPU

Psychiatric Treatment Rooms

Services Center

MPU Amphitheater

Services

Meeting Room

Manager

Gallery

Multimedia Room

Services

Managers For Each Zone

HR

Sectary Room

Offices

Services

Amphitheater

Services

Services

Workshops

Recreational

Services

Services Security

Lobby

information center

Sensory Room Art Room

Psychiatric Treatment Rooms

Music room

Entrance Zone

Administration

Awareness and Guidance

Recreational

Educational

Dorms

Research Center

Psychiatric Treatment

TOTAL PROGRAM

209

DESIGN REQUIREMENTS

JAS MC 98/5/42

Research Center

Psychiatric Treatment Music room

Security

foyer

Lobby

genetics laboratories

plaza

services

services

Dorms Services

information center

labs

sleep surveillance room

Art room

Entrance Zone

imagination room

information analysis room

Psychiatric treatment rooms Sensory room hydrotherapy rooms

behavior surveillance room

educational development lab

Administration

HUB

HUB

Rooms

HR

Supervisor rooms Nurses room

Classrooms ( hypersensitive) Services

Library

sensory integration craft rooms

Awareness and Guidance

MPU

Educational

amphitheatre

Services

Gallery

MPU

1- Psychiatric treatment 2- Research center 3- Dorms 4- Educational 5- Recreational 6- Awareness and guidance 7- Administration 8- Entrance Zone

210

conference room

meeting room

workshops Multimedia room

Recreational

Zones:

sectary room managers for each zone

Services

Classrooms (hyposensitive)

teachers room

Manager

offices meeting room

training room

recruitment center

offices

services

DESIGN REQUIREMENTS

JAS MC 98/5/42

7.1.1. Standards & Design 7.1.1.Class Rooms :Guidlines:

Maximum 32 pubils per class, area about 65-70m2 (2.00m2-2.20m2 per pubil); day lights entering from to sides of class furniture can be arranged or in rows.

8.3902

In the fornt of class there is a chalkboard with a sliding panels, space for projector, tape recorder, socket for tv, radio,etc...; facility to prevent day lighting to enter the class rooms; group rooms divided into separate workspaces to make sure for having the ability to mixed classes only in 3.2175

5.9422

2.6231

1.9084

1.9084

7.3420

7.3420 8.3902

3.4675

8.0653

Fig. 7.1.1.1. Class Rooms Plan Example Data Source (neufert), illustrated by (AUTHOR, 2021)

Example of joining classroom, outside classroom space and crafts room 9.2384

8.1093

8.0851

2.6390

2.4131

7.8290

17.3174

Fig. 7.1.1.2. Class Rooms Plan Example Data Source (neufert), illustrated by (AUTHOR, 2021)

211

DESIGN REQUIREMENTS

JAS MC 98/5/42

7.1.2.Class Rooms :Guidlines:

Saw-tooth layout, risk of disturbance between rooms

22

1 92 8.

7 8.

11

8

17

9.

4

51

77

8.

92

84

4.

95

61

4.

5.2508

1.4775

2.2356

1.3523

2.1920

7.3960

2.1485

1.3282

2.1060

7.5885

Fig. 7.1.2.1. Class Rooms Plan Example Data Source (neufert), illustrated by (AUTHOR, 2021)

Classroom with daylight from high window, but no window at the back. Corridor opens out in front of each claHroom with cloakroom and store room

91

03

2

13

6

15

.4

.8

11

11

9.

87

7.

43

32

92

4.

2.8620

14.4140

1.3075

Fig. 7.1.2.2. Class Rooms Plan Example Data Source (neufert), illustrated by (AUTHOR, 2021)

212

14.2723

1.3075

1.1327

DESIGN REQUIREMENTS

JAS MC 98/5/42

7.1.3.Library :

Fig. 7.1.3.1. library standards Data Source (neufert)

Fig. 7.1.3.3. library standards Data Source (neufert)

Fig. 7.1.3.2. library standards Data Source (neufert)

Fig. 7.1.3.4. library standards Data Source (neufert)

213

DESIGN REQUIREMENTS

JAS MC 98/5/42

7.1.4.Library :

Fig. 7.1.4.1. library standards Data Source (neufert)

Fig. 7.1.4.2. library standards Data Source (neufert)

Fig. 7.1.4.3. library standards Data Source (neufert)

Fig. 7.1.4.4. library standards Data Source (neufert)

Fig. 7.1.5.1. library standards Data Source (neufert)

214

Fig. 7.1.5.1. library standards Data Source (neufert)

JAS MC 98/5/42

DESIGN REQUIREMENTS

7.1.5.Crafts Rooms & Staff Rooms : Rooms and areas for technical subiects, crafts rooms.

Fig. 7.1.5.1. Crafts Rooms Data Source (neufert)

Either divided into 6 standard classrooms and staffroom or as open-plan teaching space

Fig. 7.1.5.2. Staff Rooms Data Source (neufert)

215

DESIGN REQUIREMENTS

JAS MC 98/5/42

7.1.6. Services ( Toilets) : For 250 girls, 40m2 and 250 boys, 40m2)

Fig. 7.1.6.1. Toilets Data Source (neufert)

For 30 teachers, 15m2

Fig. 7.1.6.2. Toilets Data Source (neufert)

For 100 girls, 15m2

Fig. 7.1.6.4. Toilets Data Source (neufert)

216

For100boy 15m2

Fig. 7.1.6.3. Toilets Data Source (neufert)

For 20 teachers, 10m2

Fig. 7.1.6.5. Toilets Data Source (neufert)

DESIGN REQUIREMENTS

JAS MC 98/5/42

Program , Standards and design guidelines 80

3.60

80

1.6

8.4

cubpoards

7.1.18. researchand center: 8.3 . standards design guidlines 8.3.1 research labs are different center in spaces and relations the design labs areand different in of each lab depends on the lab type that spaces and and wanted to be relations built at which the educational developmental the design of each lab lab must include experiment spaces depends thedifferent lab type and officeson with other spaces as indicated in figures that wanted to be built at which to achieve the function of atthewhich the educational lab the structure systems for educational experiment labs developmental lab must prefered to be steel structures to include experiment have spaces in the ceiling for the ducts and thewith heavy spaces andhandle offices equipments . and the spaces different otherwith spaces as should integrated each others to achieve the functions at with the indicated in figures all structure systems and space which to achieve the function of the lab the structure systems for educational experiment labs prefered to be steel structures to have spaces in the ceiling for the ducts and handle the heavy equipments . and the spaces should storage integrated with each others to achieve the functions with the all structure systems and lobby spaces Figure 8.3.3.2 , research lab ( neufert , third edition )

24 seats

Figure 8.3.1 ,educational developmental lab, ( neufert 3rd edition ).

Parapeto de 1.00m de altura

Parapeto de 1.00m de altura

Parapeto de 1.00m de altura

0.902

0.902

0.902

0.902

N.P.T+ .0.17

V13 0.70 0.90 5.37

N.P.T+ .0.17

OFICINA02

V10 0.17

V10 0.17

0.60 5.87

0.60 5.87

N.P.T+ .0.17

P07

P07

P07

0.90 2.10

0.90 2.10

0.90 2.10

P07 0.90 2.10

N.P.T+ .0.17

N.P.T+ .0.17

V12 0.90 2.63

1.20

N.P.T+ .0.17

N.P.T+ .0.17

P06 1.80 2.10

N.P.T+ .0.17

V11 0.90

P04

P04

2.60 1.20

0.90 2.10

0.90 2.10

V08 0.70 0.90 5.35

V11 0.90

P06

2.60 1.20

1.80 2.10

V11 0.90 2.60 1.20

39 38 37 36

19

V09 0.70

35

20

0.60 4.54

34

21

Vacio

33

22

32

23

31

24

30

25

29

26

28

27

V14 0.90 2.47

N.P.T+ .0.17

N.P.T+ .0.17

P07

P07

P07

P07

0.90 2.10

0.90 2.10

0.90 2.10

0.90 2.10

1.20

N.P.T+ .0.17

V13 0.70 V01 0.73

0.90 5.37

0.90 5.95

N.P.T+ .0.17

0.902

0.902

0.902 N.P.T+ .0.17

0.902 N.P.T+ .0.17

Figure 8.3.2 , educational lab .( david mesa 2012)

working space

entrance

stairs

experiment space

Figure 8.3.3 , lab schools spaces .( david mesa 2012)

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

GSPublisherVersion 0.0.100.100

research center

201

217

BACKGROUND INFO

JAS MC 98/5/42

7.1.11. The Amphitheater : This form of gathering place provides seating capacity and stage area for shows and entertainment for guests and campers.It should be located on a gradual slope with an attractive stage background.Preferably,it should be within easy walking distance of the parking lot,and although not completely isolated from camping structures and program areas such facilities should not be visible behind the stage.

An adequate degree of buffer area from conflicting activities can be achieved by providing a minimum of one acre for installation of the amphitheater.vvvvv

7.1.12. Recommendations : Stage recommendations:

6.10

3.66

7.32

1.83

1.37

1- 7.3 x 3.6 2- approx. 5 above grade 3- handrail along rear and sides of stage 4- optional stage materials: concrete sonatube wood decking quarry finds composite material

1.22

2

1.22

1.2

Fig. 7.1.11.1. library standards Data Source (designdevelop)

Site Plan

Seating recommendations:

1- locate first row 20’ from stage 2- 1.2 between rows 3- 5 from grade to top of bench 4. three sections with two aisles 4- 1.6 to 1.8 aisle width 5- each bench section constructed in multiples of 5.5 lengths 6- optional bench materials: concrete wood stone composite material

0.40

Sound recommendations:

1.20

1.20

5.99

1- construct sound/av room with substantial material such as masonry or stone. substantial wood frame construction only to comply with applicable building codes.

2- sound enhancing system 3- install conduit between sound/av room and stage

Fig. 7.1.12.1. library standards Data Source (designdevelop)

Section

Fire ring recommendations:

1- metal or other non-combustible material 2- minimum of one fire ring 3- remove all trees within 6 of fire ring

218

BACKGROUND INFO

JAS MC 98/5/42

7.1.13. Multimedia room : Wall Speakers Program Playback

8.5

3.7

Projector

Screen

Projector location: The center of the lens shall be exact height of the top of white projection area of the screen and perpendicular to the center of the screen.

3.3

1 1.5

2.7

Section

Figure 7.1.13.1 , research lab ( neufert , third edition ) 8.5

2.7 1

1

Wall speakers program playback

1

3.5 8

45

O

Celing SPKRS for speech Reinforc

Projector

screen 2.5

1.5

Screen diminsion

7.5

Figure 7.1.13.2 , research lab ( lsu.edu )

screen size

Plan

219

BACKGROUND INFO

JAS MC 98/5/42

7.1.15. Multipurpose Hall :

2

4.5

2.74

37.34

2.74

7.3

7.3

7.3

7.3

7.3

7.3

Section

2.74

18.67

Figure 7.1.15.1. , research lab ( neufert , third edition )

220

18.67

2.74

longitudinal view

BACKGROUND INFO

JAS MC 98/5/42

7.1.17. Multipurpose Hall :

Functional diagram of a vMultipurpose Hall

Main access from building

Store 1 Spectator gallery (optional)

Movable stage

Store 2

Store 3

Teacher’s preparation

WC

Kitchenette

Foyer / entrance hall

Canopy/ Veranda

Figure 7.1.17.1. ,MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY (REPUBLIKA E KOSOVES)

Main access from site

221

BACKGROUND INFO

JAS MC 98/5/42

7.1.16. Workshop :

Section 70

Figure 7.1.16.1. , research lab ( neufert , third edition )

222

50

140

Plan

Program , StandardsDESIGN and design guidelines REQUIREMENTS

JAS MC 98/5/42

7.1.19. research center: structure system for the educational lab will be steel structure at which it varies in types and spans each type is used according to the design of the lab and the equipments will be inside this lab

span from 18-36 m

span 36-72m

span 12- 24 m

span 12-24m

span from 18-36 m

span 18-36m

span 18m-36m

Figure 8.3.4 , steel structure types .( neufert , third edition)

223 Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

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research center 202

DESIGN REQUIREMENTS

JAS MC 98/5/42

7.1.20. research center:

8.3.3 research center

which equal 1.5 per number of users. the structure used will paneled beam according to the spasce of the room within 8m to 12 cm Figure 8.5.3.1, surveillance room , ( Noel kebler , 2017)

Program , Standards and design guidelines

display room

5.313

2.214

behavior surveillance room behavior surveillance consists of many spaces room consists of many manger , watching space , spacesroom and stuff with control mangerand , watching entrance services and its area depends on the number space , control room ofand usersstuff at which equal 1.5 per with entrance number of users. the structure and services and its used will paneled beam area depends the of according to theonspasce number of users the room within 8mat to 12 cm

media room

stuff room

stuff room

Figure 8.3.5 ,behavior surveillance room , (Noel Kebler , 2017).

services

watching room

entrance

workers spaces stuff space

4.5m

12m

Figure 8.3.6 , spaces of prevalliance room,(RCR Arquitectes 2017)

12 m

figure 8.3.6 , paneled beam , ( Neufert third edition )

8m figure 8.3.6 , paneled beam , ( Neufert third edition )

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

GSPublisherVersion 0.0.100.100

224

research center

203

Program , StandardsDESIGN and design guidelines REQUIREMENTS

JAS MC 98/5/42

7.1.21. research center

information analysis room is the space for gathering information about the kids conditions and the surroundings enviroment . the room space consits of entrance , manager room and information gathering spaces . the area depends on the number of users at which 1.5 per number of users the structure system varies between paneled and steel structure depends on the room design

analysis space stuff room Figure 8.3.7 information analysis room , ( Noel Kebler , 2017)

manager space

entrance

span 36-72m

span from 18-36 m

information gathering space

stuff space

Figure 8.3.8 information analysis room , ( Noel Kebler , 2017) span 12- 24 m

span 12-24m

span 18-36m

span 18m-36m

Figure 8.3.10 , steel structure types .( neufert , third edition) 8m figure 8.3.9 , paneled beam , ( Neufert third edition )

Figure 8.3.7.1 , information analysis space ( Noel Kebler , 2017) Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

GSPublisherVersion 0.0.100.100

figure 8.3.11 , paneled beam , ( Neufert third edition )

Figure 8.3.11.1, paneled beam 3d view , ( neufert , 3rd edition )

research center 204

225

DESIGN REQUIREMENTS

JAS MC 98/5/42

7.1.22. research center

blisherVersion 0.0.100.100

3.5 m 4.5m

space for imagination support

4.5m

5.5m

the imagination room important to the autistm patient at which it suports the mental function af the patient . some designs it consists of the man space of the imagination support and some designs it consists of the imagination space and with stuff room and supervisor room . the structure system depends on the design of the main building but the paneled beam is prefered to be the main structure of it . in big building the steel structure will be used as shown in figures

stuff room

space for imagination support

supervisor room

Figure 8.3.12 , imagination room , (Noel Kebler 2017)

stuff space

supervisor space space for imagination support

Figure 8.3.13 , imagination room , (Noel Kebler 2017)

8m figure 8.3.11 , paneled beam , ( Neufert third edition )

Figure 8.3.12.1 , imagination room , (Noel Kebler , 2017)

figure 8.3.9 , paneled beam , ( Neufert third edition )

span from 18-36 m

span from 18-36 m Figure 8.3.10 , steel structure types .( neufert , third edition)

226

6 research center ping 7.1.23. servalliance room its research center sleepingpart servalliance room its mportant for the an important part for the autism sm center for providing center for providing staying at ing atthethe center much center as muchas as possible to increase the healingthe chance ossible to increase . the room for high function ling chance . theof room for patients consits the main entrance , and closet only but for function patients consits the other patients it must include he main entrance , and the supervisor space to watch et only but fornight the. the other them during area of room is different according to ents itthemust include the the number of the users at which ervisor1.5m2 space tonumber watch for each of users and it consits bedarea or more m during nightof .one the according to the number of users he room is different . for the structure system aother structcture cannumber be used depends ording to the of design of the main building users on atthewhich 1.5m2 for h number of users and it sits of one bed or more ording to the number of s . for the structure system her structcture can be d depends on the design he main building

Program , Standards and design DESIGN guidelines REQUIREMENTS

JAS MC 98/5/42

75

75

75

Figure 8.3.13.1 , sleeping rooms arrangements , (Noel kebler , 2017)

2.00

75

75

1

60

1

supervisor room

2

2

1

60

1

60

2.00

60

75

Figure 8.3.12 ,sleeping serveillance room , ( Neufert 3rd edition )

Figure 8.3.13 ,sleeping serveillance room , ( Neufert 3rd edition )

sleeping space

entrance

closet

supervisor space

Figure 8.3.14 ,sleeping serveillance room spaces , ( Neufert 3rd edition )

figure 8.3.15 , paneled beam , ( Neufert third edition )

8m

Figure 8.3.13.2, sleeping beds dimensions , (neufert , third edition )

figure 8.3.16 , paneled beam , ( Neufert third edition )

227

DESIGN REQUIREMENTS

JAS MC 98/5/42

Program , Standards and design guidelines

7.1.24. research center

labs are important spaces for the autism center at which its used for experiments for new medicines and techniques used for treatment of the autism and it has different spaces and areas according to the function of the lab at which it consists of entrance , experiamental spaces , storage , analytical spaces and storage with a space for the management . the structure system prefered to be steel structure to handle with the medical equipments and labs special needs according to the main design of the main building

1.6

80

Figure 8.3.17 , lab , ( Neufert third edition )

storage

patient and analytical spaces

entrance

storage

experiments space

laboratory

analytical space

patients space

writing space

equipments space

Figure 8.3.17 , lab spaces , ( Neufert third edition)

Figure 8.3.18, labs, (Noel Kebler 2012)

span from 18-36 m

span 36-72m

span 12- 24 m

Figure 8.3.17.1, lab , ( Neufert , third edition )

span 12-24m

span from 18-36 m

span 18-36m

span 18m-36m

Figure 8.3.19 , steel structure types .( neufert , third edition)

rnst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford rookes University .

PublisherVersion 0.0.100.100

80

228

research center

207

DESIGN REQUIREMENTS

JAS MC 98/5/42

7.1.25. research center Program , Standards and design guidelines storage

4.235

stuff

pharmacy laboratory space

375

lab

lab

375

11.205

measuring and weighting

genetics labs are for treating the patient genetics as its important for the autism center , however the spaces are different from lab to another according to the use of the lab and users as its mentioned in figures . the lab consists of storage , pharmacy , lab space and stuff room . the structure will be steel structure to handle with the lab requirments . the area of the lab depends on 1.5 m2 for each person inside the lab space

Figure 8.3.20 , genitics lab , ( Neufert third edition )

stuff room

pharmacy

Figure 8.3.20.1, genitics lab devisions , ( Neufert , third edition ) lab space entrance

storage

Figure 8.3.20 , genitics lab spaces , ( Neufert third edition )

span 36-72m

span from 18-36 m

span 12-24m

span 12- 24 m

span 18m-36m

span 18-36m

Figure 8.3.21, steel structure types .( neufert , third edition)

229 Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

research center

208

8.3.9 research center services spacescenter: like 7.1.26. research services spaces bathrooms and like bathrooms and kitchens kitchens are variable are variable from one use from one use to to another according to another according the nummber of usesrsto has of different the.kitchen nummber layouts accourding to the usesrs .kitchen has design for the kitchen and different layouts the number of users the accourding todepends the structure system design the kitchen on the for all structure of the building the prefered and the but number of structure is the paneled users the structure baeam as it suitable system depends on with the space function the all structure of the building but the prefered structure is the paneled baeam as it suitable with the space function

DESIGN REQUIREMENTS Program , Standards and design guidelines

JAS MC 98/5/42

150

165

1.3M

85

servery 2.3M

5.00

servery servery

5.00 5.00

Figure 8.3.22 , services , ( Neufert third edition )

8m figure 8.3.11 , paneled beam , ( Neufert third edition )

Figure 8.3.22.1 , services layout , ( Noel Kebler , 2017)

230

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

GSPublisherVersion 0.0.100.100

figure 8.3.9 , paneled beam , ( Neufert third edition )

figure 8.3.23 , paneled beam , ( Neufert third edition )

research center

209

DESIGN REQUIREMENTS Program , Standards and design guidelines

JAS MC 98/5/42

7.1.27. research center

the research center is for gathering information and analyze it to treat the autism on a scientific base do its an important part inside the center at which in consists of entrance , services , conference room , manager room , information disk and utility space with storage . the structure system preferd to be steel sttructure to make open spaces as posiible . the area depends on the tergeted users and workers

MANAGER ROOM

ASSISTANT ROOM ART GALLERY

CONFERENCE ROOM

RECEPTION UTILITY ROOM STORE ROOM

WAITING AREA

AUDIO VISUAL ROOM

INFORMATION DESK

Figure 8.4.1 , information center , ( Alvaro siza 2018)

gallery conferen ce room

manger office

entrance

utility room

informatio n desk

Figure 8.4.1.2 , information center components , ( Alvaro Siza , 2018 )

services

Figure 8.4.2 , information center spaces , ( Alvaro siza 2018)

span 36-72m

span from 18-36 m

span 12-24m

span 12- 24 m

span 18m-36m

span 18-36m

Figure 8.4.3 steel structure types .( neufert , third edition)

rnst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford rookes University .

PublisherVersion 0.0.100.100

TOILET

231 entrance

210

lobby and foyer different in ces and areas 7.1.28. research center ording to the use the lobby and foyer are different in spaces and and areas he lobby theaccording to the use of the lobby and the structure on the cturedepends depends on main building structure like steel or paneled beams . main building cture like steel or eled beams .

corridor 3.00

DESIGN REQUIREMENTS

JAS MC 98/5/42

at least 2.25 m

Program , Standards and design guidelines 3.5-4.00

main lobby

services lobby working , medical lobby

Figure 8.4.2 lobby standards , ( neufert third edition ) corridor 3.00

space foyer

at least 2.25 m 3.5-4.00

main lobby

services lobby working , medical lobby

Figure 8.4.2 lobby standards , ( neufert third edition )

space foyer

entrance foyer

entrance foyer

Figure 8.4.4 , foyer ,(Neufert third edition ) Figure 8.4.4.1 , paneled beam , ( Neufert 3rd ed

Figure 8.4.4 , foyer ,(Neufert third edition )

span 36-72m

span from 18-36 m

span 36-72m

span 12- 24 m

span from 18-36 m

span 12- 24 m

span 12-24m

span 18m-36m

span 12-24m

span 18-36m

span 18-36m

span 18m-36m

Figure 8.4.3 steel structure types .( neufert , third edition) Figure 8.4.3 steel structure types .( neufert , third edition)

3 research center

8.4.3 research center

building should the building should include security against every thing like udeelements security fulgares , fire and every danger around with respect the alll ments against every elements around as in figure 8.4.5 ng like fulgares , fire d every danger und with respect the elements around as 232 gure 8.4.5 Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

GSPublisherVersion 0.0.100.100

left emergency call

left emergency call

fire alarm system

fire alarm system remote control system

attack emergency call

attack emergency call

goods protection system remote control system

goods protection system

video monitoring system access control system

Figure 8.4.5 , security ,( nefuret third edition ) video monitoring system access control system

Figure 8.4.5 , security ,( nefuret third edition )

entrance

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7.1.29. research center plaza has different shapes like in figure 8.4.6 according to the masses shapes and its working as a node or gatering points for people as its important for making activities in outdoor . the plaza need shading devices specially light structure to prevent sun heat and provide the suitable climate for the users as identified in figure 8.4.7

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SUSTAINABILITY

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8.0 Sustainability - Definition: Sustainable development is utilizing the available assets to meet human needs, without jeopardizing the chance of the future generations to meet their own.

- “Defined in many aspects“ “ability to support” and “ability to resist”.

- Traditionally, the sustainable paradigm focuses on three main pillars which are: Environmental Sustainability

Economical Sustainability

Social Sustainability

8.1. Environmental Sustainability - Definition: Environmental sustainability is responsibly interacting with the planet to maintain natural resources and avoid jeopardizing the ability for future generations to meet their needs. we consume natural resources at a reasonable cost, these resources may be energy fuels, soil, water, wind ... etc. It is a must, to put into consideration the amount of materials used and the possible damage that may occur when mining these materials. Sustainability of the environment should not be confused with total sustainability; This sustainability must also be balanced with the economic and social balance.

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Environmental Sustainability Made By Recycling content

Regional Manufacturing

Water Conservation

Recyclable at end of life

Energy efficient

Improves indoor air quality

Architecture Definitions: Utilizing design methods, building materials, energy and development spaces that aren’t detrimental to the surrounding ecosystem or communities, to ensure the environmental sustainable development of the community.

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Environmental sustainable Example: Utilizing design methods, building materials, energy and development spaces that aren’t detrimental to the surrounding ecosystem or communities, to ensure the environmental sustainable development of the community.

UK (United Kingdom) - the development of alternative fuel from processed food waste and other waste materials.

Fig 8.1.1. Data source google.com (Illustrated by authours,2021)

In London, The John Lewis Partnership will phase out all diesel-powered heavy trucks into Biomethane gas, which is derived from organic waste, such as food waste, treated in an anaerobic digester.

Fig 8.1.2. Data source google.com (Illustrated by authours,2021)

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Objective: - Reduce carbon dioxide emissions by more than 80% and save more than 49,000 tonnes of CO2 annually- equivalent to the carbon footprint produced by over 6,000 UK households.

- Guarantee a renewable energy source, produced solely from food waste and other waste materials. As biomethane is cheaper than conventional sources, has lower operating costs than non-renewable equivalents.

To stop using fossil fuels across John Lewis’s entire transport fleet by 2030.

- Achieve net-zero carbon across its entire operations by 2050.

Summary: - Supermarket chain, Waitrose, has launched a new fleet of gas-powered trucks which is less polluting and more fuel efficient than conventional diesel trucks.

- John Lewis’s renewable energy source of biomethane will deliver significant environmental and operational benefits. As it is derived from organic waste, such as food waste, treated in an anaerobic digester – where microbes break down the organic matter in the absence of oxygen to produce biogas, which is then cleaned and converted to biomethane. This form of fuel has no negative impact on the environment.

- Biomethane gas trucks are also quieter, decreasing noise pollution, and they are more suitable for urban deliveries than diesel alternatives.

Results: - The trucks are 50% more expensive than those running on diesel, but the company repaid the extra costs with fuel savings of £15,000 to £20,000 a year - The use of renewable biomethane CNG reduced the greenhouse gas (GHG) emission by up to 80% compared to non-renewable gasoline.

- Biomethane delivered significant environmental and operational benefits.

It’s much cleaner and quieter than diesel, and can run five gas trucks for the same emissions as one diesel lorry.

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8.2. ECONOMIC SUSTAINABILITY: Definition: Economic sustainability is an integrated part of sustainability and means that we must use, safeguard and sustain the finite natural resources we have (human and material) so that future generations too can cater to their needs, to create long-term sustainable values by optimal use, recovery and recycling.

How can we achieve economic sustainability?

By conserving the finite natural resources we have for future generations. We must live on the “returns” of the Earth’s natural resources rather than consuming them.

Long-term economic sustainability concerns the present and future value of natural resources, like drinking water, as well as products, investments, consumption, markets and the global economy.

Some Economical Themes -in General-: Economic Development.

Community Economic Development.

Labour Market Development.

Infrastructure.

Industry.

Economic sustainability applications in Architecture: Economical Sustainability can be achieved through u ban planning, architectural designs and elements following four main components: Long-range planning - Cost savings - Research and development spending - Cost of living - According to Courtnell, J. (2019) “Sustainability does not come until social and environmental interactions are considered along with the economic.” Economic sustainability is concerned with actions and issues that affect how people and organizations meet their basic needs, evolve and define economic success and growth”.

For instance, economic sustainability assesses various plans.

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CURRENT CONDITION Best Financial Value

Economic sustainability various plans for

assesses

Economical sustainability achievement:

Maintenance

Expacted Life Span

Student Centre in University Collage London (UCL). .

Brief about the Project:

The new Student Centre is located in University College London, setting a benchmark of excellence.

The building provides a progressive and flexible environment for students, supporting their needs and learning in the heart of the campus. It has been designed to achieve exemplary sustainability targets.

The building consist of four storey buildings above ground plus two basement levels, student workspace occupies the largest portion of the new building’s area.

A rich variety of learning and work environments has been provided. The spaces vary in character and size, creating different types of individual study and group collaboration settings, as well as more social learning areas. Spaces and furniture solutions have been designed to be flexible and adaptable to suit changing needs

Fig 8.2.1. Data source Archdaily (Illustrated by authours,2021)

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Fig 8.2.2. Data source Archdaily (Illustrated by authours,2021)

1 Quiet study room 2 Informal ‘social’ study space open to atrium 3 Drop-in computer stations 4 Cosy alcoves 5 Exposed brickwork to core walls

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6 Timber cabins – Open/glazed ends – Meeting rooms – Group work – Resource area 7 Long room – Quiet individual study space – Simple table arrangement 8 Views out to Gordon Square

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Conclusion : This Project achieves the three main pillars of sustainability. Economically, High-quality, durable materials have been chosen throughout and transparency and daylight characterize the new building. Internally, creamy colored concrete is left exposed, its mass contributing to the thermal stability of the building. Embedded pipes set within the concrete slabs connect to boreholes beneath the basement to provide free cooling as part of the low-energy, mixed-mode strategy.

The use of these specific materials and elements was key to minimize the overall cost and the operating expense of the building. In addition, the flexibility in design and long-term planning also contributed in making the building overall economical sustainable building.

Fig 8.2.3. Data source Archdaily (Illustrated by authours,2021)

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8.3. SOCIAL SUSTAINABILITY: Definition: Social sustainability can be defined as specifying and managing both positive and negative impacts of systems, or organizations on people and social life Social Sustainability include but not limited to; health and social equity, human rights, labor rights, practices and decent working conditions, social responsibility and justice, community development and well-being, product responsibility, community resilience, and cultural competence. (Şebnem Yılmaz Balaman, 2019) Social sustainability specefies and manages both positive and negative impacts of sustems, or organization on people and social life. It’s a process that relay on creating sustainable, successful place That promote social integration and well being of individuals by analysing and understanding what people need from the place they work or live in.

Social Sustainability include but not limited to: health and social equity, human rights, labour rights, housing, practices and decent working conditions, social responsibility and justice, community development and well-being, product responsibility, community resilience, and cultural competence.

Social Sustainability indicator: Provision of and access to service.

Green design features.

Proximity to business and employment.

Cultural activities.

Community involvement.

Moreover, according to a study made by Social Life/Berkley Group (2013), on how to sustainably design for a community, it suggested a framework consisting of four main elements, that are essential for building new sustainable, long-term, successful communities.

These four elements are: 1) Amenities and Infrastructure 2) Flexibility and Space to Grow 3) Social and Cultural Life 4) Voice and Influence

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Fig 8.3.1. (Authours,2021)

Organizations that are involved in achieving social sustainability: Community Local Government Federal Government Non-Governmental Organizations (NGOs)

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Social sustainability is an overall integrative project, where all planners, governments, developers, and architects should work hand in hand to achieve it Putting in mind who will be integrated in this project and how would this integration affect the outcome that has to meet the community expectations in addition to how the community can also contribute. Also, the work of architects and their influence should not be underestimated in the process of urban development by engaging people of all ages and races to allow every participant to have his voice reach.

Social sustainable Example: Example from a Sweden firm that illustrate social sustainbility and community integration

Fig 8.3.2. Data source Archdaily (Illustrated by authours,2021)

There are many factors involved in the projects that Liljewall architecture firm design, all with different possibilities to contribute to the design.

Client can either have explicit requirements or architect can freely develop the design, both ways, the design is evolved in collaboration between client and architect. Governmental requirements and politics can be factors that affect the project.

The main objectives with partnering are to share the economics, the goals and the organisation, in order to create a socially sustainable community.

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How to Link Sustainability Pillars to Our Project:

Environmental Pillar of Sustainability Environmental sustainability can be achieved in this project by various methods, as using recyclable materials, constructing with nature-friendly building materials, or even by simply orienting the building towards strategic directions to minimize the energy used. These simple methods, can create an overall energy efficient, environmental friendly, green building.

Economical Pillar of Sustainability Economical sustainability mainly depends on the used technology in buildings, where it may have a higher initial cost in the beginning, but it has many economic benefits on the long run. For instance, implementation of technological elements that saves electricity, or even generating it. Flexible planning and design with sufficient calculation of project’s running expense can eventually save huge operation costs which also eventually lead to an economical sustainable building.

Social Pillar of Sustainability Social sustainability can be achieved in our project by finding methods to integrate users with the building elements, for instance, by implementing gathering zones as a social participation approach, or even by social activities where users can feel integrative with each other. These approaches can be held in vacant areas or unused spaces between masses to maximum every element exist in the design.

Fig 8.3.2. Data source Painterest (Illustrated by authours,2021)

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SPATIAL PROPHYLAXIS

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9.0. Spatial Prophylaxis The outbreak of COVID-19 in early 2020 had caused major changes in our lives, most importantly in keeping social distance. Since then, architects have put forward proposals for the social use of spaces. The term prophylaxis, originally a medical term that refers to a series of actions taken to prevent further spread of diseases, has gained a significant attention within the field of architecture and planning. COVID-19 calls for a prophylactic design to make users more comfortable in different spaces without having to worry about catching the virus. Prophylactic designs and post pandemic adaptation has become the new trend to enhance safety for users in indoor and outdoor spaces. Autistic users are not aware of the consequences that are accompanied by the pandemic ;hence, design considerations should be made to adapt in terms of their sensory spatial experience. Most of the autistic users detest physical touch (hyper) thus, they translate that in personal space. Other autistic users lack tactile sense (hypo) which arisen their need to be touched and touch things continuously with no recognition of the touched source. In conclusion, prophylactic design criteria should be applied to full fill the needs of different types of users while providing autonomous proposals as strategies to be implemented.

9.1. Proposed Strategies For Applying Prophylaxis In Our Project Typology Hypersensitive autistic children already detest any physical touch so they keep their social distancing by default.

Placing fixed furniture in outer spaces with respect to social distancing post pandemic grid (2m).

Fig.9.1.1 Sketch to fixed furniture (By Authors, 2021)

Outdoor extension to indoor spaces which keeps visual connection to the surroundings.

Fig.9.1.2 Sketch to indoor extension (By Authors, 2021)

Spatial Prophylaxis

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App-activated door locks. No handles.

Fig.9.1.3 Sketch to app- activated door locks.(By Authors, 2021)

Glazed partitions or small outdoor greenhouses that hosts two-three people maximum.

Fig.9.1.4 Sketch to glazed partitions (By Authors, 2021)

Directing the children visually through floor patterns to keep social distance.

Fig.9.1.5 Sketch to floor patterns (By Authors, 2021)

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INDIVIDUAL WORK

A 01

AHMED ESSAM

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9.1.1 Mission Statement: Creating a design that helps youth to innovate and develop their skills to integrate later on with the community. The aim is to help autistic people adapt and integrate within the surroundings, and to provide a set of convenient solutions to meet their needs.

“It’s easier to build strong children than to repair broken men” F. Douglass (1820)

Because, Abilities Outweigh Disabilities.

Fig. 9.1.1.0 (Author, 2021)

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9.1.2 Objectives and Keywords: Filtration Separate youth from the negative distraction coming from the outer environment and exposing them more to the positive aspects of the surroundings Serenity Provide them with the needed serenity and quietness by implementing buffer zones around key functions that requires occupants to be not distracted when performing their activities Socialization Specializing a space for developing their social interaction by implementing a centralized pavilion where children can gather around and exercise their developed social skills Education and Development Provide youth with behavioral therapy and speech language pedagogy

9.1.3.1 Concept I: Paradoxical Architecture “The built environments we occupy often compound the everyday challenges our aconditions present” - Stuart Shell, Building Scientist and Architect at BranchPattern.

The Creation of Simple, yet Intriguing Architecture.

Fig. 9.1.3.1 illustrated by (Author, 2021)

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9.1.3.2 Concept Statement: Paradoxical Architecture

Creating diversified paradox design through an introverted centralized space, that gives an intimate feeling to the users while highlighting a main spine that encourages the extrorevtism, to allow engagement with the community This approach aims to emphasize the uniqueness of the users within this created community

Fig. 9.1.3.2 (Author, 2021)

Fig. 9.1.3.3 (Author, 2021)

Fig. 9.1.3.4 Archdaily, illustrated by (Author, 2021)

The aim is to create a minimalistic, compartmentalized form that consist of one main spine with an intimate closure to give a safe feeling for the occupants while also create sense of privacy but with no isolation.

“A paradox is not a conflict within reality. It is a conflict between reality and your feeling of what reality should be like.” — Richard Feynman

Conception vs. Perception This approach seeks the “Ideal space” that is created by mental and sensual development rather than “Real Space” which is only generated from social habits and norms and can be greatly improved.

Fig. 9.1.3.5 (Zeynepcinar, 2019)

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9.1.3.3 Concept II: Social Sensory Architecture “The root of Autism challenges lays in the sensory inputs” M. Mostafa (2016) As the children with ASD are vulnerable to the slightest of things, their mental state is our vital priority. Social Sensory describes the fact that sensory stimuli can arouse pleasant or unpleasant sensations according to the internal state of a person.

I.E This approach consider providing design for people to exercise their executive functioning skills, and to create more opportunities for pleasure in this built environment.

Concerned with the wellbeing of physical and mental state.

Fig. 9.1.3.6 (Author, 2021)

Fig. 9.1.3.7 (Archdaily, 2018)

Fig. 9.1.3.8 (Author, 2021)

Fig. 9.1.3.9 (Author, 2021)

Fig. 9.1.3.10 (Archdaily, 2016)

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9.2.3.4 Concept III: Comprehensive Habituation People with ASD have different reaction to specific or certain type of stimuli than normotypical people, without problem, seem to do.

Habituation is a process by which, the reponse of people in general is less and less intense, when faced with a repeated stimulus. It is considered the most primitive form of learning, where the body -and its senses- “learns” and “remembers”.

Crows Present in Corn Field

Introduction of Scarecrow

Prolonged exposure to scarecrow Fig. 9.1.3.11 (mappingignorance, 2016)

This approach consider applying predictability to the overall design for the inside users to exercise their executive functioning skills, without arousing any unwanted sensations, that would have negative impact on people with ASD. this approch can be implemented by using multiple compartmentlized form on a linear spine that act as transition zone to deliver users from one space into the other

Fig. 9.1.3.12 (Author, 2021)

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9.1.3.5 Technological Studies Tactile Architecture Tactile Architecture for Autism Environment, the proposed structure is a pavilion, tent-like structure, made of stretched tensile fabric over rods in order to create an immersive environment for children with ASD. This structure responds to physical touches by triggering sounds, then a 2D imagery projects onto the surface of the fabric similar to on a electronic screen.

This technology addresses a common issue among children with ASD which is adjusting the right amount of force applied at a specific moment.

Emotional Mapping Emotional Mapping is a device that is placed on user’s head and connected to an administrative data center, to measure his/her excitement levels when passing through different parts of the project, to determine how he/she feels about or interact with this specific part.

The data recorded is analysised in real time to determine what individuals feel about being in specific space, so that administrators can intervene in required critical situations.

Automated Curtain Wall Vital sensory elements as natural air or sun needed to be felt by individuals everywhere in the project, thus, technological curtain wall allows for smooth movement of air indoor, with natural odors to be felt and smelt inside.

Kinetic Facade Kinetic facade is a widely used architectural element that satisfies the pillars of sustainability by allowing the passage of only the needed amount of sunlight that is vital for every human being not only children with ASD. This technology is also used for economical purposes to limit the bills payed for cooling the space resulted from overheating due to thermal exposure.

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AHMED ZAKI

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Be In My World Mission

In The One Of Most Important Cities In Upper Egypt, Minya. Respecting The Difficulty In Culture, Customs And Traditions, Besides It Is The Capital Of Upper Egypt, The Most Populated City. The Mission Is To Create An Revolutionary Autism Rehabilitation Centre By Using Autonomy Approach Consider It As A Hub For Autistic People In Egypt And World.

Objectives Evoking Kenneth Frampton’s Say: “Think Globally Act Locally” Taking Into Consideration The Sensitivity Of The Users, There Is More Than One Goal Planned To Be Achieved In A Different Aspects Or Dimensions

Cultural

Upper Egypt Have Very Difficult Culture Specially Those Including The Mixed Interaction Between Boys And Girls The Project Aim To Respect This Culture And Achieve All Social Need Without Any Detracting Of Main Function

Psychological

The Project Focuses In One Certain Point That The Autistic People Is Not Less Than The Others They Are Different. So, The Project Aim To Treats Misconceptions And Strengthens Users’ Mental Health

Economical

The Project Will Link Old And New Minya. Also, Will Be A Landmark For Minya Beside It Will Rebranding Minya As A City Concerned With Mental Health

Inventive

Creating New Method Of Treatment For Autistic People

Sustainable

The Project Aim To Achieve Social And Environmental Sustainability Social

By Breaking The Barrier Between The Autistic And The Others Environmental

By Net Zero Building And Got A High Mark In Evaluation

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Concept 1 TIME SPACE EXISTENCE

Existence is an attitude of emotions

fig 1.1 concept 1time space existence ( authors, 2021 )

creation of architecture is creating moods and feelings . while deailing with sencetive users as autistic people deailing with light is control all feelings

Why visual dimension ( light ) ?

6 out of 7 from aspectss can be measured by visual connection in addition to light, wayfinding ,and material .

Almost all of our desing issue is strongly related to visual and space use connectivity .

“All material in nature, the mountains and the streams and the air and we, are made of Light which has been spent, and this crumpled mass called material casts a shadow, and the shadow belongs to Light.”

(Louis Kahn). .

fig 1.3 Louis Kahn ( graphcommons, 2017 ) fig 1.2 concept digram ( authors, 2021 )

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Concept 2 Freedom path

fig 2.1 concept 2 freedom path ( authors, 2021 )

Treatment Path autistic people like circular shapes becase it have no end. they have a desire not to stand, so the inspiration comes from there own need the path is always contonous have no end also the path have a tranition spaces and so they can get a rest whenever they wants X-Space ( INCEPTION ROOM ) this room can be named as undirect treatment room the needed idea can be incepted in actions or pattern events which can change the bad behavior. this can be by hologram or AR tech.

fig 2.2 concept digram ( authors, 2021 )

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Concept 3 Coexistence Phases

fig 3.1 concept 3 Coexistence Phases ( authors, 2021 )

Coexistence Phases Form Follows Function Form Follows User the mass will represent the chaos and disorder in the beginig and represent geomtry and order in the end as it the Stages of treatment the autistic people HYPER AND HYPO adaptation for every use also it can representthe level of coexistence that the autistic reach

fig 3.3 sketch shows the chaos in mass articulation ( google, 2017)

fig 3.2 concept digram ( authors, 2021 )

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Program Research Center

Psychiatric Treatment Music room

Security

foyer

Lobby

genetics laboratories

plaza

services

services

Dorms Services

information center

labs

sleep surveillance room

Art room

Entrance Zone

imagination room

information analysis room

Psychiatric treatment rooms Sensory room hydrotherapy rooms

behavior surveillance room

educational development lab

Administration

HUB

HUB

Rooms

HR Classrooms ( hypersensitive) Services

Library

sensory integration craft rooms

Awareness and Guidance

MPU

Educational

amphitheatre

Services

Gallery

MPU

1- Psychiatric treatment 2- Research center 3- Dorms 4- Educational 5- Recreational 6- Awareness and guidance 7- Administration 8- Entrance Zone

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conference room

meeting room

workshops Multimedia room

Recreational

Zones:

managers for each zone Services

Classrooms (hyposensitive)

teachers room

sectary room

meeting room

Supervisor rooms Nurses room

Manager

offices

training room

recruitment center

offices

services

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Technological Study Alegre Design – Architectural, a second skin of graphene “Alegre Design for Graphenglass, enable buildings to be dressed with a flexible made-tomeasure suit based on a ventilated façade that is able to limit the impact of temperatures and reduce the sensation of heat or cold indoors”

Architectural Experiences “Happen Within A Continuous Mixture Of Visual And Tactile Perceptions. Understanding How Such Combinations Influence Our Ways Through The Architectural Space Is The First Step To The Development Of A New Type Of Architecture With An Own Language That Manages Both Abstract Perceptions, Visual Forms, And Actual Physical Perceptions.

Tactile Material Shapes In A Way To Make An Interactive Communication Between The Human Skin And The architectural skin” phillip k smith iii lightshadow royalprojects photo lancegerber_yatzer

Augmented Reality (AR) “Augmented reality is the technology that expands our physical world, adding layers of digital information onto it. Unlike Virtual Reality (VR), AR does not create the whole artificial environments to replace real with a virtual one. AR appears in direct view of an existing environment and adds sounds, videos, graphics to it”. fig AR experince photo ( google, 2021)

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AMR GAMAL

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9.3.1. Slogan

Unique Campus, for Unique People.

9.3.2. Mission To create a rehabilitation centre for autistic children and teenagers in Egypt.

Fig. 9.3.2.1 Photo shows autistic child play games (goodnewsnetwork.org 2018.)

9.3.3. Goal To create a unique place for children with ASD where they can discover their potentials and be comfortable in, and to be remarkable and landmark building in the new Minya. This building should respect the users need and Take in consideration their case and way of thinking. Taking in consideration the Autonomy approach.

Fig. 9.3.2.2 Photo shows autistic child play games (goodnewsnetwork.org 2018.)

9.3.4. Objectives 1- Priority for the users and the function 2- Respect the environmental aspects in the design.

3- Take in consideration the site analysis and the culture.

4- Respect the design issues and the theme.

Fig. 9.3.2.3 Photo shows autistic child (goodnewsnetwork. org 2018.)

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9.3.2.1. Concept l : “Coherent divergence” The well interprtation of the surrounding divergent and various community is a vital aspect for architects to design according to communal princinples.

Fig. 9.3.2.1.1Photo collage shows the meaning of diversity in the people . (ageraconsulting, 2017)

Fig. 9.3.2.1.2 Photo collage shows the meaning of diversity in the people . (ageraconsulting, 2017)

While there is diversity in meaning of autism, its diagnose, Its symptoms. This approach reflects this diversity in the building as a philosophical concept.

With confirming the meaning of community that we should make inside the project. In other meaning, there is diversity that led to build our community.

Fig. 9.3.2.1.3Photo collage shows the meaning of diversity in the Buildings . (ageraconsulting, 2017)

This concept emphasizes the autonomous community approach mentioned before .Also, Uniqueness is attained in the diverse elements of space with respect to the surrounding context, taking in consideration the sensitivity of autistic users spatial needs The diversity of space is reflected in 1- Shape 2- Heights 3- Style 4- Design 5- Colour

Fig.9.3.2.3.4. Sketch shows the diversity in the buildings using heights and shapes (Author, 2021).

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9.3.2.2. Concept ll : “Homo-Social Composition” Let the children define the space.

This concept is a reflection to the behaviour of the autistic children and their acceptance to one another in the same space. It’s clear that there is many type of symptoms of autism. Most children with autism have special interests and tend to perseverate on their interests, and most have some challenges with verbal & non-verbal social communication.

Fig. 9.3.2.2.1.Photo shows two autistic children share games (goodnewsnetwork.org 2018.)

Some children that are diagnosed with autism have the same symptoms which makes it easier to connect together, in this case, we will make a space room to them , to allow them to interact and share their interest. The space will change every-time to be able to contain the children inside with their hobbies.

Fig.9.3.2.2.2. Sketch shows the common spaces , (Author, 2021).

Interaction plaza Interaction Rooms

Fig.9.3.2.2.3 Sketch shows the ind. Spaces , (Author, 2021).

Fig. 9.3.2.2.4. Sketch shows the social composition , (Author, 2021).

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9.3.3.3. Concept lll : “Unity” Unity exists when all elements match. Unity can be seen as the single most important goal of any design, to make the whole design more than the sum of its parts.

While there are differences between people with ASD, their symptoms and the way they act, they are all common in the end. They are all unique and talented. They have to be part of the community and participate in the society. All this to create the unity where all autistic people can integrate with the community.

Fig. 9.3.3.3.1Sketch shows the unity between people, (Author, 2021).

The unity should be reflected on the project by make unity between its elements and parts. This unity could be in the articulation of masses, style, colour, compact buildings, and pathway that connect all the project together.

Fig. 9.3.3.3.2Sketch shows the unity between buildings and the pathway that connect all buildings., (Author, 2021).

Fig. 9.3.3.3.3 Sketch shows the unity between buildings and the, (Author, 2021).

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9.3.4. Building Technology

Green Roof

Fig. 9.3.4.1Sketch shows the green roof, (pinterest. com,2015)

Reuse Gray water

Fig. 9.3.4.3 reuse gray water (pinterest.com,2016)

Pavegen Tiles

Fig. 9.3.4.2 Sketch shows the pavegan tiles , (pinterest.com,2015)

Kinetic Facade

Fig. 9.3.4.4 Kinetic facade (pinterest.com,2016)

Inspiration

Fig. 9.3.4.5 inspirations (pinterest.com,2013)

Fig. 9.3.4.7 inspirations (pinterest.com,2013)

Fig. 9.3.4.6 inspirations (pinterest.com,2013)

Fig. 9.3.4.8 inspirations (pinterest.com,2013)

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KAREEM ALHEFNAWY

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Slogan:

. I’m different, not less

. Vision A comprehensive society where indi-

viduals with autism can reach at their maximum potential capacity. Take an interest in their society, and have an important existence with dignity.

Mission

. Using the aspects of architecture to solve, and improve personal satisfaction for indiFig9.4.1 Autistic child (kartinkinaden.ru,2020)

viduals with autism and their families through programs, assets , information , and social advancement by advancing the rights and openings for individuals with autism.

Objectives:

.The previous mission is accomplished by :

To recognize and advance the treatment , schooling , government assistance and acknowledgment to individuals with Austim.

Taking into consideration the sensitivity of the users To watch over and protect the people with autism , provide safety.

To accomplish human comfort in the building To provide flexible and adaptable spaces.

To ensure integration with wider community To minimize sensory overload To ensure spatial clarity

Mind Mapping

Fig. 9.4.2. by (Authors, 2021)

Fig. 9.4.3. celebration of clouds(earthobservatory. nasa.gov 2016). Illustrated by (Authors, 2021)

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Concept 1 :

Behavioral response

Concept generator:

Philosophy , Function, Comfort

Keywords:

connected , memorable , stimulus , human sense, surrounding , experience

Slogan

. REDISCOVERY VENTURE Concept statement: . Desiging according to one’s behavior.

Introduction

Concept of volumes

. “Architecture is the study of environment cre-

Response to physical

Fig. 9.4.4. by (Authors, 2021) surface

ation. the control of spatial organization to fit the necessities of its user. Planners generally utilize the tactile climate - for example the auditory, visual, material and air quality attributes of a room to pass on importance and messages to user, henceforth Encouraging capacities and exercises inside a space. especially on account of uncommon requirements user.” Malik.S. The Meaning of Architecture as Total Experience

Interaction of spaces:

.Concluded to autistic friendly spaces

Programatical proposition

Fig. 9.4.6. by (Authors, 2021)

and architecture elements

.Requirements

for ordinary setting and autistic setting required for a child

. Autistic Children’ contact with objects, surfaces Fig. 9.4.7. by (Authors, 2021)

Program zones Energy Learning Stimulation Fig. 9.4.8. by (Authors, 2021)

and spaces is intricate and their reactions differ from hyper-stimulation to hypo-stimulation. A building for children with ASD should also be design according to their sensory needs and backing to deal with their perception of space.

Interaction with material:

. Touching content that is real and valid exposes the memory by touching material that provides a special experience. Our experience is more vivid as it connects us to memories and thoughts that invoke the past.

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Fig9.4.9 Social Sensory Architectures (sxswedu. com,2017)

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. The spectrum of autism disorder Self injury

Memory Mathmatices Artistic

Tantrums Agression Language disability Repititive behavior Hyperactivity

Musical Spatial Mechanical

Hype asensitive Hyper sensitive Fig. 9.4.10. Autism Spectrum (Behance.com, 2018)

Interaction with nature:

In the core of each building there will be an open air green atrium. The point of the durable, circular space in the interconnected structure is that the ASD carriers never feel caught in hallways that reach an end.

.Program zones will be classified

Fig9.4.11 nature (www.verywellhealth.com,2020)

Form Generation: Supp

ort

1-

Therapy

under 3 main zones :

Aca

dem

ic

Activity

5-

Seperate activity zone

2-

Separated but connected pathway

Academic division by age

6-

3Comprehendible Sequential spcaes

7-

Energy: Autistic child is highly affected by the energy of its surrounding space. The effectiveness of autistic children along with their body control distinctly rely on the child’s gradient.

Stimulation: The autistic children need for stimulation should be accessed from all aspects of design supporting all the ongoing and forthcoming activities.

Learning: The autistic children’s learning requirements differ from the normal children is that child diagnosed with autism need environment that teaches him/her in a sequence manner.

4-

Main circulation path

Connected to open areas

Fig. 9.4.12. by (Authors, 2021)

Zoning of the building is taking into consideration the 3 critrea which are energy, stimulation , and learning

Fig9.4.13 Hope (lifehack.org.com,2020)

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Concept 2 :

Concept generator: Philosophy Keywords:

Interaction , infiltration, blending , combination , interconnectivity, synergy.

The concept process developed from two ideas Integration Dualism* Between Hypersensitivity and Hyposensitivity Autistic children

Integration

The first concept involves a connection between Hypersensitive and Hyposensitive , how they interact together and how they integrate with community and surroundings.

Dualism

As a series of gaps is found between the hyper and hypo sensitive , the second concept displays the tensions between the two.

Hyper-sensitive autistic child

Fig9.4.15 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021)

Fig9.4.14 dialogue (artskop.com,2013). Illustrated by (Authors, 2021)

A dialogue between opposites with different perceptions and indentities

Hypo-sensitive autistic child

Fig9.4.16 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021)

Vestibular stimulus has a nervous response to reg- Children may look for Intensive sensory experience ular behavior in movements, such as ramps, cliffs, like running, bouncing, jumping, spinning, and turning drops, stairs, inclines and swings Autonomy approach :

Sketch Idea

Fig. 9.4.17. by (Authors, 2021) * the division of something conceptually into two opposed or contrasted aspects

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Community : In terms of desiging an integrated community for hyper and hypo ASD children The concept represents the idea of creating a center that allow interaction and unification between the different entities (hyper and hypo). they are bound together comparable to one another, and the architecture design will be the bridges that extends between the two inverse indentities.

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Auditory

Fig9.4.18 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021)

Hypersensitive Children can listen to every detail Sight

.

.

Fig9.4.19 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021)

Hyposensitive They dont recognize sounds, they enjoy loud so noises and crowd

Hypersensitive

Fig9.4.20 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021)

Quote

Hyposensitive

Fig9.4.21 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021)

. Designing a building is not all about forms, but about creating a place with

atmosphere that evokes feelings and emotions.

What the feeling is , and what matters to them, is the experience , experiencing a building means engaging our senses and being aware of our presence in the world.

Fig9.4.22(behance.net,2020).

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Concept 3 :

Concept generator:

philosophy ,Function, Comfort, Psychology

Keywords:

Interactive, experience , indefinable, comfort, imaginative, clearance

Concept statement:

Imaginary boundary for autistic children Imaginary boundary is a line or anything which marks the limit of an area: a dividing line.

Fig9.4.22 Resin stair (minirasex. Fig9.4.23 Absent body (artit,2020) viewer.org,2016)

Imaginary boundary is an area that has no physical boundary but the boundary can be seen and felt with the human sense According to analysis from researchers in harvard business school . the the proportiong of the brain in capturing information from the main 5 senses everyday, highest of them is sight with 83%.

The design took into consideration the low stimulus activities and high high stimulus Fig. 9.4.24. Sight by (Behance.net,2019) activities , although they are connected together with the curve

Massing

This massing was influenced by rehabilitation center that has a common space as a main element of the design While the low stimulus zones are for the small gatthering In high stimulus zones are for larger groups

Fig. 9.4.25. by (Authors, 2021) Fig9.4.26 Alone (Behance2016)

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Fig9.4.27 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021)

They usually get in playing with elements that has a strong sensory feedback by touching , reaction of the touch will make the object produce sound, change colors , or start moving. They will interact more with such elements that will make them learn or spend time to play with these kind of techniques

Form Generation:

4-

1-

Fig. 9.4.16. by (Authors, 2021)

Thearpy & educational zone 2-

5-

6-

Play area

Uniqueness : In terms of the users and and the architecture solutions Community : In terms of desiging a connected community for a specific community

Administration zone 3-

Autonomy approach :

Imaginary boundary area

Fig. 9.4.17. by (Authors, 2021)

Freedom: In terms of un obstructured areas with no door and walls This common space is a social interaction area where children interact in This massing was influenced by rehabilitation center that has a common space as a main element of the design

Imaginary boundary can help autistic to have a clear vision and closure of spaces, yet no obstacles to escape areas

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Technological studies:

VISUAL INTERACTIVE ROOM

Small projection rooms allow autistic kids to reach their family and friends at any time.

Wide projection room, complete with portable projectors for children to project videos on various space surfaces Interactive displays view real-time videos filmed by CCTV located in the Development Centre's social and research spaces, enabling children with ASD to explore all areas of the building and feel more comfortable

Fig9.4.28 projector polinasarafanova.com,2020)

Fig9.4.29 projector polinasarafanova.com,2020)

LED DIMMABLE SKYLIGHT Issue: Children with autism are especially susceptible to mood changes due to lighting.

Solution: Lights with mellow colors, like blue can help a child relax and become creative It looks like the sun... but it isn't.

Acoustic sky ceiling tiles, along with the newest sound absorbing technologies, combine outstanding effect and scratch resistance.

LED INTERACTIVE WALL

Fig9.4.30 Skylight (artificialsky.com,2016) The led interactive wall is designed in a way to redirect the autistic children’s mind from what they are currently sensing. The entry to the LED panels transforms the ordinary wall into extraordinary and venturesome experience by seeing the shining-colored wall, the virtual animals running in their glowing environment and tapping on wall to distinguish different colors. The LED panels at the back of the graphic wallpaper, is merged to be intensified on each side Fig9.4.31 int. wall (jasonbruges.com,2013) of the extended hallway’s (corridor).

“By walking through the corridor, you become the conductor of the piece”

Fig9.4.32 int. wall (jasonbruges. com,2013)

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Fig9.4.33 interact (lusens. com2015)

Fig9.4.34 Active Play (fitnessgaming.com,2015)

W 05

KARIM ANWAR

INDIVIDUAL WORK individual work

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concept 1, mass and volume the different masses of the project have their own function at which each function can be applied in a mass different than the others according to the type of work inside and even in volume itself , so the important spaces will be in a bigger mass and volume to recognise it from the other masses and depends on the function too and number of targeted users which easily can be used for environmental purposes like shading , cooling and sustainability purposes and composition of masses reflect the autonomy concept

a composition of masses for shading techniques

administration

recreational educational

Psychiatric treatment

dorms

different masses according to the building function

courtyard for cooling

self- shading of the same mass

1

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concept 2 , the user the targeted user is an autism patient which means that this patient is talented with gifts in drawings , calculations and singing. the patient think that what he has is different than the others so the patient stay alone most of the time . so building shape will be different also just to delivre the idea that being different not a sickness but its a talent which means a normal condition

( jen choi , septemper 2019)

(R.T. Ripley.2015)

this normal

this normal too

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concept 2 , the user

when the students and patients join the center they ( will see normal buildings ) dont reflect their beleivings they think that what they beleive is a disease ) not a givt ( , so when they see the building that they will join to treat their condition and they see it in a different shape than the other traditional buildings they think that what they have is a givt ) not a disease( in condition of achieving autonomy and enviromental aspects

traditional buildings

different buildings facade

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concept 3, site topography

INDIVIDUAL WORK

individual work

the site location is on a contor levels with good views on the nile river which reflect differences and beauty at the same time . if the building design follow these differences and has its own unique shape , it will help the autism patients to make a connection between their imagination and the reallity which will help them to be better and heal from what they ) you arent different, you just gifted (

contor levels

different levels of buildings

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objectives

Setting up a rehabilitation center helps with this process Specialization in behavioral therapy and teaching a spoken language A space to teach them social group therapy

mission 1( decreasing the number of autistm patients 2( Raising awareness about autism 3(Reintegration of autistic patients with the surrounding community

facade technological studies 1( solar panels for electricity supply

2( solar pv curtain wall for converting solar energy during the day into electricity to be used in the building at

5

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Mission Establishment of a stable community for a distinctive type of users that allow them to recognize their different abilities and potentials.

Objectives The previous mission is attained by: -Creating a rehabilitation centre that provides the basic needs for the targeted users.

-Emphasizing the sensory spatial experience for the autistic users.

-Focusing on the minimalist of elements’ configuration to create a well interpreted space.

-Raising awarness about autism specturm disorder (ASD), the project aims to create a society that integrates with the social context.

Slogan

“A Slogan For Autistic People”

Inspirations

The main inspiration is derived form rhythmic elements to provide spatial comfort adapting a comprehenisve configuration.

Fig .9.6.1 inspiration collage illustrated by authors,2021

Program

Adding to the previous design program a sensory playscape pavilion of area 150m2.

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Concept 1

Phenomenology: The analysis of substance, application, and influence.

Architecture should be experienced through the different senses ,as the body is the soul’s prison unless the five senses are fully developed and open( morrison,2015). Phenomenology theory emphasizes the coherence of sensory perception as the main function of an exitsting form, experiencing functionality from a human-spatial comutative perspective.(Arch360,ND). This proposal aims to create an experential tangible spatial experience as an abstracted , perceived , and observed one.

Fig.9.6.3 Self and senses diagram by (Authors,2021) Fig.9.6.2 by (Authors,2021)

A collage that expresses phenomenology in relation to autism using functionally communal approach Fig.9.6.4, by (Authors, 2021)

Fig.9.6.5 Self and senses diagram by (Authors,2021)

Consideration of different users through social context, psychological and pedagogical, which can affect learning, achievement, and various behaviours

Fig.9.6.6 Physical Learning Environment Flowchart (Source: Ghazali, Md Sakip, & Samsuddin, 2018)

Fig.9.6.7. by (Authors, 2021)

Conceptaul model that shows the intimiacy of radial grids as focal points acting as collectors for exploration of sensory sensitivity.

Fig.9.6.8. by (Authors,2021)

A collage that symbolizes the harmony of creating different grids in accquaintance to the different autistic users to form an adaptive interstitial space that responds to communal autonmous aspects and phenomenology as well.

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Concept 2 Little Conservative Architecture Simple forms can trigger the complexity of human experience with respect to their primitive nature. Dimensions of space are lost within the divergence of elements,revealing the minimalism of human nature experienced through comprehensive complexity.

Fig.9.6.9. simple form illustrations by authors 2021

Fig.9.6.10. Rigid rectangular form sketch,by authors,2021

Fig.9.6.13. by (Authors, 2021)

A collage that expresses the human-space evolution in reaction to the daily variances.

Fig.9.6.11, by (Authors,2021).

Minimalistic elevation sketch with glazed patios.

Fig .9.6.14 by (Authors,2021)

Rigid form and flexible partitions from the inside integrated with landscape voids to separate different zones and provide complexity.

Fig.9.6.12. by (Authors,2021)

Conceptual Model that expresses a new genre in architecture for autism.

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Concept 3 Evolutionary Autonism Along the research process throughout the semester, the time factor has reshaped our perception of autonomy. Initiatively witnessing the philosophical evolution of this theory ,our vision perceived autonomy as freedom of form language followed by, fractal contexts, disciplinary composition, and eventually leading to human space communication. This approach aims to highlight the intertwined hierarchy of spaces generating a self reflected disciplinary inner community that is liberated to communicate within a space. Hence the autistic users to be the focal fragment of a space.

Fig.9.6.15. Fractal contexts in time element sketch, by authors, 2021

Fig.9.6.16.Focal Fragment in a space sketch, by authors, 2021

Fig.9.6.17. The subtraction and addition evolutionary process sketch, by authors, 2021

Fig.9.6.18.Self reflected community illustration, by authors,2021

Fig.9.6.19.Conceptual Model that expresses the form and space evolution adapting to the autism space needs, by authors, 2021

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Technological Studies

Autism, Community and Technology Electrochromic (EC) Smart Glass Electrochromic smart glass changes its transmittance (i.e. how much light it passes) if stimulated by an electrical signal. This reversible change alters the state of the glass between transparent and opaque (or any state in between).

Research work has also been underway recently to change the reflectance of electrochromic smart glass in the same way.

Electrochromic smart glass changes its level of tint when driven by an electrical signal, allowing control over energy consumption, glare and comfort.

Fig.9.6.21 smart glass, data source(Woodford,2020)

Polycarbonate in Architecture

Photo: Electrochromic glass changes color under electric control: Left: Here it’s transparent and looks much like ordinary glass; Right: Apply a small voltage and it turns opaque (blueish and dark) (Woodford,2020).

Composed of microcell panels, polycarbonate offers various solutions for the use of natural lighting in architectural enclosures. Whether applied to facades, interior spaces or roofs, the benefits of polycarbonate, such as lightness, clean lines, colored panels, and light effects, offer a wide range of design freedom.

Microcell panel technology reduces the need for artificial light and favors uniformity in the diffusion of natural light, achieving energy efficient facades and the illusion of spaciousness in interior spaces.

Source (Archidaily,2018)

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Sustainability Cool Roofs Cool roofs are one of the sustainable green design technologies that aim at reflecting heat and sunlight away. It helps in keeping homes and buildings at the standard room temperatures by lowering heat absorption and thermal emittance.The cool roof design makes use of reflective paints and special tiles that absorb less heat and reflect most of the solar radiation by reducing temperatures as much as 50 degrees Celsius during summer.

Eco-friendly Materials Adaptive to autistic safety precautions.

Source (Fox,N.D)

Corrugated Alminium Plates Unlimited recyclability and thereby increasing the amount of recycled aluminium which is in circulation multifunctional and durable material. Its properties create applications that save energy in a lasting and efficient manner in building and construction, transportation, plant engineering and construction, mechanical engineering and in many other fields the energy used in the primary production of aluminium is not lost, because it is stored in the products and “reactivated” during recycling.

Source (Carlson,2020)

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Spatial Prophylaxis Application

Source (Harrouk,2020)

Source (Harrouk,2020)

Bike and roll lanes

Outdoor spaces that host 2 persons maximum for safety

Source (Harrouk,2020)

6 feet distance to keep social distance and post pandemic precautions in classrooms using floor patterns.

Source (Ravenscroft,2020)

Source (Ravenscroft,2020)

Adaptation through leaving an empty desk between each computer station and the other , to be filled with plants to create an indoor-outdoor connection.

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NOUR KHALED

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“The true measure of any society can be found in how it treats its most vulnerable members.”

— Mahatma Gandhi

Mission: To help autistic individuals adapt and connect with the world, while offering a range of easy solutions to their needs.

Promote, without bias, the social participation of people with Fig9.7.1 Children with autism feeling lonely Autism Spectrum Disorder (ASD). I want access to basic social (theonlineclarion,2020) care and education for children with Autism who are frequently exposed to various types of abuse and marginalization.

Goals: Creation of a recovery facility that helps provide behavioural counselling and speech language pedagogy in this process

Fig9.7.2 Children with autism feeling lonely (behnace.com,2011)

Specialization of a social community counselling room for their education to help one explore their potential

Objectives: Using a collection of public education services and events and initiatives, activism and training.

Challenge negative autism assumptions and pervasive feelings at various levels of society through awareness-raising efforts, including but not limited to the organisation of social programmes, events.

Supporting families and mothers of children with autism by personalised and customised nutrition, counselling, social support and autism diagnosis programmes and workshops Working with partners and philanthropists to promote the growth and integration of people with autism into society Respect the empowerment of Autism children who are frequently exposed to different types of discrimination and marginalisation. As a matter of fact, their needs should also be incorporated into national action plans and policies.

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Fig9.7.3 Autism com,2020)

illustration

(dribbble.

Fig9.7.4 Autism (nytimes.com,2020)

BACKGROUND INFO

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Technological studies: Therapeutic structures for children with ASD The sensoryPLAYSCAPE: In order to create an immersive atmosphere, it is a tent-like pavilion made of tensile fabric spread over rods. Sounds are activated to react to touch and 2D imagery is projected onto the surface of the cloth, as if on a screen.

Fig9.7.6 Therapeutic structures for ASD (archdaily.com,2020)

Fiber optic sensory light: Fibre optic tubes are a strong visual stimulus.They shine and change colour.

Fig9.7.7 Collage of fiber optocs (Authors,2021)

Bubble tubes: The running motor and flowing water create intense visual, auditory and vibratory stimulation.

A box with buttons for the user to monitor the colour and turn the bubbles on or off contains interactive tubes.

Fig9.7.8 Bubble tubes in sensory rooms (behance.com,2020)

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Sensacell’s Interactive Technology: Sensacell produces modular sensors which turn any surface into a technology for human interfaces.

The modules are LEDS panels. If it is a hand movement or a footprint, the modules capture human input data and transfer the data to a Sensacell PC. The PC then analyses this information and sends the necessary information to the modules.

Inspirations:

Fig9.7.10 Inspirations (behance. com,2015)

Fig9.7.9 Sensacells (sealevel.com,2010)

Fig9.7.11 Inspirations (behance. com,2015)

Fig9.7.13 Inspirations (behance. com,2015)

Fig9.7.15 Art museum in tokyo (blog.artweb. com,2018)

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Fig9.7.12 Inspirations (behance. com,2015)

Fig9.7.14 Inspirations (behance. com,2015)

Fig9.7.16 Inspirations (behance. com,2015)

Fig9.7.17 Inspirations (behance. com,2015)

BACKGROUND INFO

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Concept 1: Concept generator : Philosophy Slogan: Chaoplexity, Lost and found, Lost in hope Concept statement: Organized/ organizing chaos, A self re-discovery journey

Autistic children minds are chaotic although they seem simple from outside , but a chaos is happening inside their mind, they feel lost and confused don’t know what to do, they have difficulty understanding and communicating with others, they also don’t form relationships easily, they prefer solitude most of the time, so in my design I will tend to organize these chaotic minds through creating a safe environment for the patients to help them overcome their fears of being un-accepted, find and rediscover themselves and what they are capable of doing, find calmness from storm ( refers to chaotic minds )and helping them re-integrate into the society to assist them to reconnect to their trueselves and addressing their inner peace, also breaking the stigma attached to mental heal health

Fig9.7.21 Lost boy (saatchiart.com,2012)

This ‘chaos’ will be organized and monitored by the administration of the facility of course.

Fig9.7.22 Art from spectrum (newscientist. com,2010)

Fig9.7.18 From chaos to order (istockphoto.com,2020)

Fig9.7.23 Feeling lost (pinterest.com,2010) Fig9.7.19 Mazed boy (autismmena.org,2011)

Fig9.7.20 Chaos in architecture (cargocollective. com,2008)

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The main idea of the project is to direct the process of the children towards three main points. First: Personality formation(teaching manners , self-reliance , flexibility).

Second: Rehabilitation ( to be able to integrate with the community).

Finally: Directing to a main goal( unity, creativity).

Autonomy approach: Uniqueness in terms of distinctive architectural solutions and forms

Fig9.7.24 Organizing chaos (spectrumnews.org,2018)

Concept process: Proposal 1:

Fig9.7.25 Concept process (Authors,2021)

Proposal 2:

Fig9.7.27 3d sketch (Authors,2021)

Fig9.7.26 Concept process (Authors,2021)

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Concept 2: Concept generator: Philosophy, Function Slogan: Dreams, Imagination, Dreams come true Concept statement: A place for dreams, A shelter for dreams, Recovering some dreams

One thing that an autistic child shares with all other ordinary children is dreaming. In dreams, all children are equal. Therefore, the first concept is based on the idea of creating a fantasy like world with extended realms and dreamy extents.

Children usually dream of having powers and authority in dreams. On the contrary with the real life. I also helps them develop a wider imagination. And so, having a dream-like place which will enrich those traits in a child and help him in expressing himself more freely.

Fig9.7.29 Imaginary com,2019)

world

(Pinterest.

Fig9.7.28 Boy holding moon in his dream (Pinterest.com,2018)

A child’s psyche can be easily influenced by an open realm that provides recreational spaces that work as recuperation factor. This way, the child will be under therapy without having to be under the psychological pressure of having to deal with therapy in a serious manner

Fig9.7.30 Imagination (architizer.com,2015)

There must be an equivalent amount of area for the outdoor activity, this outdoor activity must be safe and secure environment for children to heal , this will applied by having a healing garden Healing garden: Healing garden must be able to communicate with the patient on many levels, it should offer different degrees of demands for patients : -Offering different types of activities -Different privacy levels Autonomy approach: Freedom in terms of unobstructed open spaces where they can do whatever they want

Fig9.7.31 Fantasy world (Pinterest.com,2019)

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Fig9.7.32 Everyone living in their own world(Pinterest. com,2019)

Concept process:

Fig9.7.33 Healing garden zoning(Behance.com,2019)

REHABILITATION EDUCATION

REHABILITATION EDUCATION

TREATMENT

RESEARCH

RESEARCH

TREATMENT

HEALING GARDEN

HEALING GARDEN

WIND CIRC

HEALING GARDEN

Fig9.7.34 Form generation(Authors,2021)

“The autistic children can not contact the community, let them contact with nature” REHABILITATION EDUCATION

REHABILITATION EDUCATION

TREATMENT

RESEARCH

TREATMENT

Architecture has the power to change people’s lives, therefore…

It will be a community where it’s not about being locked in. But a community where people live together , promoting a change it’s like a meeting between people some may need help, and some may be able to give a little help, but its a dignified meeting, where patients are not guests but rather an equal person, at the same time they can be disconnected from the chaos of the outside and WIND HEALING GARDEN HEALING GARDEN CIRC also, having connection with nature from each interior and exterior space, which helps them with the healing process RESEARCH

HEALING GARDEN

REHABILITATION EDUCATION

REHABILITATION EDUCATION

RESEARCH

TREATMENT

RESEARCH

TREATMENT

HEALING GARDEN

REHABILITATION EDUCATION

REHABILITATION EDUCATION

Also Art therapy : Art is used to help the patients express themselves as part of their healing process RESEARCH

TREATMENT

RESEARCH

TREATMENT

HEALING GARDEN HEALING GARDEN

HEALING GARDEN Fig9.7.35 Section(Authors,2021)

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WIND CIRC

HEALING GARDEN

WIND

HEALING GARDEN

CIRC Fig9.7.36 3d Sketch(Authors,2021)

Fig9.7.37 Form generation(Authors,2021)

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Concept 3:

Concept generator: Philosophy, Function, Analogy Slogan: Journey from doubt to confidence Journey of light and solitude

Concept statement: experience

A healing journey, A sensory

Architecture that surrounds us affects our lives in every aspect without us even realizing it’s major role “ Architecture that speaks to our soul, Spaces that heals & Interactions that lasts “ Could you imagine a world where it would be difficult to orient in space or there would be difficulties in process- Fig9.7.38 au,2014) ing sensory information? A person with Autism Spectrum Disorder (ASD) faces similar difficulties and many other problems.

7senses of the body(7senses.org.

In the process of solving these difficulties we have to find a connection in designing both physical environment and sensory processing, which will impact a child with ASD. Sensory integration is a daily exercise that would improve a child’s response to irritants. It will be a building where design focuses on sensory senses, safety, functionality ensuring a quality and appropriate learning environment.

Examine and explore how architecture, through stimulation of the senses, affects the mental and physical state of users, further optimizing the healing process. Excessive sensory stimuli present in the human environment lead to selective perception and cognitive discomfort. Designed architecture is meant to be a harmonious environment stirring the sensual system without excessive stimulation. Fig9.7.39 Sensory rooms (Behance.com,2019) Created space should make users sensitive to sensual stimuli coming from their environment, as an introduction to further therapeutic treatment in designed building.

Fig9.7.40 Healing journey (Behance.com,2019)

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Autonomy approach: Community in terms of designing a space where autistic people can integrate and interact with

Concept process:

USE ART THERABY TO HELP WITH PATIENT’S MENTAL STATE

CREATING A HEALING PATH

INCLUDING SPORTS IN THEIR DAILY LIFE

1- AN ENCLOSED COMMUNITY

2- CREATING A PATH Ready to be

integrated into the community

VIEW ENTRANCE

THE PROCESS

GALLERY

THE FORM IS GENERATED FROM THE PATH START POINT WELCOMING THE PATIENT

START/END

3- THE LINK

END POINT THE PATIENT IS READY TO BE RE-INTEGRATED INTO THE COMMUNITY

Fig9.7.41 Form generation (Authors,2021)

Fig9.7.42 3D Skecth showing form (Authors,2021)

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4- ORIENTATION

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Mahmoud Samy

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9.7.Mahmoud Samy Mohamed : Slogan

Autonism Mission, Goals & Objectives MISSION To Help autistic people adapt and integrate with the community, while providing a set of convenient solutions to their needs.

Encourage a persons with autism to interact and to be a part of community; Also I want them to feel that they have a something special that distinguish them from other people like creativity & different ideas by different way of thinking to make them feels that they are not encumbrance on the society.

GOALS Creating a rehabilitation center that helps them in this process Providing behavioral therapy and speech language pedagogy, Specializing a space for their education Social group therapy to help them and to discover their skils by different ways.

OBJECTIVES Achieving the mentioned goals through: ■ A natural environment thats make them to feel and have psychological more better.

■ Providing a common space for them to discover their skills and to learn from each others; this will help to achieve a community connection.

■ Achieving building and social Sustainabiity; building by make it consume less energy; scocial by make autistic people to interact with community.

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9.7.1 Concept I : Concept Statement: Transperancy & Community Connection Concept Generator: Function, Philosophy, Psychology Making a physical transperant space by using glass is solution to help autistic people to be more active with others; also it refers to prosperity and modernity of architecture; Moreover transperancy has many benefits for autistic people and others for examples: ■ Improved trust between each others by more communication.

■ Acheiving safety because all of them informed of what is occured on the common space.

■ Glass is a unique material for transperancy it is allows natural day lighting to enter the building and it make sure that objects behind it are more visible and clear.

■ Color Availability by using different types of glass of different colors by combining them to make a wide range of different colors

Fig. 9.7.1.1. Color Availability, Data Source (Gharpedia)

There are many mental meanings about transparency within the meaning of modernism: ■ Means of advance and assist health.

■ Encourage a democratic and social society.

Transperancy Achieving Autonomy Approaches: ■ community by making autistic people connected with each others in a common tarnsperant space.

■ Uniqueness by using the glass in different ways.

■ Freedom by encourage a democratic and social society.

Fig. 9.7.1.2. 3D Form, Data Source (pinterest)

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9.7.2 Concept II : Concept Statement: A Journey Of Autonism Concept Generator: Function, Philosophy, Psychology Conceptual Form generation Process 1) Block The block abstract is The autistic mindset that is remains confined to one thing, which is isolation and take distance from other people.

2) Cut Cutting abstract is Breaking the thinking of loneless through education, qualification, and broadening their horizons on how to be able to interact with other people .

3) Open Openness to society & community and begin to live with other people and try to deal & talking with them.

4) Spaces Spaces arrangement means; Going to society with ease and confidence after intellectual rehabilitation and how to coexist with other people smoothly.

Fig. 9.7.2.1. Form Generation, by (Author, 2021)

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9.7.3 Concept III : Concept Statement: Unique form For Unique people JAS MC 98/5/42

URBAN ANALYSIS

Minya New New Minya Concept Generator: Function3.2.0 New Minya have a good urban planning design; so we should respect this design and take into our considerations; therefore I will take the grid of this design to achieve the whole urban planning design in this area with the same grid by a different way of thinking to make an organic form to achieve uniqueness.

Fig. 9.7.3.1. Layout, Data Source (Author, 2021) Illustrated by (Author, 2021)

Schematic Sketches Coordinates Coordinates

Latitude Latitude28° 28°6’20.58”N 6'20.58"N Longitude Longitude30°45’12.14”E 30°45'12.14"E

Fig. 9.7.3.2. Schematic Sketch, by (Author, 2021)

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Fig. 9.7.3.3. Schematic Sketch, by (Author, 2021)

New Minya

Fig. 9.7.3.4. Schematic Sketch, by (Author, 2021)

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9.7.4 Technological Studies : Sustainable Design

Fig. 9.7.4.1. Sustainable Design Sketch, Data Source (caSA Architects)

At the beginning of the process, we approach sustainable design holistically and weave it into all facets of the design, from the best location of a building on a site to the technicalities of the form of heating system used. This attention to detail helps us to supply buildings that are warm, well-ventilated, filled with natural light and extremely productive to operate; in short, pleasure.

Led Interactive walls The led interactive walls forms an immersive animated canvas that blends with the surrounding interiors.

Kinetic Facades

The mashrabiya infront of the east of the building facade starting to close when the sun rises in the morning from the east, and when the sun travels around the building facade, so the vertical part of mashrabiya starting to rotate when the sun rotate.

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Fig. 9.7.4.2. Led Interactive wall, Data Source (LUMES)

Fig. 9.7.4.3. Kinetic Facade, Data Source (Parametrichouse)

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Merna Mamdouh

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9.8 Merna Mamdouh 9.8.1 Slogan “Autism To Artism” FROM DISABILITY TO ABILITY

9.8.2 Abstract Childhood is the age when autism spectrum disorder hits the children, at the age of 3 specifically. In this age, they should be taught how to learn abilities to discover the world, integrate with the community, and help them discover their hobbies. Minya has highest percentage of autism spectrum disorder (ASD) and a significant neglect of the human space communication therefore, it was the suitable location to establish an autonomous rehabilitation center for autistic people.

Fig. 9.8.1 (Author, 2021)

9.8.3 Mission To Reduce the effects of the spectrum, develop the abilities of the autistic, encourage them to develop their skills, live the way they want rather than struggling in Normal human world.

9.8.4 Inspirations

Fig. 9.8.4.1.Autism Center (World Architecture.org, 2017)

Fig. 9.8.4.2. Special Center For Autism(archdaily, 2019)

312

Fig. 9.8.2 Autistic People (Author, 2021)

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9.8.5 Concept I: Neuroarchitecture Autistic people have problems with communication and interaction. The idea comes from the nervous system. The spaces are arranged according to the transmittion of signals of senses and actions.

Fig. 9.8.5.1 (Author, 2021)

The five Zones represent the five basic senses of human being and how to stimuli these senses.

Fig. 9.8.5.2. (Author, 2021)

Fig. 9.8.5.3. (Author, 2021)

Each Zone begins with a primary functional space and ends with an advanced space with connections and transitions in between.

The zones of the program will be arranged according to the relation to the human senses.

Fig. 9.8.5.4. (Author, 2021)

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9.8.6 Concept II: Ergonomics It is not about how the user will adapt to your environment, but how the environment can adapt to the users to suit them.

“They are more in tune with their environmet” Ergonomics is based on arranging the surroundings to accommodate and fulfill the needs of the users in a space. The clear connection and practical implementation lies in the distinctive urge of the autistic users to feel contained and stimulated within a space without being overwhelmed.

Fig. 9.8.6.2. ( Carmenbpingree.com, 2018)

Fig. 9.8.6.1. (Laskadesign.com, 2019)

Fig. 9.8.6.3. ( Carmenbpingree.com, 2018)

This concept relies on the creation of a space that is adaptive to the different needs for different autistic types of users by implementing the lines to create a semi-dynamic space that helps in the process of their rehabilitation with respect to their responsive act , to be taken into consideration in the design process by reduction of surroundings’ discomfort and providing an unrivaled spatial experience

Fig. 9.8.6.5. (Archdaily.com, 2014) Fig. 9.8.6.4.(Claudinonard.com, 2014)

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9.8.7 Concept III: Comprehensive Iteration The idea is based on the concept of repetition as autistic people always repeat their actions and phrases.

Repeating the same geometric shapes to form an integrated mass.

Fig. 9.8.7.1. (Author, 2021)

Fig. 9.8.7.2. (Author, 2021)

Fig. 9.8.7.3.(Author, 2021)

Fig. 9.8.7.4.(Author, 2021)

Fig. 9.8.7.5. (Author, 2021)

Fig. 9.8.7.6. (Author, 2021)

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9.8.8 Technical And Enviromental Approach PaveGen Tiles People’s footsteps are changed to energy through utilizing the tiles and electrical power is produced. The generated electricity through the compressed surface is 5% which could be utilized in illumination the tile it self and the rest could be stored in a battery or colud be utilized in illumination of the surrounding area by stepping on it.

Fig. 9.8.8.1. Pavegen Tiles(New Atlas.com, 2019)

Custom Apps Data can be sent directly to any device, showing a live online feed of footfall and other data .

One Footstep

Data Capture

Fig. 9.8.8.2. Pavegen Tiles(Harvard.com, 2019)

Smart Cities The possibility for this technology are limitless and are a key part of the smart cities of the future

Pedestrian movement and tracking life energy information.

From each footstep, energy is generated and sent wirelessly.

Fig. 9.8.8.3. Pavegen Tiles(Author,2021)

Grey Water The shower’s and washing hands’ water is collected and then treated for using in treating plants or flush toilets.

It may contains food, grease, hair, and cleansing products. It is safe although it may looks dirty and could be used as a beneficial source of irrigation.

Fig. 9.8.8.4. Greywater(PNGio.com ,2018)

Fig. 9.8.8.6. Greywater(Redi.eu,2019) Fig. 9.8.8.5. Wastewater Reuse (Pinterest,2020)

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Omar Mahmoud

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Omar Mahmoud Ismail Mission: To have a place specified for them as they are marginalized in any other institution.

Objective: Providing a well-designed place that suites autistic children. A place that the children feel free to express themselves without any boundaries or constrains.

The purpose of this building is to help the autistic child to have the daily living skills that everyone has like communication, socialization and doing the activities of daily life without any difficulties

Concept 1: Partial compartmentalized enclosure As autistic children has low comprehension and they need to understand things on multiple portions so the idea is to split the building into many compartments with a partial enclosure not totally because we want them to integrate with the outside community, as we said before they are a community within the community.

Fig 1 partial Enclosed Compartments (Authors,2021)

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So the compartments could be the building itself or in the zones in the building.

The idea to has different segmentation to make it easy for the autistic people.

The compartments will have a semi enclosure so that we have to respect their behavior also we don’t need them to fully discontent out from the surrounding and we want them to try to communicate with others by providing unique special order that respects their behavior and allows them to connect with the surroundings.

Fig 2 forfatterhuset kindergarten by cobe copenhagen,2021

Fig 3 Semi-enclosed spaces, Data source Pinterest,2021

Inspirations:

Fig 4 forfatterhuset kindergarten by cobe copenhagen,2021

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Fig 5 Community of Municipalities’ Offices,2021

Concept 2 : Socio-Urban Fabric After studying the social fabric of old and new minya the main aim of the design is to reflect the social context of the old minya and show the development of the new minya creating a coherent project with a distinctive identity that respects the privacy of autistic users while creating a small city for them within the big city, which allows them to be familiar with the surroundings without extravagant exclusivity.

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Concept 3 : Mindfulness freedom The concept addresses freedom from a disciplinary perspective in respect to their different nature which requires certain reservations to guarantee their safety and well being. Mindfulness freedom is a term that reflects the liberty attained within a space using logical strategies of expressing freedom through forms and spaces to achieve the required result.

An idea is to create multiple courtyards so that the autistic children don’t feel that the building is like a prison to them and the courtyard also works as playing-area or place for their recuperation and recovery from any seizure it might happen to them, also making the courtyard connected so that it doesn’t interrupt the continuity of the rooms

Inspirations:

Fig 8 Studio Zhu-Pei, Data Source Pintreset,2021

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Fig 8 Studio Zhu-Pei, Data Source Pintreset,2021

Sustainability Using sustainability techinics to achieve human comfrot for the students.

Having good indoor air quality through proper air filteration by the effect of cross-ventilation.

Fig 11 Air ventilation, Data source Pinterest,2021

Fig 10 Cross-ventilation, Data source Pinterest,2021

Also increasing the use of natural sunlight as it improves student performance and increace his comfort.

Fig 12 Enviromental, Data source Pinterest,2021

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Rayan .A.A

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A U T O N I S M Figure 9.11.1.Logo by ( Author 2021 )

UNIQUNESS - COMMUNITY - FREEDOM

Mission : The make an international rehabilitation center for autistic patients and it expresses the genius of these people and is appropriate to their psychological and moral needs and reflects their value in society and they are distinguished and inspiring personalities

Goal : 1- use smart HIGH_TEC Design.

2- use SCI-FI Design.

Oblective : 1- Reaching the most appropriate block overlap 2- The use of advanced technologies 3- The use of lights in the walls 4- Make your walls smart 5- Make floors and ceilings smart

Technology : 1- Kinetic facade 2- Movable walls in some spaces 3- Electronic assistance

Addition to the project program : 1- Virtual reality [ VR ] studying hall 2- 5D cinema

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Inspiration : In fig.9.11.2 inspired by the motherboard, there is a central point that distributes people with autism syndrome according to their classification, and it is represented in the central processing unit , which could be represented in the project as a research center In fig.9.11.2 and fig.9.11.5 The use of modern technology (artificial intelligence) to meet the needs of people with autism, such as the parents’ monitoring of the affected child and their continuous follow-up. Through the information provided from this technology, the project can be adapt- Figure 9.11.2.Inspiration illustrated by ( Author 2021 ) ed to it, such as temperature, lighting, and orientation of the child through the visual factor in lights on the ground like a guide In fig.9.11.4 and fig.9.11.6 Emphasis on sensory architecture, such as altitude games and sensory effects.

And making an element of attraction that distinguishes them and enhances their view of themselves and the society’s view of them

In conclusion, I would like to do a smart project to express their importance in society and that this project reflects their personality.

And it enhances their self-confidence and develops their capabilities in all areas, especially their independence in managing their affairs and making decisions.

Figure 9.11.5.Inspiration illustrated by ( Author 2021 )

Figure 9.11.6.Inspiration illustrated by ( Author 2021 )

Figure 9.11.3.Inspiration illustrated by ( Author 2021 )

Figure 9.11.7.Inspiration illustrated by ( Author 2021 ) Figure 9.11.4. from [ Art Station. Alexander Beim ] illustrated by ( Author 2021 )

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Concept 1:

Figure 9.11.8.concept sketch by ( Author 2021 )

Figure 9.11.10. concept sketch by ( Author 2021 )

Conceptual drawing of abstract autism by taking audiences in different directions to give a reflection feeling of strength to convey the concept that everyone is welcome, moreover, it also represents the two types of autism Hypo & Hyper. It reflects the chosen approaches to autonomy (UNIQUNESS - COMMUNITY - FREEDOM) through the use of a unique high-rise building to obtain the link between Autonomy and Autism. Because it is a very unique type of building in Minya .

Figure 9.11.11. concept sketch by ( Author 2021 )

Figure 9.11.9. concept sketch by ( Author 2021 )

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Figure 9.11.12. concept sketch by ( Author 2021 )

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Concept 2:

Figure 9.11.13.concept sketch by ( Author 2021 )

Communicating a message to the community not to marginalize people with Autism syndrome through the application of the theory of intellectual elevation, which can be achieved in the vertical circulation from the parking in the basement to the base, and then give a suggestion of containment . this also can achive the chosen approaches to autonomy (UNIQUNESS - COMMUNITY) . And as a high-rise building this is a very strong way to achive my mission to make this project international . In addition , to reflects their value in society and they are distinguished and inspiring personalities .

Figure 9.11.14. concept sketch by ( Author 2021 )

Figure 9.11.15. concept sketch by ( Author 2021 )

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Concept 3:

Figure 9.11.16. concept sketch by ( Author 2021 )

Figure 9.11.18. concept sketch by ( Author 2021 )

Figure 9.11.17. from spectrumnews illustrated by ( Author 2021 )

Figure 9.11.19. concept sketch by ( Author 2021 )

An abstract conceptual drawing of autism mental difficulties like Distracting thinking. By abstracting the theory [ break restriction ] . By using folding structure abstracted from autistic hand movements and the sharp edges which express the theory and give the feeling of flying and this also can achive the chosen approaches to autonomy (UNIQUNESS - COMMUNITY - FREEDOM) .

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BIBLIOGRAPHY

BIBLIOGRAPHY

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•(2011). Autonomous Architecture. Retrieved November

18, 2020 from http://investitecture.blogspot.com/2011/02/autonomous-architec ture.html •(2014). Minya Labour Market Analysis. Retrieved December 20, 2020 from https://open.unido.org/api/documents/5176593/download/Labour%20Mar ket%20Analysis%20in%20Minya •(2017). LAUNCHING AN INITIATIVE BETWEEN EBTESSAMA FOUNDATION AND DERAYA UNIVERSITY TO REHABILITATE PEOPLE WITH DISABILITIES. Deraya University.

Retrieved December 17, 2020 from https://deraya.edu.eg/home/index.php/en/ component/k2/item/104-eb-fo-2017 •(2021). Population and Housing Census of Egypt. Knoema. Retrieved December 15, 2020 from https://knoema.com/EGPHC2017/population-and-hous ing-census-of-egypt?region=1000220-menia •Abdel Meguid, N. (2015). Egypt and Autism. Encyclopedia of Autism Spectrum Disor ders.DOI: https://doi.org/10.1007/978-1-4614-6435-8_102026-2 Retrieved December 17, 2020 from https://link.springer.com/referenceworkentry/1 0.1007%2F978-1-4614-6435-8_102026-2#howtocite •Abdel Ghafar, H. (2018). A center for treating children with autism in the “basement” in Minya ... run by low-paid graduates ... and they manufacture their own tools ... and dream of a place that protects patients from dampness and sanitation. Youm7. Retrieved December 18, 2020 from https://www.youm7 com/story/2015/8/28/%D8%A8%D8%A7%D9%84%D8%B5%D9%88%D8%B1-%D8% 7%D9%84%D8%B4%D8%A7%D8%B7%D8%B1%D8%A9%D8%AA%D8%BA%D8%B2%D9%84-%D8%A8%D8%B1%D8%AC%D9%84%D8%AD%D9%85%D8%A7%D8%B1-%D9%85%D8%B1%D9%83%D8%B2%D9%84%D8% B9%D9%84%D8%A7%D8%AC-%D8%A7%D9%84%D8%A3%D8%B7%D9%81%D%A7 %D9%84-%D8%A7%D9%84%D9%85%D8%B5%D8%A7%D8%A8%D9%8A%D9%86-%D8 %A8%D8%A7%D9%84%D8%AA%D9%88%D8%AD%D8%AF/2324190 •Al-Masry Al-Youm (2017). 800,000 Egyptians estimated to have autism: Social Solidarity Minister. Egypt Independent. Retrieved December 20, 2020 from https://egyptindependent.com/800000-egyptians-estimated-have-autism-so cial-solidarity-minister/ •Anderson, S.(n.d.). Quasi-Autonomy in Architecture: The search for an “in between”.

Retrieved November 18, 2020 from http://web.mit.edu/soa/www/down loads/2000-09/TH_Pers33_2002_02.pdf •Britannica, T. Editors of Encyclopaedia (2014). Al-Minyā. Encyclopedia Britannica. https://www.britannica.com/place/al-Minya-Egypt

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•De la Vega, M. (2014). Reconsidering Emil Kaufmann’s Von Ledoux bis Le Corbusier.

Cuaderno de notas. doi:10.20868/cn.2014.2962. Retrieved November 18, 2020 from https://www.researchgate.net/publication/289377392_Reconsidering_ Emil_ Kaufmann’s_Von_Ledoux_bis_Le_Corbusier •Elbahaaey, W., A., Elkholy, M., A., Tobar, S., S. & El-Boraie, H. (2016). Egyptian children with autism spectrum disorders: risk factors and comorbidity in relation to disease severity. Egyptian Journal of Psychiatry: The Official Publication of the Egyptian Psychiatry Association, 37 (2). DOI: 10.4103/1110-1105.193023. Retrieved Decem ber 19, 2020 from https://fitchburgstate.libguides.com/c. php?g=758951&p=5442191 •El-Sheikh, S. (2017). New law for disabled individuals breakthrough for social rights.

Daily News Egypt. Retrieved December 16, 2020 from https://dailynewsegypt. com/2017/12/05/new-law-disabled-individuals-breakthrough-social-rights/ •Eman M Mahfouz, E. & Awadalla, H., I. (2013). DETERMINANTS OF DISABILITY AMONG ELDERLY POPULATION IN RURAL MINIA, EGYPT. CENTRAL EUROPEAN JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE, 13(1). Retrieved December 15, 2020 from https://www.researchgate.net/publication/235951543_DETERMINANTS_ OF_DISABILITY_AMONG_ELDERLY_POPULATION_IN_RURAL_MINIA_EGYPT •Gobrial, E., McAnelly, S. & Shannon, P. (2018). Education of children and young people with autistic spectrum disorders in Egypt. Wiley Online Library. Retrieved Decem ber 18, 2020 from https://onlinelibrary.wiley.com/doi/abs/10.1111/bld.12250 •Goto, K. (2017). Autonomy of Architecture, Architecture of Autonomy. Seoul World Ar chitects Congress. Retrieved November 18, 2020 from http://www. uia2017seoul. org/P/papers/Full_paper/Paper/Poster/P-0725.pdf

•GÜRBÜZBALABA, M.(2004). Autonomy: re-appreciation of architecture. The graduate school of natural and applied sciences of middle east technical university. Re trieved November 18, 2020 from http://etd.lib.metu.edu.tr/upload/12605555/in dex.pdf

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•Magda Mostafa’s Global Autism Index: ‘True Architecture for Everyone’.The Ameri can University in Cairo. Retrieved December 18, 2020 from https://www.aucegypt. edu/index.php/news/stories/magda-mostafas-global-autism-index-true-architec ture-everyone •Mandal, A. (2019). Autism History. News Medical Life Sciences. Retrieved January 2, 2021 from https://www.news-medical.net/health/Autism-History.aspx#:~:tt=The%20 term%20autism%20first%20was,admiration%20and%20withdrawal%20within%20self •Mansour, S. (2019). An appeal to President El-Sisi ... torture of 3 autistic twins at a youth center in Minya. Kashqol. Retrieved January 5,2021 from https://www.kashqol. com/39961 •Mohamed, R., Y., Skinner, M. & Trines, S. (2019). Education in Egypt. World Education News + Reviews. Retrieved January 7,2021 from https://wenr.wes.org/2019/02/ education-in-egypt-2 •Ouederni, Y. (2019). Using the ‘Power of Design’ to Shape the Future of Architecture and Autism. The American University of Cairo. Retrieved November 18, 2020 from https://www.aucegypt.edu/news/using-power-design-shape-future-architec ture-and-autism •ÖZHISAR, H., O. (2014). Autonomous architecture via bodrum’s building codes and housing types. The Architectural Science Association & Genova University Press, 371–382. Retrieved November 18, 2020 from http://anzasca.net/wp-content/up loads/2014/12/08_29_95.pdf •Sayed, H., A. (2018). Egypt’s Demographic Opportunity. Faculty of Economics & Politi cal Science at Cairo University. Retrieved December 15, 2020 from https://egypt. unfpa.org/sites/default/files/pub-pdf/Egypt%20DDI%20%28edited%29%20-%205_ Low.pdf •SEYHUN, C. (2004). The role of the architect and autonomy of architecture: An inquiry into the position of the early modern architect And architecture: Le corbusier and maison curutchet. SCHOOL OF NATURAL AND APPLIED SCIENCES. Retrieved November 18, 2020 from https://citeseerx.ist.psu.edu/viewdoc/down load?doi=10.1.1.632.4352&rep=rep1&type=pdf •Tayler,E. 2016). The form of autonomy Ravenscaring: The formal city. University of Dundee. Retrieved November 18, 2020 from https://issuu.com/elspethcharlottetay ler/docs/elspeth_tayler_thesis_text_725e1d915eb6fb

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TABLE OF FIGURES

TABLE OF FIGURES

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Table of Figures CH1 Figures 1.1.2. Studio-Ln, (2014), Three of ledoux house, http://www.studio-ln.com/Autonomy-and-John-Hejduk-s-works.

Figures 1.1.4.1. Casati, (2020), Cemetery of San Cataldo, https://www.archdaily. com/95400/ad-classics-san-cataldo-cemetery-aldo-rossi.

Figure 1.2.2. What Causes Autism?, Illustrated by (Authors, 2021).

Figure 1.2.3. Types Of Autism Illustrated by (Authors, 2021).

Figure 1.2.4.1. Symptoms Of Autism Illustrated by (Authors, 2021).

Figure 1.3.1. Criteria For Location Selection Illustrated by (Authors, 2021).

Figure 1.3.2. . El-Minya City, (2020), https://knoema.com/atlas/Egypt/Minya.

Ch2 Figure 2.2.1. Educational Issue Illustrated by (Authors, 2021).

Figure 2.3.1 Approaches of The Autism ASPECTSS™ Design Index Illustrated by (Authors,2021).

Figure 2.4.1. Assists of the community Illustrated by (Authors, 2021).

Figure 2.6.1. Target Group Illustrated by (Authors, 2021).

CH3 Figure 3.2.1. New Minya Land-use Map. Illustrated by (Authors, 2021).

Figure 3.2.2. New Minya Building Heights Map. Ilustrated by (Authors, 2021).

Figure 3.2.3. New Minya Building Condtion Map. Ilustrated by (Authors, 2021) Figure 3.2.4. New Minya Accessability & Road Hierarchy Map. Ilustrated by (Authors, 2021).

Figure 3.2.5. New Minya Solid & Void Map, Ilustrated by (Authors, 2021).

Figure 3.2.8.1 New Minya Solid Skyline & elevation, Ilustrated by (Authors, 2021).

Figure 3.2.8.2. New Minya Skyline and elevation, Ilustrated by (Authors, 2021).

Figure 3.2.8.3. New Minya Skyline and elevation, Ilustrated by (Authors, 2021).

CH4 Figure 4.0.1. Site 1 Map. Ilustrated by (Authors, 2021).

Figure 4.0.2. Site 2 Map. Ilustrated by (Authors, 2021).

Figure 4.0.3. Site 3 Map. Ilustrated by (Authors, 2021).

Figure 4.1.1. Site 1 Land-use Map. Ilustrated by (Authors, 2021).

Figure 4.1.2. Site 2 Land-use Map. Ilustrated by (Authors, 2021).

Figure 4.1.3. Site 3 Land-use Map. Ilustrated by (Authors, 2021).

Figure 4.2.1. Site 1 Building Heights Map. Ilustrated by (Authors, 2021).

Figure 4.2.2. Site 2 Building Heights Map. Ilustrated by (Authors, 2021).

Figure 4.2.3. Site 3 Building Heights Map. Ilustrated by (Authors, 2021).

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Figure 4.3.3. Site 3 Building Condition Map, Ilustrated by (Authors, 2021).

Figure 4.4.1. Site 1 Solid & Void Map, Ilustrated by (Authors, 2021).

Figure 4.4.2. Site 2 Solid & Void Map, Ilustrated by (Authors, 2021).

Figure 4.4.3. Site 3 Solid & Void Map, Ilustrated by (Authors, 2021) Figure 4.5.1. Site 1 Accessibility & Road Hierarchy, Ilustrated by (Authors, 2021).

Figure 4.5.2. Site 2 Accessibility & Road Hierarchy, Ilustrated by (Authors, 2021).

Figure 4.5.3. Site 3 Accessibility & Road Hierarchy, Ilustrated by (Authors, 2021).

Ch5 Figure 5.1.1. souza, (2019), Acoustical panels, https://www.archdaily.com/912806/understanding-sound-absorption-and-diffusion-in-architectural-projects, Illustrated by (Authors, 2021).

Figure 5.1.2. Hadden, (2010), Acoustical panels, https://www.archdaily.com/912806/ understanding-sound-absorption-and-diffusion-in-architectural-projects, Illustrated by (Authors, 2021) Figure 5.1.3. souza, (2019) Wall and floor material, https://www.archdaily.com/912806/ understanding-sound-absorption-and-diffusion-in-architectural-projects, Illustrated by (Authors, 2021) Figure 5.2.1. Henry, (2011), Walls and decorations, Illustrated by (Authors, 2021) Figure 5.2.2. Sketch by (Authors, 2021).

Figure 5.2.3. Sketch showing types of spatial sequnecing by (Authors, 2021).

Figure 5.2.4. Sketch by (Authors, 2021).

Figure 5.3.1. Beck, (2019), Escape space, https://journals.sagepub.com/doi/ pdf/10.1177/1073191120952889, Illustrated by (Authors, 2021).

Figure 5.3.2 wongwan, (2020), Thai Children’s hospital escape space, https://www. archdaily.com/932317/ekh-children-hospital-s-csb, Illustrated by (Authors, 2021).

Figure 5.3.3 Escape space, https://www.ucl.ac.uk/bartlett/architecture/publications/2018/jul/bartlett-summer-show-book-2018, Illustrated by (Authors, 2021) Figure 5.3.4. Fredrick, (2018), Escape space, Illustrated by (Authors, 2021).

Figure 5.3.5 wongwan, (2020), Thai Children’s hospital escape space, https://www. archdaily.com/932317/ekh-children-hospital-s-csb, Illustrated by (Authors, 2021).

Figure 5.4.1 Sketch Illustrated by (Authors, 2021).

Figure 5.4.2. Sketch Illustrated by (Authors, 2021).

Figure 5.4.3. Houz, (2020), Compartmentalization, https://architizer.com/blog/inspiration/collections/built-in-design/, Illustrated by (Authors, 2021).

Figure 5.4.4. Marcopolous, (2011), Compartmentalization, http://oa.las.ac.cn/oainone/ service/workdown/RO201708250000993CD, Illustrated by (Authors, 2021).

Figure 5.4.5. Sketch Illustrated by (Authors, 2021).

Figure 5.5.1. Sketch Illustrated by (Authors, 2021).

Figure 5.5.2. Sketch Illustrated by (Authors, 2021).

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Figure 5.5.3. Kowalski, (2017), Sensory room, https://www.edutopia.org/article/sensoryroom-101-betty-ray, Illustrated by (Authors, 2021).

Figure 5.6.1. Sketch Illustrated by (Authors, 2021).

Figure 5.6.2. Sketch Illustrated by (Authors, 2021).

Figure 5.6.3. Kowalski, (2017), Light wall, https://www.edutopia.org/article/sensory-room101-betty-ray, Illustrated by (Authors, 2021).

Figure 5.6.4 Co4, (2018), Curved wall, https://www.edutopia.org/article/sensory-room101-betty-ray, Illustrated by (Authors, 2021).

Figure 5.7.1. Hariri, (2020), Egress, https://archnet.org/authorities/1752/sites/7091, Illustrated by (Authors, 2021).

Figure 5.7.2. Amko, (2018), Fences, https://economictimes.indiatimes.com/topic/Future-School-of-Architecture-and-Design/news/6/6, Illustrated by (Authors, 2021).

Figure 5.7.3. Hariri, (2020), Supervision, https://www.mdpi.com/2071-1050/12/12/4905/ pdf, Illustrated by (Authors, 2021).

Figure 5.8.1. Co4, (2018), Light, https://www.mdpi.com/2071-1050/12/12/4905/pdf, Illustrated by (Authors, 2021).

Figure 5.8.2. Sketch Illustrated by (Authors, 2021).

Figure 5.8.3. Henry, (2011), Skylights, https://issuu.com/henrystephens/docs/gradportfolio_2014, Illustrated by (Authors, 2021).

Figure 5.9.1. Sketch Illustrated by (Authors, 2021).

Figure 5.9.2. Peat, (2018), Wayfinding, https://issuu.com/bartlettarchucl/docs/bartlett_ summer19_book_final_single, Illustrated by (Authors, 2021).

Figure 5.9.3. Peat, (2018), Wayfinding, https://issuu.com/bartlettarchucl/docs/bartlett_ summer19_book_final_single, Illustrated by (Authors, 2021).

Figure 5.10.1. Davis, (2018), Materials, https://architectureprize.com/winners/2018.php, Illustrated by (Authors, 2021).

Figure 5.10.2. Davis, (2018), Materials, https://architectureprize.com/winners/2018.php, Illustrated by (Authors, 2021).

Figure 5.10.3. Davis, (2018), Materials, https://library.bath.ac.uk/architecture-civil-engineering/literature-search, Illustrated by (Authors, 2021).

Figure 5.10.4. Davis, (2018), Materials, https://library.bath.ac.uk/architecture-civil-engineering/literature-search, Illustrated by (Authors, 2021).

Figure 5.8.2. Sketch Illustrated by (Authors, 2021).

Figure 5.8.3. Henry, (2011), Skylights, https://issuu.com/henrystephens/docs/gradportfolio_2014, Illustrated by (Authors, 2021).

Figure 5.9.1. Sketch Illustrated by (Authors, 2021).

Figure 5.9.2. Peat, (2018), Wayfinding, https://issuu.com/bartlettarchucl/docs/bartlett_ summer19_book_final_single, Illustrated by (Authors, 2021).

Figure 5.9.3. Peat, (2018), Wayfinding, https://issuu.com/bartlettarchucl/docs/bartlett_ summer19_book_final_single, Illustrated by (Authors, 2021).

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Figure 5.10.1. Davis, (2018), Materials, https://architectureprize.com/winners/2018.php, Illustrated by (Authors, 2021).

Figure 5.10.2. Davis, (2018), Materials, https://architectureprize.com/winners/2018.php, Illustrated by (Authors, 2021).

Figure 5.10.3. Davis, (2018), Materials, https://library.bath.ac.uk/architecture-civil-engineering/literature-search, Illustrated by (Authors, 2021).

Figure 5.10.4. Davis, (2018), Materials, https://library.bath.ac.uk/architecture-civil-engineering/literature-search, Illustrated by (Authors, 2021).

CH6 Figure 6.1.1. M.Magda, (2007), Advance School, First New Cairo, https://www.archdaily. com/435982/Autism-design/525477c9e8e44eff020006f0-an-interview-with-magda-mostfa-pioneer-in-autism-design-image, Illustrated by (Authors, 2021).

Figure 6.1.2. M.Magda, (2007), Advance School Solid & Void Map, https://www. archdaily.com/435982/Autism-design/525477c9e8e44eff020006f0-an-interview-with-magda-mostafa-pioneer-in-autism-design-image, Illustrated by (Authors, 2021).

Figure 6.1.3. M.Magda, (2007), Advance School Roads & Accessability Map, https:// www.archdaily.com/435982/Autism-design/525477c9e8e44eff020006f0-an-interview-with-magda-mostafa-pioneer-in-autism-design-image, Illustrated by (Authors, 2021).

Figure 6.1.4. Facade Analysis Sketch, Illustrated by (Authors, 2021).

Figure 6.2.2.1 Perez, (2010), House VI, https://house6.weebly.com/house-vi.html, Illustrated by (Authors, 2021).

Figure 6.2.2.2 Perez, (2010), House VI, https://house6.weebly.com/house-vi.html, Illustrated by (Authors, 2021).

Figure 6.2.2.2.1. Architectureforautism, (2021), concept sketches, https://house6.weebly.com/house-vi.html, Illustrated by (Authors, 2021).

Figure 6.2.2.3.1. Architectureforautism, (2021), concept sketches, https://house6.weebly.com/house-vi.html, Illustrated by (Authors,2021).

Figure 6.2.2.3.2. Architectureforautism, (2021), Column and beam intersection, https:// house6.weebly.com/house-vi.html, Illustrated by (Authors, 2021).

Figure 6.2.2.4. Site and Surroundings Map, Illustrated by (Authors, 2021).

Figure 6.2.2.5.1. Solid & Void Map, Illustrated by (Authors, 2021).

Figure 6.2.2.6.1. Roads and Accessability Map, Illustrated by (Authors, 2021).

Figure 6.2.2.7.1. House6.weebly, (2020), Front Elevation, https://house6.weebly.com/ house-vi.html, Illustrated by (Authors, 2021).

Figure 6.2.2.7.2. Eisenmanarchitects, (2018) Sections, Illustrated by, https://house6.weebly.com/house-vi.html, Illustrated by (Authors, 2021).

Figure 6.2.2.8.1. Eisenmanarchitects, (2018), Program Analysis, https://eisenmanarchitects.com/Projects, Illustrated by (Authors, 2021).

Figure 6.2.2.8.2. Eisenmanarchitects, (2018), Program Analysis, https://eisenmanarchitects.com/Projects, Illustrated by (Authors, 2021)

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CH7 Figure 9.1.1.0 (Author, 2021).

Figure 9.1.3.1 illustrated by (Author, 2021).

Figure 9.1.3.2 (Author, 2021).

Figure 9.1.3.3 (Author, 2021).

Figure 9.1.3.4 Archdaily, illustrated by (Author, 2021).

Figure 9.1.3.5 (Zeynepcinar, 2019) https://www.zeynepcinar.com/#/graduate-thesis/ Figure 9.1.3.6 (Author, 2021).

Figure 9.1.3.7 (Archdaily, 2018) https://worldarchitecture.orgFigure 9.8.4.2. Special Center For Autism, Data Source (archdaily, 2019) https://www.archdaily.com/956894/paliashvili-67-building-t-architects?ad_content=956894&ad_medium=widget&ad_name=featured_loop_main.

Figure 9.1.3.8 (Author, 2021).

Figure 9.1.3.9 (Author, 2021).

Figure 9.1.3.10 (Archdaily, 2016).

Figure 9.1.3.11 (https://mappingignorance.org/2021/02/18/pyrite-cos2-is-shown-to-be-amagnetic-weyl-semimetal/, 2016).

Figure 9.1.3.12 (Author, 2021).

Figure 9.1.1 concept 1time space existence ( authors, 2021).

Figure 9.1.3 Louis Kahn ( graphcommons, 2017 ) https://graphcommons.com/ gazette/ story/2019/04/wyss-institute-lays-groundwork Figure 9.1.2 concept digram (Authors, 2021) Figure 9.2.1 concept 2 freedom path ( authors, 2021 ) Figure 9. 2.2 concept digram ( authors, 2021 ) Figure 9.3.1 concept 3 Coexistence Phases ( authors, 2021 ) Figure 9.3.3 sketch shows the chaos in mass articulation(google, 2017) Figure 9.3.2 concept digram ( authors, 2021 ) Figure 9.13.2 AR experince photo ( google, 2021) Figure 9.3.2.1 Photo shows autistic child play games (goodnewsnetwork.org 2018.) https:// goodnewsnetwork.org/en/typical-characteristics-autism-spectrum-disorder/ Figure 9.3.2.2 Photo shows autistic child play games (goodnewsnetwork.org 2018.)https:// goodnewsnetwork.org/en/typical-characteristics-autism-spectrum-disorder/ Figure 9.3.2.3 Photo shows autistic child (goodnewsnetwork.org 2018.)https://goodnewsnetwork.org/en/typical-characteristics-autism-spectrum-disorder/ Figure 9.3.2.1.1 Photo collage shows the meaning of diversity in the people . (ageraconsulting,2017),https://retailtouchpoints.com/features/trend-watch/moving-toward-inclusion-more-retailers-appoint-c-level-diversity-officers.

Figure 9.3.2.1.2 Photo collage shows the meaning of diversity in the people . (ageraconsulting, 2017) https://retailtouchpoints.com/features/trend-watch/moving-toward-inclusion-more-retailers-appoint-c-level-diversity-officers Figure 9.3.2.1.3 Photo collage shows the meaning of diversity in the Buildings . (ageraconsulting, 2017), https://retailtouchpoints.com/features/trend-watch/moving-toward-inclusion-more-retailers-appoint-c-level-diversity-officers Figure 9.3.2.3.4. Sketch shows the diversity in the buildings using heights and shapes (Author, 2021). https://retailtouchpoints.com/features/trend-watch/moving-toward-inclusion-more-retailers-appoint-c-level-diversity-officers

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Figure 9.3.2.2.1.Photo shows two autistic children share games (goodnewsnetwork.org 2018.) https://raisingchildren.net.au/autism/communicating-relationships/connecting/social-skills-for-children-with-asd Figure 9.3.2.2.2. Sketch shows the common spaces , (Author, 2021).

Figure 9.3.2.2.3 Sketch shows the ind. Spaces , (Author, 2021).

Figure 9.3.2.2.4. Sketch shows the social composition , (Author, 2021).

Figure 9.3.3.3.1 Sketch shows the unity between people, (Author, 2021).

Figure 9.3.3.3.2 Sketch shows the unity between buildings and the pathway that connect all buildings., (Author, 2021).

Figure 9.3.3.3.3 Sketch shows the unity between buildings and the, (Author, 2021).

Figure 9.3.4.1 Sketch shows the green roof, (pinterest.com,2015) https://pinterest.com/collision-ot-shaping-future-buildings-iot-age/ Figure 9.3.4.2 Sketch shows the pavegan tiles , (pinterest.com,2015) https://pinterest.com/ collision-ot-shaping-future-buildings-iot-age/ Figure 9.3.4.3 reuse gray water (pinterest.com,2016) https://pinterest.com/collision-otshaping-future-buildings-iot-age/ Fig. 9.3.4.4 Kinetic facade (pinterest.com,2016) https://pinterest.com/collision-ot-shapingfuture-buildings-iot-age/ Figure 9.3.4.5 inspirations (pinterest.com,2013) https://pinterest.com/collision-ot-shapingfuture-buildings-iot-age/564646 Figure 9.3.4.6 inspirations (pinterest.com,2013) https://pinterest.com/collision-ot-shapingfuture-buildings-iot-age/313548 Figure 9.3.4.7 inspirations (pinterest.com,2013) https://pinterest.com/collision-ot-shapingfuture-buildings-iot-age/846852 Figure 9.3.4.8 inspirations (pinterest.com,2013) https://pinterest.com/collision-ot-shapingfuture-buildings-iot-age/3435843 Figure 9.4.1 Autistic child (kartinkinaden.ru,2020) https://kartinkinaden.ru/16557-gelios.html Figure 9.4.2. by (Authors, 2021) Figure 9.4.3. celebration of clouds(earthobservatory.nasa.gov 2016). Illustrated by (Authors, 2021) Figure 9.4.4. by (Authors, 2021) Figure 9.4.5. by (Authors, 2021) Figure 9.4.6. by (Authors, 2021) Figure 9.4.7. by (Authors, 2021) Figure 9.4.8 nature (www.verywellhealth.com,2020) https://www.verywellmind.com/virtual-reality-experiences-may-have-mood-boosting-benefits-5088684

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Fig9.4.9 dialogue (artskop.com,2013). Illustrated by (Authors, 2021) Fig9.4.11 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021) Fig9.4.11 Hyper and hypo (behance.net,2020). Illustrated by (Authors, 2021) Fig. 9.4.12. by (Authors, 2021) Fig9.4.13. Resin stair (minirasex.it,2020) https://minirasex.it/en/attualita/scala-in-resina Fig. 9.4.15. Sight (Behance.net,2019) https://www.behance.net/gallery/99484489/ SAAB-S9?tracking_source=search_projects_recommended Fig. 9.4.16. by (Authors, 2021) Fig. 9.4.17. by (Authors, 2021) Fig9.4.18. projector (polinasarafanova.com,2020) https://www.polinasarafanova.com/ projects Fig9.4.19. projector polinasarafanova.com,2020) https://www.polinasarafanova.com/projects Fig9.4.20. Skylight (artificialsky.com,2016) https://artificialsky.com/category/led-skylight/ Fig9.4.21. int. wall (jasonbruges.com,2013) https://www.jasonbruges.com/design#/ cave-privee/ Fig9.4.22. int. wall (jasonbruges.com,2013) https://www.jasonbruges.com/design#/ cave-privee/ Fig9.4.23. interact (lusens.com2015) https://www.linkedin.com/company/lusens?originalSubdomain=ca Fig9.4.24. Active Play (fitnessgaming.com,2015) https://www.fitness-gaming.com/news/ events-and-fun/kidzpace-interactive-products-turn-any-space-into-active-play-area.html Fig .9.6.1. inspiration collage illustrated by authors,2021, Fig.9.6.2. collage that expresses phenomenology in relation to autism using functionally communal approach by authors,2021 Fig.9.6.3. Self and senses diagram by authors,2021 Fig.9.6.4 Consideration of different users through social context, psychological and pedagogical, which can affect learning, achievement, and various behaviours, by authors, 2021 Fig.9.6.5. Self and senses diagram by authors,2021 Fig.9.6.6. Physical Learning Environment Flowchart (Source: Ghazali, Md Sakip, & Samsuddin, 2018), https://www.researchgate.net/publication/323311911_A_Review_of_ Sensory_Design_Physical_Learning_Environment_for_Autism_Centre_in_Malaysia Fig.9.6.7. Conceptaul model that shows the intimiacy of radial grids as focal points acting as collectors for exploration of sensory sensitivity, by authors, 2021 Fig.9.6.8. A collage that symbolizes the harmony of creating different grids in accquaintance to the different autistic users to form an adaptive interstitial space that responds to communal autonmous aspects and phenomenology as well.

Fig.9.6.9. simple form illustrations by authors 2021 Fig.9.6.10. Rigid rectangular form sketch,by authors,2021 Fig.9.6.11. Minimalistic elevation sketch with glazed patios, by authors,2021 Fig.9.6.12. Conceptual Model that expresses a new genre in architecture for autism, by authors,2021 Fig.9.6.13. A collage that exp resses the human-space evolution in reaction to the daily variances, by authors, 2021

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Fig .9.6.14 Rigid form and flexible partitions from the inside integrated with landscape voids to separate different zones and provide complexity,by authors,2021 Fig.9.6.15. Fractal contexts in time element sketch, by authors, 2021 Fig.9.6.16. Focal Fragment in a space sketch, by authors, 2021 Fig.9.6.16.Focal Fragment in a space sketch, by authors, 2021 Fig.9.6.17. The subtraction and addition evolutionary process sketch, by authors, 2021 Fig.9.6.18. Self reflected community illustration, by authors,2021 Fig.9.6.19. Conceptual Model that expresses the form and space evolution adapting to the autism space needs, by authors, 2021 Fig.9.6.20 materials, data source (Fox,N.D) Fig.9.6.21 smart glass, data source(Woodford,2020) Fig9.7.1 Children with autism feeling lonely, data source (theonlineclarion,2020) https:// www.theonlineclarion.com/top-stories/2021/02/17/vaccine-rollout-for-madison-college/ Fig9.7.2 Children with autism feeling lonely, data source (behnace.com,2011) https://www. behance.net/gallery/99484489/SAAB-S9?tracking_source=search_projects_recommended Fig9.7.3 Autism illustration, data source (dribbble.com,2020) Fig9.7.4 Autism, data source(nytimes.com,2020) https://www.nytimes.com/subscription?campaignId=7UXFY&ds_c=71700000073311507&gclid=CjwKCAiAg8OBBhA8EiwAlKw3ko4CCAmBVQpd_AjCJCO-RgRC2WsMM_nz4cBApzdwCetlTVKF_LRX3hoCpM4QAvD_ BwE&gclsrc=aw.ds Fig9.7.5 Autism center, data source (atlantaautism center.com,2017) https://atlantaautismcenter.com/events/ Fig9.7.6 Therapeutic structures for ASD, data source (archdaily.com,2020) https://www. archdaily.com/801690/these-architectural-playscapes-are-designed-to-provide-therapy-for-children-with-autism Fig9.7.7 Collage of fiber optocs, data source (Authors,2021) Fig9.7.8 Bubble tubes in sensory rooms, data source (behance.com,2020) https://www.behance.net/gallery/99484489/SAAB-S9?tracking_source=search_projects_recommended Fig9.7.9 Sensacells, data source (sealevel.com,2010) https://www.sealevel.com/2010/06/22/ sensacells-interactive-technology/ Fig9.7.10 Concept process (illustrated by Authors,2021) Fig9.7.11 Concept process (illustrated by Authors,2021) Fig9.7.12 3D sketch (illustrated by Authors,2021) Fig9.7.13 Form generation(illustrated by Authors,2021) Fig9.7.14 Section(illustrated by Authors,2021) Fig9.7.15 3D Sketch(illustrated by Authors,2021) Fig9.7.16 Form generation(illustrated by Authors,2021) Fig9.7.17 Form generation (illustrated by Authors,2021) Fig9.7.18 Form generation (illustrated by Authors,2021) Fig9.7.19 3D Skecth showing form (illustrated by Authors,2021)

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Fig. 9.8.1 Edited by Authors, 2021 Fig. 9.8.2. Autistic People Edited by Authors, 2021 Fig. 9.8.4.1. Autism Center, Data Source (World Architecture.org, 2017) https://worldarchitecture.orgFigure 9.8.4.2. Special Center For Autism, Data Source (archdaily, 2019) https://www.archdaily.com/956894/paliashvili-67-building-t-architects?ad_content=956894&ad_medium=widget&ad_name=featured_loop_main Fig. 9.8.5.1. Drawn by Authors, 2021 Fig. 9.8.5.2. Edited by Authors, 2021 Fig. 9.8.5.3. Drawn by Authors, 2021 Fig. 9.8.5.4. By Authors, 2021 Fig. 9.8.6. Edited by Authors, 2021, Data Source (Laskadesign.com, 2019) https://www. laskadesign.com/evas Fig. 9.8.6.2. Data Source (Carmenbpingree.com, 2018) https://carmenbpingree.com/ programs/elementary/ Fig.9.8.6.3. Data Source (Carmenbpingree.com, 2018) https://carmenbpingree.com/ programs/elementary/ Fig. 9.8.6.4. Data Source (Claudinonard.com, 2014) https://carmenbpingree.com/programs/elementary/ Fig. 9.8.6.5. Data Source ((Archdaily.com, 2014)https://www.archdaily.com/956894/paliashvili-67-building-t-architects?ad_content=956894&ad_medium=widget&ad_name=featured_loop_main Fig. 9.8.7.1. Drawn by Authors, 2021 Fig. 9.8.7.1. Drawn by Authors, 2021 Fig. 9.8.7.1. Drawn by Authors, 2021 Fig. 9.8.7.1. Drawn by Authors, 2021 Fig. 9.8.7.1. Drawn by Authors, 2021 Fig. 9.8.7.1. Drawn by Authors, 2021 Fig. 9.8.7.1. Drawn by Authors, 2021 Fig. 9.8.8.1. Pavegen Tiles, Data Source (New Atlas.com, 2019) https://newatlas.com/ science/lucid-dream-communication/ Fig. 9.8.8.2. Pavegen Tiles, Data Source (Harvard.com, 2019) https://news.harvard.edu/ gazette/story/2019/04/wyss-institute-lays-groundwork-to-protect-environment-with-robots/ Fig. 9.8.8.3. Pavegen Tiles Illustrated by Authors, 2021 Fig. 9.8.8.4. Greywater, Data Source (PNGio.com ,2018) Figure 9.8.8.5. Wastewater Reuse, Data Source (Pinterest,2020) Figure 9.8.8.6. Greywater, Data Source (Redi.eu,2019)

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