Autism

AUTISM I n t h i s b o o k l et we t a l k a b o u t Autistic Spectrum Disorder (ASD) i n t e r m s of what i t i s , how i t ef fe c t s eve r yo n e , t h e history a n d t h e ef fo r t s t owa rd s m a k i n g i t m o re re c o g n i s e d . I n a few c h a pt e r s t h e re a re c o m p a r i s o n s b et we e n t h e UK a n d China, a l o n g w i t h t h e ex p l o rat i o n of ex i s t i n g AS D h o u s i n g p re c e d e nt a c ro s s t h e World.

Fi g u re 1 : ‘ ‘ N at u re’s P l a n o’ ’ - Alfie Bowen (a u t i s t i c p h ot o g ra p h e r)

AUTISM

CONTENTS 02 Introduction WHAT THE BOOKLET IS AND OUR ATTITUDE TOWARDS MOVING FORWARD WITH AUTISM

06 Studio THE FACES BEHIND THE WORK

14 Autism AN INSIGHT IN TO WHAT AUTISM IS THROUGH RESEARCH AND EXPERIENCES

28 History A BRIEF OVERVIEW OF HOW THE TERM ‘ASD’ CAME ABOUT AND HOW RESEARCH HAS EVOLVED

34 Statistics A STUDY INTO HOW THE NUMBER OF THOSE DIAGNOSED WITH AUTISM COMPARES WITH POPULATION

38 Support EFFORTS TOWARDS RESEARCH INTO AND RECOGNITION OF THOSE WHO ARE AUTISTIC

48 Precedent A COLLECTION OF BUILT EXAMPLES OF HOUSING DESIGNED AND BUILT FOR THOSE WITH ASD

60 Conclusion AGREED CONCENSUS OF ATTITUDE

64 References + Bibliography WHERE ALL THE IMPORTANT INFORMATION WAS FOUND

Figure 2 : David - Michelangelo (autistic sculptor)

Introduction WHAT THE BOOKLET IS AND OUR ATTITUDE TOWARDS MOVING FORWARD WITH AUTISM ‘‘if you’ve met one person with autism, you’ve met one person with autism’’

- Stephen Shore

This document was curated by us - a group of 12 students in fourth year Architecture. Our aim is to inform people about autism by sharing, analysing, and using the data we find and developing an architectural work ethic which utilises this information to improve design.

Our attitude is one that is shared by many, but is still not enough. By studying famous works from those thought to be autistic, we realised quickly that without these people, we would not have many of the things we do now. From Michelangelo to Albert Einstein and Susan Boyle a whole world of creativity and exploration would not exist.

The belief that Austism should not be viewed as limiting but infact the opposite is one that should be brought with us into the future, especially for those within industries that have a direct impact on individuals with ASD. We believe designing spaces and environments suited to the 1% will only improve further the experience for the 99%.

AUTISM

03 03 | | 04

Chelseigh Buchanan

Joshua Coniah

Cameron Devine

Laura Greenshields

Hestia He

Callum McLean

Mayya Potvar

Nick Puxley

Gong Quanzhou

Nurul Safuhah Suhaidi

Yijing Wang

Huiting Xie

Studio THE FACES BEHIND THE WORK

Figure 3 : Bill Gates | co-founder of Microsoft Corporation

People who you may not know have ASD/were thought to be autistic...

AUTISM

Figure 4 : Michael Phelps | most decorated olympian of all time

07

| 08

Figure 5 : Sir Philip Anthony Hopkins | oscar winning actor for ‘‘Silence of the Lambs’’

AUTISM

Figure 6 : Dan Harmon | co-creator of TV series ‘Rick and Morty’

09

| 10

Figure 7 : Isaac Newton | recognised as being one of the most influencial scientists of all time

AUTISM

Figure 8 : Hans Christian Andersen | author of ‘‘The Ugly Duckling’’ and other famous children’s fairy tales

11

| 12

Figure 9 : Aerial view of Nine Elms Development - Stephen Whiltshire (autistic artist)

Autism AN INSIGHT IN TO WHAT AUTISM IS THROUGH RESEARCH AND EXPERIENCES ‘‘autism is not a disability, it’s a different ability’’

- Stuart Duncan

TRIAD OF IMPAIRMENTS

Autism is a complex neurological developmental disorder. The key traits displayed by an autistic person can be summarised by the Triad of Impairments.

According to the Scottish Autism website the Triad of Impairments can be defined as follows:

autism AUTISM

Limited verbal language Difficulties using + understanding appropriate body language Literal understanding of language Limited motivation to initiate + sustain conversation More willing to engage in conversations about topics of interest + will often divert other conversations back to topics they are interested in

An apparent lack social engagement

of

desire

or

motivation

for

An apparent lack of understanding of the feelings, intentions and motivations of others Initiation of social interaction is rare but may respond and comply to approaches May have a strong desire for social engagement but be unaware of social rules and how to apply them depending on the context

May find it difficult to adjust their behavior and respond to different situations May find new and unfamiliar stressful, threatening and confusing

experiences

May resist change or exposure to new experiences due to limited ability to generate a concept or form an idea without a point of reference.

May find it difficult to recognize emotional expressions and body language in relation to the social context.

15

| 16

ASD STUDIO: You have worked with autism for quite some time. Can you tell me a little about your experience with autism?

Fiona McLean: ‘‘I started working in Daldorch House School in 2001. Daldorch is a residential school specialising in the care and education for children and young adults with autism. I worked at Daldorch for 14 years. After leaving Daldorch I started working for Spark of Genius, although this isn’t an autism specific care unit, since my start, I have seen a growing number of young people coming into our care that do have autism.’’

ASD STUDIO: Can you talk me through a typical day at Daldorch House School?

F.M: ‘‘The morning would begin with photographs of the staff members being shown on a pinboard so that the service users could familiarise themselves with who would be working. Then the service users would attend Assembly before heading to the classroom. They would then have lunch in the communal canteen and then return to the classroom. After class some service users would go on an outing or do an evening activity before dinner. Then it was time for bed.’’

ASD STUDIO: Can you give me some examples of the activities and outings the service users would do, and were there any safety considerations or precautions you had to take? autism AUTISM

F.M: ‘‘The activities the service users did were very ordinary: we would go bowling, swimming, to the cinema, to soft play, shopping and to cafes and bars. As for precautions we would just need to be organised. For instance, if we were going bowling, I would call the bowling alley to see if they were quiet. If we were going to soft play, we would avoid going at peak times such as after school. It all came down to understanding the individual and learning their likes, dislikes and potential triggers that may cause them to have a meltdown. There was one service user who had a fixation with food, so routes had to be planned to avoid passing any fast-food establishments.’’

ASD STUDIO: What is a meltdown?

F.M: ‘‘A meltdown is the physical manifestation of the frustration, anxiety, confusion, and fear felt by the individual with autism, causing the person to lose control of their behaviour. This can be shown as verbal and physical outbursts such as: Crying, shouting, screaming, kicking, punching, biting, and lashing out. Similarly, a person with autism can experience something known as a shutdown.

This is where an autistic person is so overwhelmed that they can only focus and basic functions, as a result they can struggle with communication and often go mute. This does not appear as obvious as meltdown, however this does not mean the experience is any less intense for the individual.’’

A Conversation with Fiona.

A member of our studio, Callum, has had a conversation with his mum who works as a carer/teacher for autistic children, to get her perspective on working with individuals with ASD.

ASD STUDIO: Are there any specific things or situations that can cause a meltdown or a shutdown?

F.M: ‘‘It really depends on the individual, but in general meltdowns and shutdowns tend to be triggered by information and sensory overload.

Examples include: Light, colour, sound, smell, taste, texture, and touch. By knowing the individual, you can try to limit exposure to these triggers. Some service users at Daldorch were hypersensitive to smell and nose, so instead of eating lunch in the communal canteen they would have lunch in their own houses.’’

ASD STUDIO: I have heard you use the term ‘challenging behaviours’ before, can you tell me what that is?

F.M: ‘‘Challenging behaviour is basically a term used to describe a person’s behaviour that poses a risk to themselves and those around them. Such as: Self harm, aggression, destructiveness, and disruptiveness. These behaviours are often the result of a meltdown. Precautions must be taken to ensure the safety of the individual and the carer during these behaviours. I will not go into detail but there were times I came home bruised and even times I had to go to A&E because of injuries incurred by some behaviours. When I think back of my time at Daldorch, the challenging behaviours are overshadowed by the other amazing experiences

of working with people with autism.’’

ASD STUDIO: Thinking back at your time working at Daldorch what were some of those great experiences?

F.M: ‘‘When I think back it was not necessarily specific occasions that stand out as my fondest memories. It was the whole experience of building relationships with the individuals, getting to know the person, their personalities and the unique things that made them who they are. Watching them grow and develop and being able to celebrate their achievements with them. Some of these achievements may seem trivial to yourself and others, but to me and the individual they were a great source of pride, such as: Putting on their socks by themselves, learning to brush their teeth, learning a new word, trying different clothes, or even just tasting a different food. There was one girl I cared for, she was 8 when she attended Daldorch and I cared for her until she was 22. One of my proudest moments was when this girl told her mother that she loved her for the first time at the age of 21.’’

ASD STUDIO: Is there anything you would like to say before we end this interview?

F.M: ‘‘Just remember, see the person, not the autism.’’

17

| 18

Figure 10 : paint tubes

COLOUR THEORY BASED ON TRAITS OF INDIVIDUALS WITH AUTISTIC SPECTRUM DISORDER Colours can effect a person with Autism in a multiple of ways from causing discomfort to creating a peaceful environment. Along with the use of colours - textures can also play an important role in making one feel at ease.

autism AUTISM

Figure 11 : shadow on building

1

Figure 12 : green torn leaf

2

19

| 20

Figure 14 : rock on plinth

Figure 13 : pink glasses + kettle

Figure 15 : eggs in container

3

4

1:

monochromatic.

the unity of colour creates a peaceful environment for an autistic individual.

2:

green.

one of the safest colours for those with ASD, bringing harmony and balance to environments (especially soft variations). + analogous. similar effect to monochromatic where the unity of colours create a balanced and peaceful environment; works best with cold colours such as blue and green or a combination of both.

3:

pink.

generally provides comfort and relaxation however preference varies amongst individuals (may have similar effect to red).

autism AUTISM

Figure 16 : ornaments on steps

Figure 17 : blue plastic back

5

4:

white + neutral.

reflective nature can be overwhelming with the potential of causing agitation, so more neutral colours are preferred.

5:

6

6:

blue.

the calm and peaceful aspects of this colour have been proven to reduce stress for everyone meaning its effect is heightened for those with autism; creating a soothing non-threatening environment.

red. + texture and pattern.

can appear flourescent and almost like it is ‘vibrating’ causing one with ASD to feel overwhelmed - causing pain and anger.

as a general rule, it is helpful to reduce the number of stimulants in an environment, so visual patten should be kept to a minimum.

+ complementary. maximum contrast between colours are extremely stimulating and therefore are discouraged from being used

however preference differs from person to person with texture whilst some prefer warm and fuzzy surfaces others prefer cool and smooth surfaces.

+ space and order having a fixation with order is a common trait amongst those with ASD, so ensuring every item has its place simplifies and reduces the number of stimuli.

21

| 22

A Conversation about Ellis.

Nick, another member of our studio, has a cousin with a chromosome deficiency that has resulted in him living with autism among other things. Nick spoke to his aunt to get a firsthand perspective on living with ASD.

autism AUTISM

ASD STUDIO: What is your personal experience with an individual with ASD? Susan Rees: “Our son Ellis is 26-year-old man who has a chromosome deficiency disorder and has been living with ASD and other assorted disabilities such as epilepsy all his life. He began showing signs of this when he was about 2 years old and it has only become more prominent as he has got older. When he reached school age, we sent him to Eastpark School in Glasgow, which is a specialised school for individuals with learning difficulties.

When he was there, he lived in purpose-built accommodation with 5 others. This was definitely the best place he has lived; he is now in a sightly retrofitted 1950’s council flat. He was allowed 1 access ramp from the council and only through our persistence have we been able to fit a wetroom instead of the bathroom and knock down a wall to allow for clear sight lines in the living space.”

ASD STUDIO: What is your personal experience with Ellis’ staff?

S.R: “Most individuals with ASD or other learning difficulties have 1 or 2 carers through the day, and they leave when the individual goes to sleep. Ellis always has 2 staff members on duty while he is awake and 1 on duty while he is asleep. This is the most extreme and invasive level of staffing you can get, however without its Ellis would not be able to get by day to day. His current isolated accommodation presents a problem for staff though, as he needs 3 staff throughout a 24 hour period, however at Eastpark for example, they were able to have 3 staff for all 5 individuals through a 24 hour period therefore staff were stretched less thin. Location also has an impact on staff. If the site is far out from a city then there is a much smaller pool of immediately available carers, and a lot of carers are on minimum wage, therefore they will be travelling by bus or walking.”

ASD STUDIO: Is there anything in political policy that you think is important?

S.R: “In Scots law you are either deemed ‘Capax’ or ‘Incapax’. This is a legal test to determine whether an individual has the capacity to be in control of their life or whether they need a third party to take legal guardianship of their life. If an ASD facility is dealing with Capax individuals, it needs to be equipped to deal with these people living out the full gamut of their lives, including friendships, sexual relationships, pregnancy, and therefore families. For a client group that is INCAPAX, they have appointed guardians, or the state is their guardian and therefore they have someone else who oversees what they do and who they associate

with. Another policy issue that has arisen in our personal experience is as Ellis is currently living in a rented council flat, there is no thought put into who is renting the flats and he has ended up with some very dodgy neighbours. The last ones were involved in drugs and therefore there was people coming and going all night, quite often physical fights in the front garden of the block of flats, and people trying to climb up drainpipes to get into the flat. All of which keeps Ellis up all night in a panic and prevents carers from getting rest.”

ASD STUDIO: Are there any design ideas that you have just from your experience?

S.R: “In Ellis’ current accommodation, fire evacuation is a major problem. In purpose-built accommodation, in the event of a fire, the carer should be able to simply wheel the individual outside in their bed. In retrofitted accommodation this is not always possible resulting in a situation where Ellis must stay in his room until the fire brigade arrive to evacuate him. Bathrooms are also a major stress point in design for behavioural issues. In general, they are the smallest spaces, yet they require the individual to do so many actions as well as needing to fit in up to 2 carers and the individual needing assistance. It is now common practice for Changing Places toilets to be used when designing for people who need assistance.

These are specially designed bathrooms that avoid the “clinical” aesthetic whilst providing the space and accessibility needed for people needing assistance. Doors should open either both ways or into communal space or slide to prevent a situation where an incident happens in a private space and the door is blocked preventing access for carers.

Circulation spaces need to be extra wide. There will be individuals in wheelchairs or being supported by carers. Claustrophobia and tight spaces also affect individuals with ASD much more intensely and their need for personal space is much greater.

Supplies are often delivered in 2-month batches, per person. This means there needs to be a lot of storage space, all of which needs to be very secure and some of which, meds etc, will need to be refrigerated. Also, doors need to be able to open both directions so that if someone takes a seizure and falls in front of a door for example, access is not blocked for carers. Ellis and many other people with ASD have difficulty planning and understanding event so he has a “social calendar” which is a piece of wood and some Velcro to stick up pictures of is daily schedule. He likes to rip and throw this however, so a screen of some sort that could take this place would be amazing.”

23

| 24

SETTING A STANDARD FOR ASSISTED LIVING Mental and physical disability, and inability to live independently is a complex subject, where each disability presents its own set of challenges that requires specific design solutions. Although all disabilities are different and must be addressed on an individual basis, the most common Assisted living housing that we can take influence from, are those that house people with Dementia. It brings similar design controls and demands comparable architectural techniques to make the experience of living easier and more pleasurable.

autism AUTISM

3 levels of support needs These categories are set in for carers to get a better understanding of what the individual’s strengths and challenges are.

1.

Requiring support: this is for those individuals that require high support needs, which can mean that they require a 24-h care service.

2.

Requiring substantial support: for those who may need assistance with several tasks throughout the day.

3.

Require very little substantial support: are those who can live comfortably on their own.

Core Services that may be available to residences 3 meals per day Housekeeping and laundry services Medication assistance Wellness activities Transportation to local areas Facilities for the staff: the staff’s well-being should also be considered by providing them with an equally welldesigned lounge where they can rest and re-energise.

There should be other complimentary facilities too a like a kitchenette, separated outdoor space, lockers and if possible, showers.

Summarised notes from case studies: points to consider A cluster of 10 units works well for staffing, while a cluster of 20 units is more efficient for food catering services.

Where possible, have several outdoor spaces where each serves a different purpose. Either circulation, garden, gathering space etc Universal worker: all the caregivers have the same tasks of cleaning, laundry, assisting, etc meaning that there is no Hierarchy between the staff.

Courtyards provide a controlled view that is ‘inward focused’ Building in simple forms and with distinctive colour coding Liking housing with community facilities Create small group clusters for frail individuals Encourage connection between the outdoors and nature Providing friction-less accessibility to all individuals, this can be by arranging wheelchair users on ground floor, or/ and providing convenient lifts for higher floors.

25

| 26

Figure 18 : Photograph - Leo Kanner (psychiatrist)

History A BRIEF OVERVIEW OF HOW THE TERM ‘ASD’ CAME ABOUT AND HOW RESEARCH HAS ‘‘it seems that for success in science or art a dash of autism is essential’’

EVOLVED - Hans Asperger’

Figure 20

Figure 19

AUTISM

Figure 21

Figure 22

29

| 30

Figure 23 : Photograph - Albert Einstein (theoretical physicist) famous for devising his theory of relativity, which revolutionized our understanding of space, time, gravity, and the universe.

history AUTISM

Figure 24 : Photograph - Albert Einstein (theory of relativity paper)

31

| 32

Figure 25 : Photograph - Nikola Tesla (inventor and electrical engineer)

Statistics A STUDY INTO HOW THE NUMBER OF THOSE DIAGNOSED WITH AUTISM COMPARES WITH POPULATION ‘‘there’s a difference between being good at a job and being able to talk about being good at a job’’ - Chris Bonnello

NUMBER OF PEOPLE DIAGNOSED WITH ASD [United Kingdom and China]

700,000

UK

CN

10,000,000

PREVALENCE OF ASD

UK

1:95

CN

The number of people diagnosed with ASD in UK is 700,000 and that in CN is 10,000,000 meaning that when comparing this against the population (found in Dundee Booklet) the prevelance is 1:95 in the UK and 1:140 in China. There could be several reasons for this, but one could be the education in terms of diagnosing.

The likelihood of less people in China having autism is slim and when looking back at the historic timeline (page 27/28) it can be seen that they were behind the US and UK in terms of recognising it, so they are probably behind in terms of diagnosing also.

Families having an older child with autism means, chances for a second child developing autism by age 3 is 18.7% and this figure is doubled if there are 2 or more older siblings with autism. Knowing this, we could take that it might be a good idea to provide residential units for not only individual adults trying to be more independant but also housing for families with autistic children. This would then allows for children to be better supported and also the parents, where they could share experiences with their neighbours.

In the UK a person with autism is likely to die 16 years earlier than the average person, increasing to 30 years earlier if the individual has autism and a learning disability.

statistics AUTISM

1:140

US

1:96

However, in comparison a study in the American Journal of Public Health found that the US life expectancy for a person with Autism in only 36 years old and this is attributed to a statistic that people with autism are 40 times more likley to die from various injuries but only lists suffication, asphyxiation and drowning.

A study from 2014 suggests that 66% of people, recently diagnosed with autism considered taking their own life with 35% planning to or attempting to do so. Another example of this is in 2016 where a population study in Sweden concluded that suicide is a leading cause of premature death in people with autism spectrum disorder.

In Scotland the government has reported that in 2013 the autism rate among children was 1 in 68, but they have also suggested by 2023 this figure will be closer to 1 in 24 (this comes from a letter in government archives with chart and list with both exact numbers and estimates for child cases. Letter dated 2019 but data is from 2013). This figure changing, again, is more than likely due to the research and awareness going into autism.

CHILD PREVALENCE IN ASD FAMILY

1.05% 1st Child

18.7% 2nd Child

37.4% 3rd or More Child with ASD in ASD Family

AVERAGE LIFESPAN

65/81

58.5/76.5

36/78

CHILDISH PREVALENCE OF ASD

1:68

2023

1:24

35

| 36

Figure 26 : Photograph - Tim Burton (director, producder and screen writer)

Support EFFORTS TOWARDS RESEARCH INTO AND RECOGNITION OF THOSE WHO ARE AUTISTIC ‘‘we need to understand autistic people better, not try to change who they are’’

- Chris Packham

EDUCATION

[UK]

ASD IN SCHOOL

63%

17%

Not in Expected School

Suspended from School

8.2%

4%

Suspended over Three Times

Expelled from School

Studies done on ASD in schools show that 63% of children on the autism spectrum are not in the kind of school their parents believe would best support them. 17% of autistic children have been suspended from school; 8.2 % of these had been suspended three or more times; 4% had been expelled from one or more schools.

This may be an area which could be addressed within our projects where a site is next to a School - providing the extra support needed for not only the individuals with autism but also the school itself.

STATUS OF ASD ADULTS

70%

70%

Social Services Don’t Fit Their Need

More Support Made Them Less Isolated

Due to a Lack of Support

33.3%

Experiencing Severe Mental Health Difficulties

support AUTISM

70% of autistic adults say that they are not getting the help they need from social services. 70% of autistic adults also told aid that with more support they would feel less isolated. At least one in three autistic adults are experiencing severe mental health difficulties due to a lack of support.

Again, the aim of our project is to provide a scheme which means individuals with autism recieve the support they look for.

Education is something which everyone has the right to, but as is sits currently the way schools educate is not entirely suitable for children and young adults with autism, meaning the quality of education they receive is not equal.

Many do not get into suitable schools for their need as a start and even when they are in school, 17% (noted on the left) of children that are suspended. This could be down to several reasons from not getting the support they need, not being fully understood or struggling to focus from being in unsuitable learning environments.

A greater number of ASD children are in special units within main stream schools or general special needs schools compared to ASD specific schools, showing how they may actually prefer and get on better in a mixed group of others.

We have identified two private educational methods which are Applied Behaviour Analysis (ABA) and The Son-Rise Program.

ABA programme views autism as a behavioural disorder, with behaviours either being extinguished or reinforced.

They provide structure to children’s education where they are taught how to sit appropriately, follow a schedule and comply with requests which they are then awarded for.

They believe in repetition and reward method, where life skills are taught and practiced. The facility also ensure that the parents of children are being educated too, where teaching methods can be reinforced at home.

The Son-Rise Program view autism as a social interactivity disorder where they on focus helping the children understand flexibility better and why schedules might change. Their attitude of being non-judgmental and welcoming makes the child feel safe and relaxed enough to interact and learn. They focus on the child’s likes to teach where if they like art for example they will encouraged to draw whilst at the same time combatting an element in life which they may struggle such as listening to others. There is also a lot of focus on the adults where they are given the role of teaching with the program supporting them how to.

39

| 40

EDUCATION

[CN]

MAJOR PROBLEM

UNIFIED DIAGNOSTIC CRITERIA

CLEAR REHABILITATION METHOD

LACK

CAPABLE PROFESSIONALS

TEACHER

SCHOOL

20%

16.8%

50%

2.6%

Work over 3 Years

Undergraduate

Private

ASD in School

EXPECTATIONS TO SCHOOL

77%

61%

1%

39%

Normal School Parents

Normal School Netizen

Special School Parents

Special School Netizen

support AUTISM

A major problem in China in relation to autism is the lack of diagnosing, support and care. Teachers and schools are in a position to have a great impact on a child. Like the UK, there are still programmes within the education system which support the children and young adults. In China, there seems to be a lack of teachers who are qualified/ education about Autism enough to support the children in schools - whether that is mainstream schools, specialist schools, or home studying.

The education for families with an Autistic person is also limited where children are not fully understood. This results in triggers being worsened. Individuals with ASD are often misunderstood and when that is happening in the home life that can be very stressful for them. Parents may only see their weaknesses of lack of communication skills or see them as being rude when their child is being very direct in saying something, but if parent and families were educated themselves, they may have more patience and encouragement to help their child thrive.

77% of children with ASD are going to a ‘normal’ school and getting parent support compared to 61% who get online support - showing how there is almost an equal split of support from external sources online and from parents.

This could be taken into designs where a space could be provided in the scheme where there would be no need for the internet as the support could be on their doorstep. On the otherside of that, the internet may be preferred so a space could be provided in rooms for a desk/study space.

It can be seen from the historic timeline on previous pages that the first reaction to dealing with autism was to admit ‘patients’ to mental hospitals. The other options were: - staying at home with parents/relatives - independent living - congregate living where others with autism can live together - integrated living where autistic and neurotypical individuals live together.

For many young adults with autism, fostering selfdetermination through independent living is important, and many parents are concerned that they will not be able to provide the level of care that their children need as they age. The Autism Housing Network also notes that 48 percent of autistic adults report feeling lonely, and 57 percent report feeling depressed. However, with financial limitations and support needs to consider, adult housing options can be fairly scarce. Of the 5 million people with intellectual/developmental disabilities, only 10 percent have access to supports to live outside of their family home, according to the Autism Housing Network. Whilst these are statistics in China, accommodation in the UK could be improved too.

41

| 42

EMPLOYMENT

Global Data indicates that there is a 85% unemployment rate for people with autism. Although the UK figures suggest that 32% of people with autism are in some form of paid employment, full-time employment only applies to half of this number (16% of total autistic population).

Among those in part-time work 40% would like more working hours, and 77% of people among the unemployed portion are looking for employment. Only 10% of autistic adults receive employment support but 53% say they want it.

85%

UK ASD unemployment Rate

These statistics emphasise how close the unemployment rate in ASD are in the UK and China. The UK percentage should be a lot lower due to their recognition being sooner and higher with alot more support but it shows there is still not enough. This suggests we might want to introduce some form of area for residents to work within our designs to allow individuals to feel included and like they play a role in society as currently a lot of people with ASD feel they do not get the opportunities and support they need.

91%

Having a place of work would also allow mental health to improve it can give individuals a sense of purpose in the world, instead of feeling excluded.

CN ASD unemployment Rate

PART TIME

FULL TIME

UNEMPLOYMENT

16%

16%

68%

WANT MORE WORKING HOURS 40%

LOOKING FOR EMPLOYMENT 77%

10%

support AUTISM

WANT

RECEIVED

EMPLOYMENT SUPPORT

53%

GOVERNMENT

The UK Government pays £32 Billion a year for treatment, loss of earnings, care & support. However, autism research only comes to about £6.60 per person with ASD compared to the £295 per person with cancer. These statistics suggest that autism is maybe not taken as seriously by the governments even though it effects so many people in the UK.

AUTISM EXPENDITURE

UK

32 bn

CN

50 mn

According to the government report, in 2019 the fiscal expenditure of China was 2735 bn GBP. Out of that, about 732 bn was paid for social service, which is about 26.8%.

The total autism expenditure in CN is at least 50 mn.

Between 2010 and 2014 the government give £10 million in funding towards new resources for people with autism.

These actions would happen on a national and local level.

The Scottish Government published a Scottish Strategy for Autism in 2011 which aim to achieve the best services for people effected by autism and that individuals feel like they can achieve the things they want to in their life. This strategy was refreshed in 2018, showing how there is still an interest in improving the understanding and support of autistic people. This shows how a design like ours might recieve support from the government and therefore the council.

FISCAL EXPENDITURE

UK

CN

808 bn

FISCAL EXPENDITURE

2735 bn

252 bn

SOCIAL SERVICE EXPENDITURE

732 bn

31.2%

26.8%

43

| 44

CHARITIES SCOTTISH AUTISM

Established in 1968 by a group of parents. The largest provider of autism-specific services in Scotland. They aim as a charity to help people diagnosed with autism have a valued life and help to integrate them into the community. They also aim to teach parents, carrers, and other professional to help provide and support for autistic people. Scottish autism is based in Alloa with over 900 staff offering a wide range of services such as: Education Supported living Outreach Respite Specialist transition support

Figure 27 : Scottish Autism logo

NATIONAL AUTISTIC SOCIETY

The charity was founded in 1962 and currently has around 20,000 members.This charity offers a wide range of services for individuals with autism and the families caring for an autistic individual: Develop skills Find jobs Opportunity to thrive Helplines Assistance for families coping with autism NAS originated from the foundation of the Autistic Children’s Aid Society based in North London in 1962 by parents of autistic children living in the local area.

The charity was initially assisted by the Spastics Society which later became Scope. The parents asked Sybil Elgar to be the first teacher for their children. the society school for autistic children was then established and later renamed as the Sybil Elgar School in 1975.

AMBITIOUS ABOUT AUTISM

Ambitious About Autism was founded in London in 1997 with the purpose of providing autistic individuals with meaningful education.

They opened a specialist school for children with autism called Tree House School. The Tree House School provided space for education of autistic individuals. This was a new approach at the time and has since flourished into a network of education facilities that provide thousands of children and young people with autism a quality education.

The current focus of the charity is to use their facilities to improve the quality of life of individuals with autism and enable them to learn, thrive and achieve.

Over time, Ambitious About Autism has been able to grow and develop into a becoming a national charity that continues to create purpose-built specialist education facilities for a variety of age groups.

Figure 28 : National Autistic Society logo

Two specialist organisations will receive additional funding to support 47,000 autistic people across Scotland during the coronavirus (COVID-19) pandemic.

Health Secretery Jeane Freeman confirmed: Scottish Autism Helpline £160,000 for increasing capacity.

National Autistic Society £45,000 for helping people to keep in touch online during lockdown.

Figure 29 : Ambitius about Autism

support AUTISM

CHARITIES IN CHINA

One Foundation Set up in Shenzhen in 2007, which proposes ‘one person plus one yuan plus one month equal one big family’. It initiates Blue Action, which appeals everyone to support the actions for Autism by ‘make oneself blue’ to promote the public to recognize the Autism.

World of Art Brut Culture Set up in Shanghai in 2010, which is a private non-profit organization, working for the special needed.

Autistic Children Rescue Fund Set up in Beijing in 2011, which belongs to China Social Welfare Foundation, aiming at appeal to the society to care about Autistic patients.

Sparks of Fire Autistic Support Center Established in Dalian in 2016, which is the first and the only totally free charity at that time for Autism.

Status of ASD Employment in Wuhan Service provided for older people with autism is seriously inadequate. Taking Wuhan as an example, among the 12 listed organizations and institutions on ASD-HOME website, only 1 named ‘Wuhan Beautiful Home of Mentally Disabled Families Support Center’ which focus on the needs of autistic adults, mentally disabled people and their families. Most of current Chinese rehabilitation institutions only accept kids under 12 years old, while autistic teenagers have no place to be settled properly nor is there a developed welfare system for older autistic.

It is reported that 90.8% parents of employment issue of autistic children and worry about their capacity to step into society. Employment, caring and settlement for aged autistic people have become major concerns for families with autism.

Wuhan Beautiful Home of Mentally Disabled Families Support Center The only one of twelve listed organizations on ASDHOME website which focus on the needs of autistic adults, mentally disabled people and their families.

Most of current Chinese rehabilitation institutions only accept kids under 12 years old, while autistic teenagers have no place to be settled properly nor is there a developed welfare system for older autistic.

45

| 46

Figure 30 : Photograph - Andy Worhol (artist)

Precedent A COLLECTION OF BUILT EXAMPLES OF HOUSING DESIGNED AND BUILT FOR THOSE WITH ASD ‘‘understand existential space,...allows man to create a stable image of what surrounds him’’

- Christian Norberg-Schulz

OAKWOOD AUTISM UNIT LOCATION:

Oaklands Hospital | Caterham, Surrey, UK

ARCHITECT:

Jerram Falkus Construction

AREA:

unknown

VALUE:

£2 000 000

COMPLETION DATE:

2014

The autism unit at Oakwood hospital demonstrates a more simple style of residential accommodation for adults diagnosed with autism.

With a plan illustrating an open-air courtyard at the center of an otherwise square building, the unit comprises a series of en-suite bedrooms alongside communal areas (each onlooking the internal courtyard with direct access) and staff offices concentrated at the entrance area.

The unit is surrounded by forestation which creates a remote environment a short distance from the main hospital. The trees around the building is echoed within, with the use of vertical timber cladding - creating a warm environment.

precedent AUTISM

Figure(s) 31 : collection of precedent images

49

| 50

RISUVIITA LOCATION:

Apartments | Seinäjoki, Finland

ARCHITECT:

OOPEAA

AREA:

3915 m²

VALUE:

unknown

COMPLETION DATE:

2018

U-shaped, red brick cladded and situated between two public parks, the Risuviita project designed by OOPEAA stands as a notable step towards a universal residential architecture for individuals (both diagnosed and non-diagnosed). Though it adopts an interior separation with only the first floor accommodating autism diagnosed residents, the project is still able to successfully integrate the two clients within a single building where circulation routes and exterior spaces are shared. Material choices and other elements of the design are considerate of the specific requirements for diagnosed residents.

precedent AUTISM

Figure(s) 32 : collection of precedent images

51

| 52

BONAIRESTRAAT GRONINGEN LOCATION:

Houses/Apartments | The Netherlands

ARCHITECT:

pvanb architecten

AREA:

unknown

VALUE:

unknown

COMPLETION DATE:

2008

Autism friendly units designed by Pvanb Architecten in the Netherlands are complimentary additions to their residential site of apartments aimed at revitalising an area of obsolete post war buildings. With considerations given to visual aesthetics in the elevations and steps taken to simplify navigating around spaces using basic geometry, the project is able to demonstrate a simple ASD friendly architectural language which can easily be applied at larger scale.

precedent AUTISM

Figure(s) 33 : collection of precedent images

53

| 54

SWEETWATER SPECTRUM LOCATION:

Housing | Sonoma, United States

ARCHITECT:

Leddy Maytum Stacy (LMS) Architects

AREA:

unknown

VALUE:

unknown

COMPLETION DATE:

2013

Large scale project by LMS Architects demonstrates the type of autism-friendly architecture which can be achieved when the environment can be controlled and designed to suit the needs of the client/occupants.

Sweetwater spectrum is a community formed of residential properties, public spaces, plots of land for agriculture and centres for indoor and outdoor communal activities. Spanning over 1500 square metres, the project takes careful measures to meet the needs of all residents on various parts of the spectrum simultaneously with provision of spaces to encourage social inclusion or accommodate private withdrawal to the comfort of occupants. Residents are able to fulfil themselves at their own pace in an environment designed specifically to ease their sensitivities and shelter them from the troubles or nuisances of urban cities.

precedent AUTISM

Figure(s) 34 : collection of precedent images

55

| 56

SENIORS HOUSE LOCATION:

Apartments | Hinnerup, Denmark

ARCHITECT:

Wienberg Architects and Frier Architecture

AREA:

615m²

VALUE:

unknown

COMPLETION DATE:

2012

Senior House, designed by Wienberg and Frier, was a 615 m2 project completed in 2012 which undertook the design and construction of 4 residential dwellings for elderly people diagnosed with autism. Though unorthodox, many aspects of the design were chosen by users, their relatives and authorities from the national service known as Landsforeningen Autisme (Autism Denmark). Aiming to be user designed, elements such as kitchen windows (included with the aim of encouraging social between residents and reducing isolation), colour schemes (intended to maintain consistency with outdoor colours and bring environmental tranquillity into the home) and construction techniques (varied brick laying styles and colours used to differentiate each residence) are incorporated with consideration to the feelings, thoughts and behaviours of both the residents, the staff navigating the building and the visitors.

precedent AUTISM

Figure(s) 35 : collection of precedent images

57

| 58

Conclusion AGREED CONCENSUS OF ATTITUDE ‘‘if they can’t learn the way we teach, we teach the way they learn’’

- Ole Ivar Lovaas

Now, with a better understanding of the needs and requirements for individuals with ASD, we are able to draw conclusions.

A sensitive approach to design is key as autism makes people see the world in a very loud, bright and distracting way so the more we can reduce over-stimulation the better. This could be in terms of materials, scale, form and lighting. Materials need to not only create calming environments but they also need to be durable. Individuals at the higher dependency end of the autism spectrum may have other disabilities that they have to deal with, meaning carers are needed to look after them in day to day life. People could have a series of other issues, for example seizures. This can mean the floor and lower walls material should be considered more than you might in other designs in order to deal with the scenario of someone collapsing. A lot of spills can happen also, so ensuring the materials are durable where they can be wiped several times a day, especially with carers coming in and out where they might clean every time they enter is key.

For the same reason of having workers coming in and out, it is also important to provide extra space for them and the residents to manouvre.

The importance of visual connection and passive surveillance may be an idea to take forward, so that residents can see the space before they enter and allowing them to prepare for the environment. It would also allow for individuals to choose whether they want to enter a room or not by what it looks like from outwith - allowing them to make a choice. Having visual connections can also allow people to feel part of something, even if they are not fully involving themselves.

Providing another aspect to the design which is not just residential accomodation can create a community environment and allow for the support and care that ASD people require. It would also allow for the scheme to be accepted within the existing community of the city where there is a higher chance of it being welcomed if there was also an aspect which benefits the existing residents of the area.

The environments we are aiming to create also need to be controlled so that there are no events that are too noisy or too overcrowded in public facilities.

Our aim is to provide people with autism with opportunities which are currently unavailable within the city, and we feel that with our knowledge that we have gained through the research of this booklet that we can now move on to Dundee specific ASD designing where we can always have the question of ‘would this be suitable for a person with autism?’ in the back of our minds through every stage of urban analysis and integrated design.

AUTISM

61

| 62

References + Bibliography WHERE ALL THE IMPORTANT INFORMATION WAS FOUND

READING

[ no particular order]

BOOKS Evans, Bonnie. “How Autism Became Autism.” History of the Human Sciences, vol. 26, no. 3, 8 May 2013, pp. 3–31, 10.1177/0952695113484320.

AUTISM

WEBSITES Cape Cod Village. (n.d.). Cape Cod Village – An Innovative Community for Adults with Autism. [online] Available at: https://www.capecodvillage.org/ [Accessed 15 Nov. 2020].

CAR Autism Roadmap. (2020). Where to Live? The Options for Autistic Adults | Center for Autism Research. [online] Available at: https://www.carautismroadmap.org/where-to-live-the-options-foradults-with-asd/ [Accessed 15 Nov. 2020].

Corinne, G. (2020). New Housing Options for People with Autism | Organization for Autism Research. [online] OAR. Available at: https://researchautism.org/new-housing-options-for-people-withautism/ [Accessed 15 Nov. 2020].

Javorsky, N. (2019). Integrated communities offer hope to adults with autism. [online] TheHill. Available at: https://thehill.com/changing-america/respect/ accessibility/472150-integrated-communities-offer-hope-toadults-with [Accessed 15 Nov. 2020].

Anon, (n.d.). Hinnerup kollegiet – Wienberg Architects. [online] Available at: https://wienbergarchitects.dk/projekter/hinnerup-kollegiet [Accessed 17 Oct. 2020].

Seniors House. (n.d.). [online] Available at: https://www.sau.rm.dk/siteassets/om-os/about-us/seniors-housespecialist-area-autism.pdf [Accessed 13 Oct. 2020]. www.troldtekt.com. (n.d.). Inspiration: Acoustic ceiling in senior housing | Troldtekt. [online] Available at: https://www.troldtekt.com/inspiration/references/health-and-care/ hinnerup/ [Accessed 13 Oct. 2020].

Autism.org.uk. 2020. What Is Autism. [online] Available at: <https://www.autism.org.uk/advice-and-guidance/what-is-autism> [Accessed 26 October 2020].

Annemie Ploeger, F., 2020. Evolutionary Approaches ToautismAn Overview Andintegration. [online] PubMed Central (PMC).

Available at: <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3277413/> [Accessed 26 October 2020].

Zeldovich, L., 2020. The Evolution Of ‘Autism’ As A Diagnosis, Explained. [online] Spectrum | Autism Research News. Available at: <https://www.spectrumnews.org/news/evolution-autismdiagnosis-explained/> [Accessed 27 October 2020].

Youtube.com. 2020. [online] Available at: <https://www.youtube. comwatch?v=S8Nb2FDmQo4&feature=youtu.be> October 2020].

Youtube.com. 2020. [online] Available at: <https://www.youtube.com/watch?v=Gk9T7ngEijs> October 2020].

[Accessed

9

[Accessed

11

65

| 66

IMAGES

[ unless otherwise stated, all images/graphics/sketches are author’s own ]

Figure 1 : Speare-Cole, R., 2020. Autistic Photographer Inspires Special Needs Youth With Debut Book. [online] Standard.co.uk. Available at: <https://www.standard.co.uk/news/uk/autism- photography-alfie-bowen-inspires-special-needschildren-book-a4550181.html> [Accessed 26 October 2020].

Figure 2 : En.wikipedia.org. 2020. David (Michelangelo). [online] Available at: <https://en.wikipedia.org/wiki/David_(Michelangelo)> [Accessed 14 October 2020].

Figure 3 : Arabian Business | Industries. 2020. Bill Gates: Why I’m Betting On The Gulf To Help Fight Extreme Poverty And Disease. [online] Available at: <https://www.arabianbusiness.com/bill-gates-whyi-m-betting-on-gulf-help-fight-extreme-povertydisease-584676.html> [Accessed 26 October 2020].

Figure 4 : Pinterest. 2020. Michael Phelps | Swimming Funny, Swimming Memes, Michael Phelps Swimming. [online] Available at: <https://www.pinterest.com/pin/20547742020086278/> [Accessed 26 October 2020].

Figure 5 : Klassikmagazine.com. 2020. Sir Philip Anthony Hopkins Is A Welsh Actor, Director, Producer And Artist.

Sir Anthony Hopkins Forever A Generation – Klassik Magazine. [online] Available at: <https://www.klassikmagazine.com/sir-philip-anthonyhopkins/> [Accessed 26 October 2020].

Figure 6 : JCF: Notes. 2020. Dan Harmon And Joseph Campbell. [online] Available at: <https://www.jcf.org/notes/dan-harmon-and-josephcampbell/> [Accessed 26 October 2020].

Figure 7 : Atlas Obscura. 2020. Sold: Isaac Newton’S Notes About The Bubonic Plague. [online] Available at: <https://www.atlasobscura.com/articles/isaac-newtonplague> [Accessed 26 October 2020].

Figure 8 : the Guardian. 2020. How Guest Hans Christian Andersen Destroyed His Friendship With Dickens. [online] Available at: <https://www.theguardian.com/books/2017/sep/10/ charles-dickens-hans-christian-andersen-letterscorrespondence-auction> [Accessed 26 October 2020].

Figure 9 : Artists Network. 2020. Phenomenal Panoramas In Pen And Ink Drawings. [online] Available at: <https://www.artistsnetwork.com/art-mediums/drawing/ phenomenal-panoramas-in-pen-and-ink-drawings/> [Accessed 26 October 2020].

Figure 10 : Figure 11 : Ferreira, M., 2020. As 21 Imagens Perfeitas De Um Jovem Fotógrafo Nos Anos 50 Em Hong Kong. [online] Observador. Available at: <https://observador.pt/2017/11/02/as-21-imagensperfeitas-de-um-jovem-fotografo-nos-anos-50-emhong-kong/> [Accessed 27 October 2020].

Figure 12 : Flickr. 2020. Feuille Recto-Verso.. [online] Available at: <https://www.flickr.com/photos/aguila_81/6026588889/ in/set-72157623367937862> [Accessed 27 October 2020].

AUTISM

Figure 13 : Services, P., Blog, R. and Ideas, P., 2020. 20 Creative Product Photography Ideas. [online] FixThePhoto. com. Available at: <https://fixthephoto.com/product-photography-ideas. html> [Accessed 27 October 2020].

Figure 14 : https://the189.com, M., 2020. Entwining Image & Object – Photography And Sculpture By Darren Harvey-Regan – OEN. [online] The189.com. Available at: <https://the189.com/photography/entwining- image-object-photography-and-sculpture-by-darrenharvey-regan/> [Accessed 27 October 2020].

Figure 15 : The Photographer Within. 2020. Make Everyday Objects Look Amazing - The Photographer Within. [online] Available at: <http://thephotographerwithin.com/2014/01/makeeveryday-objects-look-amazing/> [Accessed 27 October 2020].

Figure 16 : Jacksaunders.eu. 2020. . [online] Available at: <https://www.jacksaunders.eu/> [Accessed 27 October 2020].

Figure 17 : I.pinimg.com. 2020. [online] Available at: <https://i.pinimg.com/originals/ff/0d/d2/ ff0dd24f79a5dafd8663525d0bed5236.jpg> [Accessed 27 October 2020].

Figure 18 : SoundCloud. 2020. Leo Kanner / Interviewed By Albert Zachik And Henry Wasserman. 1976.. [online] Available at: <https://soundcloud.com/hopkins-medical- archives/interview-with-leo-kanner-1976> [Accessed 14 October 2020].

Figure 19 : Nature.com. 2020. The Truth About Hans Asperger’S Nazi Collusion. [online] Available at: <https://www.nature.com/articles/d41586-018-05112-1> [Accessed 27 October 2020].

Figure 20 : 2020. [online] Available at: <https://www.researchgate.net/publication/329534344_ The_transformation_of_social_life_and_the_ transformation_of_autism_in_the_1960s/figures?lo=1> [Accessed 15 October 2020].

Figure 21 : Facebook.com. 2020. National Autistic Society. [online] Available at: <https://www.facebook.com/NationalAutisticSociety/ posts/fifty-years-ago-this-sunday-our-first-school-andthe-first-autism-specialist-res/10152958650111599/> [Accessed 15 October 2020].

Figure 22 : “Sybil Elgar School,” National Autistic Society, 22 Sept. 2015 [online] Available at: <www.facebook.com/NationalAutisticSociety/posts/ weve-got-a-great-one-for-throwbackthursday- todayyou-might-recognise-some-of-the- /10152966887371599/> [Accessed 27 October 2020] Figure 23 : Nytimes.com. 2020. Einstein The Anti-Racist? Not In His Travel Diaries (Published 2018). [online] Available at: <https://www.nytimes.com/2018/06/14/world/ einstein-travel-diaries.html> [Accessed 14 October 2020].

Figure 24 : En.wikipedia.org. 2020. List Of Scientific Publications

By Albert Einstein. [online] Available at: <https://en.wikipedia.org/wiki/List_of_scientific_ publications_by_Albert_Einstein> [Accessed 14 October 2020].

Figure 25 : Smithsonian Magazine. 2020. The Extraordinary Life Of Nikola Tesla. [online] Available at: <https://www.smithsonianmag.com/innovation/ extraordinary-life-nikola-tesla-180967758/> [Accessed 14 October 2020].

Figure 26 : A Clueless Media Student. 2020. The Auteur Theory: Tim Burton. [online] Available at: <https://trashmp3.wordpress.com/2016/12/07/theauteur-theory-tim-burton/> [Accessed 28 October 2020].

Figure 27 : Scottish Autism. 2020. | Scottish Autism. [online] Available at: <https://www.scottishautism.org/node>[Accessed 14 October 2020].

Figure 28 : JustGiving. 2020. National Autistic Society. [online] Available at: <https://www.justgiving.com/nationalautistic> [Accessed 14 October 2020].

Figure 29 : Autism-alliance.org.uk. 2020. Ambitious About Autism | Autism Alliance. [online] Available at: <https://www.autism-alliance.org.uk/ambitious-aboutautism/> [Accessed 14 October 2020].

Figure 30 : Christies.com. 2020. Andy Warhol (1928-1987). [online] Available at: <https://www.christies.com/lot/lot-5371697/?intObj ectID=5371697&lid=1&From=salesummery&sid=b39b8 bb8-ea19-4cdd-9c32-b449c62cb9cc> [Accessed 14 October 2020].

Figure(s) 31 : Medical Architecture. 2020. Oakwood Adult Autism Unit. [online] Available at: <https://medicalarchitecture.com/projects/oakwood_ adult_autism_unit/> [Accessed 28 October 2020].

Figure(s) 32 : ArchDaily. 2020. RISUVIITA / OOPEAA. [online] Available at: <https://www.archdaily.com/889606/risuviita- oopeaa?ad_medium=gallery> [Accessed 10 November 2020].

Figure(s) 33 : ArchDaily. 2020. Bonairestraat Groningen/ Pvanb Architecten. [online] Available at: <https://www.archdaily.com/95467/bonairestraatgroningen-pvanb-architecten> [Accessed 28 October 2020].

Figure(s) 34 : ArchDaily. 2020. Sweetwater Spectrum Community /LMS Architects. [online] Available at: <https://www.archdaily.com/446972/sweetwaterspectrum-community-lms-architects> [Accessed 28 October 2020].

Figure(s) 35 : Sau.rm.dk. 2020. [online] Available at: <https://www.sau.rm.dk/siteassets/om-os/about-us/ seniors-house-specialist-area-autism.pdf> [Accessed 10 November 2020].

67

| 68