AUTSTIC INTEGRATION CENTER

A U T I S T I C I N T E G R A T I O N C E N T E R “ I'm Different not less�

2020 _ 2021

Najjad Zeenni Faculty of Engineering Department of Architecture Autistic Integration Center Graduation Project Thesis Submitted in partial fulfillment of the requirement for the BA degree in Architecture

Bara Obayat Dana Abu Safiyeh

Supervised By Arch.Abdul Rahman Kaloti

21 January 2021

to Salem

ACKNOWLEDGMENT ﴾ ‫ت ُر ْشدًا‬ َ ‫ع ِلّ ْم‬ ُ ‫علَى أ َ ْن ت ُ َع ِلّ َم ِن ِم َّما‬ َ ‫﴿ ه َْل أَت َّ ِبعُ َك‬ ]66 :‫[الكهف‬

Great thanks to our supervisor arch. Abdul Rahman kaloti for his support, help and encouragement. Your efforts are highly appreciated. We offer our sincere appreciation for your valuable suggestions and criticism.

We would like to thank Salem who is an autistic case and he inspired us to study this topic. our experience with him taught us a lot.

We would like to express our deepest gratitude for our parents for their endless love, tolerance, assistance, and guidance throughout our lives.

Our extraordinary family, what you did for us, will glow in our memory, reviving pleasant feelings, every time we think about it. We appreciate you, and we thank you.

To our friends, thank you for your presence, which fills us with energy and hope, for the things that we cannot explain, for the times you believed in us even when we did not believe in ourselves, for all those past days, thank you!

We are grateful for every challenge and difficult times , because they build our strengths and our characters.

You deserve our whole hearted thanks and we believe that our success is owed to you.

1.1 ABSTRACT 1.2 GENERAL INTRODUCTION 1.3 METHODOLOGY

INTROUDCTION

01 1.1 1.2 1.3 1.4

DEFINITION OF AUT HISTORY OF AUTIS LEVELS OF AUTISM TYPES OF TREATM

4.1 NURODIVERSITY IN fffff ARCHITECTURE 4.2 THE ADVANCE SCHOOL ddddd FOR AUTISM 4.3 LEICHTAG FAMILY ssss dddd HEALING GARDEN 4.4 CENTER OF RESEARCH ddd AND EDUCATION FOR dddd AUTISM CASES

CASE STUDIES

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5.1 PROGRAM 5.2 DETAILED PROGRA 5.3 GUIDE LINES& DES PRINCIPLES

INTRODUCTION SENSORY APPROACH NEUROTYPICAL APPROACH AUTISTIC INTEGRATION RELATED STUDIES

AUTISM IN THE EYE OF ARCHITECTURE

AUTISM NOWDAYS

3.1 3.2 3.3 3.4 3.5

06 6.1 SITE SELECTION CRITERIA 6.2 MACRO SCALE 6.3 MICRO SCALE

SITE ANALYSIS

AM SIGN

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05 PROGRAM

TISM SM M MENT

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LIST OF FIGURES Figure 1.2.1 Autism In Numbers

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Figure 1.2.2 Autistic cases

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Figure 1.3.1 Methodology

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Figure 2.1.1 Features of autism & symptoms

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Figure 2.2.1 History of Autism

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Figure 2.3.1 Levels of Autism

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Figure 2.4.1 Types of current treatment

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Figure 2.4.2 Behavior & communication approach

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Figure 3.2.1 Exclusive environment

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Figure 3.2.2 Separation in the sensory design approach

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Figure 3.3.1 Inclusive environment

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Figure 3.3.2 neuro-typical approach environment

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Figure 3.4.1 Autistic integration Principals

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Figure 3.4.2 Therapy spaces

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Figure 3.4.3 Educational core spaces

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Figure 3.4.4 Outdoor learning Spaces

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Figure 3.4.5 Vocational Core Spaces

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Figure 3..4.6 Various types of workshops

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Figure 3..4.7 Interaction with nature

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Figure 3..4.8 Escape spaces

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Figure 4.1.1 Main shot of the center

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Figure 4.1.2 Site plan

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Figure 4.13 first floor plan

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Figure 4.1.4 second floor plan

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Figure 4.1.5 CafĂŠ Detailed plan

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Figure 4.1.6 sensory room

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Figure 4.1.7 interactive space

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Figure 4.1.8 Art gallery Detailed plan

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Figure 4.1.9 Art Gallery interactive space

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Figure 4.1.10 Sensory room

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Figure 4.1.11 Art studio Detailed plan

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Figure 4.1.12 sensory room

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Figure 4.1.13, office two

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Figure 4.1.14 Art studio

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Figure 4.1.15 office two

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Figure 4.1.16 Fitness Detailed plan

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LIST OF FIGURES Figure 4.1.17 Sensory room

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Figure 4.1.18 Various types of fitness room

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Figure 4.2.1 Main shot of the school

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Figure 4.2.2 Sensory zoning & circulation plan

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Figure 4.3.1 Main shot of the garden

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Figure 4.3.2 Main entrance of the garden

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Figure 4.3.3 sensory zone

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Figure 4.3.4 Water element

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Figure 4.3.5 Visual element

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Figure 4.4.1 Conceptual Diagram

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Figure 4.4.2 Site location

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Figure 4.4.3 Conceptual Diagram

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Figure 4.4.4 Ground Floor Plan

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Figure 4.4.5 First Floor Plan

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Figure 4.4.6 Second Floor Plan

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Figure 4.4.7 Main section

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Figure 4.4.8 Elevation

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Figure 4.4.9 Main shot of the center

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Figure 4.4.10 computer lab

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Figure 4.4.11 Music center

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Figure 4.1.1 Main shot of the center

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Figure 5.1.1 Proposed program

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Figure 5.1.2 Conceptual Bubble Diagram for proposed program

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Figure 6.1 Autistic case

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Figure 6.1.1 Conceptual sketches of the site criteria

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Figure 6..2.2 Statistical Analysis of Beit Sahour

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Figure 6..3.1 Site Section

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Figure 6.3.2 Site Section

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Figure 6.3.3 Actual View of the Site

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Figure 6.3.4 North view form the Site

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Figure 6.3.5 South- East view

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Figure 6.3.6 East- West view

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Figure 6.3.7 West- East view

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Figure 6.3.8 Site Analysis Conclusion

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LIST OF TABLES Table 5.2.1 Detailed program

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LIST OF MAPS Map 6.2.1 Bethlehem Location form West Bank

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Map 6.2..2 Main Facilities in Beit Sahour

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Map 6.2.3 Public Institutions Around the Site

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Map 6.3.1 Land Information

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Map 6.3.2 Road Network

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Map 6.3.3 Solid & Void

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Map 6.3.4 Agricultural & Green spaces

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Map 6.3.5 Concentration of Noise

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Map 6.3.6 Contour Line

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Map 6.3.7 Materiality

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CHAPTER

01

INTROUDCTION

1.1 ABSTRACT 1.2 GENERAL INTRODUCTION 1.2.1 AIM 1.2.2 OBJECTIVE 1.2.3 PROBLEM STATMENT 1.2.4 NEED OF THE PROJECT 1.2.5 LIMITATIONS

1.3 METHODOLOGY

ABSTRACT Our thesis established a foundational understanding of a new scientific approach that dealing with autism cases, called the "Autistic Integration", which conceptualized new methods in research and architectural design, that help autistic cases to integrate with the public community and to deal with their problems.

In order to achieve the autistic integration process, we seek to provide a proper architectural solution, that is intended to address the social deficit in ASD cases by developing their social understanding and interaction skills, focusing on improving their creative skills, and providing treatment, rehabilitation for their associated disorders.

The "Autism Integration" approach was chosen because it supports the concept of "Mutual adaptation“, Which assumes the existence of autistic and non-autistic people in one place that raises the awareness of the community about autism and eliminates the idea of labeling the autistic cases.

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1.2 INTRODUCTION The number of autistic cases is increasing rapidly from 2004 to 2020. The prevalence of autism has grown from 1 – 188 to 1 – 54. according to autism Speaks International institution. The new estimate represents a 1.5 percent increase in prevalence internationally: to 1 in 54 children, from 1 in 68 two years previous and cases are likely to increase by 3 cases per 100 children .

The rapid prevalence of autistic cases has made ASD become a hot subject in the international medical and physiological field. Therefore, ASD is an overriding subject of studies and research in the medical, psychological, and social fields, it is still unclear in terms of the causes and diagnosis, in addition to the difference between cases that make autism a subject that needs continuous study and follow-up.

According to autism speaks institution, ASD cases have many challenges and difficulties, one of the biggest challenges is the lack of documentation. As a result of the lack of awareness about autism, this resulting in the loss of social and legal rights and thus any possible support.

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Figure 1.2.1 A

The lack of societal awareness about autism resulted in a renounce of these cases, which caused great segregation between autistic cases and the public community. As a result of this, the existing environment in its various forms, schools, educational, cultural centers, or any public spaces, aren't capable of accommodating people living with autism, and their needs.

The complete segregation present in the existing environment doesn't support the idea of social interaction between the community and autistic cases. As a result of this, the need for developing a specific architectural space capable of responding to the requirements of autism and supporting the idea of social interaction, which is perceived inhabited interacted with.

Autism In Numbers

3

1.2.1 AIM to Achieve the "Autistic Integration" approach, which is related to design spaces for autism, attempt to create a platform that capable of accommodate people with ASD and non-autistic user.

1.2.2 OBJECTIVES ▻

Helping autistic cases to integrate with the community and their families in a positive way.

▻ Rehabilitate autistic children and develop their social and mental skills. ▻

Provide a physical environment that is suitable to achieve the sufficient social interaction between ASD and the community.

▻ to raise the society awareness about autism condition.

1.2.3 PROBLEM STATEMENT Autism is not a stigma, and people with ASD shouldn't be separated from society. The research question is “How Architecture can provide the suitable environment that takes in the idea of integrating autistic cases with the community”. As the integration could be a great help to the autism to solve their social defect and to raise the future generation understanding of the autism

1.2.4 NEED OF THE PROJECT The need for the project comes from the critical situation of autism in Palestine, according to the great lack of awareness of autism, with the increase in the number of cases that reached 8000 - 10,000 by the year 2010. There are weaknesses in rehabilitating cases from a psychological, social, and medical aspect that's due to the lack of specialized centers for autism and the lack of competent authorities to document the number of autism cases because Autism is not recognized by the Palestinian Statistics Authority..

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. In Palestine, most cases of autism receive rehabilitation in public mental health centers, which focus on the therapeutic aspect and neglect the idea of social integration which is important in solving their social defects

1.2.5 LIMITATION â–ť The differences between cases make a difficult to have a holistic approach that deal with autistic cases. â–ť The study of the mentality of autism cases is a very major topic, and studies are primarily concerned with studying and analyzing their behavior in educational and rehabilitation environments, with the scarcity of studies that address the importance of social interaction spaces and the behavior of the autistic cases in such environments.

Figure 1.2.2 Autistic cases 5

1.3 METHODOLOGY How Architecture can provide the suitable environment that takes in the idea of integrating autistic cases with the community, which could be a great help to the autism to solve their social defect and to raise the future generation understanding of the autism. To address this research question the research methodology approach was holistically categorized into three main stages.

The study aims to reveal the relationship between the behavioral-cognitive development of autistic cases and the environments surrounding them, from a scientific-architectural perspective based on conceptual frameworks known as "autistic integration." The research is based on a qualitative approach, based on the study of recent and proposed theoretical frameworks to deal with "autistic integration" as a new therapeutic approach capable of developing social skills in cases and improving their performance. Also, by observing several autistic cases and studying their behaviors and relationships within the treatment centers.

The collected data in this study was analyzed, after that the spaces that followed this approach were summarized, with combining it to some design variables “Environment's elements: colors, lighting, texture, smell, noise ” , also finding the relationship between them and the proposed approach.

METHODOLOGY FRAMEWORK ▻ Understanding the approaches followed and applied in dealing with autistic cases. This also required an understanding of the psychology of autism through studying previous literature and research on autism methods of treatment and rehabilitation.

A real understanding of autism is the first step when designing for them.

This was done through having a personal experience and observing the spaces where they receive treatment and rehabilitation in various local centers. ▻ Analyzing the new scientific approach in dealing with autism, which is based on the principle of "autistic integration", and including it in customized functional frameworks that attempt to provide a sufficient level of social interaction between the autistic cases and the community.

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PERSONAL EXPERIENCES

PROJECT DEFINITION

PROJECT QUESTION SENSORY DESIGN APPROACH LITERATURE REVIEW NEUROTYPICAL APPROACH LITERATURE STUDY OF A NEW DESIGN APPROACH

AUTISTIC INTEGRATION

ANALYZING ITS GUIDELINES & DESIGN PRINCIPILES

OUR PROPOSAL

ANALYSIS OF A CASE STUDIES

THEORITYCAL FRAMEWORK

REASERCH RESULT AND CONCLUSION

DEVELOPED THE PROPOSED PROGRAM Figure 1.3.1 Methodology

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CHAPTER

02

AUTISM NOWDAYS

1.1 DEFINITION OF AUTISM 1.2 HISTORY OF AUTISM 1.3 LEVELS OF AUTISM 1.4 TYPES OF TREATMENT

Autism is a mental disorder that begins in childhood that is characterized by persistent impairments in being to engage in social communication and interaction with others. A person with autism often has restricted, repetitive patterns of behaviors, interests, or activities. The symptoms are present since childhood, and impact a person’s everyday living.

2.1 DEFINITION OF AUTISM Autism and autism spectrum disorder (ASD) are terms used to refer to brain development disorder, including Asperger's syndrome, that are generally diagnosed in the first three years of an individuals life, and stays with them for life time. As autism is categorized as pervasive developmental disorder (PDD), impairing the developmental progress of children including a wide range of symptoms.

Autism is a life long condition as autistic cases affected deep inside, throughout his entire being, it affected the five sensory systems of the human body, sight, touch, smell, hearing, and taste.

Autism is a neuro-developmental disorder characterized by impaired social interaction, impaired verbal and non-verbal communication, restricted and repetitive behavior. Accompanied by hypersensitivity towards visual and acoustic input and a weakness in the integration of senses that results in a phenomenon called sensory overload that causes a fight or flight behavior by autistic individuals.

Despite the numerous studies and research related to autism, and the development of multiple methods of treatment and rehabilitation for such cases, the causes of autism remain unclear and unknown as its not an illness or a disease, so its still being investigated if its caused by a genetic defect that began in the mother's womb, or for environmental reasons, so it's called " mystery disorder“.

The major symptoms of Autism are social communication difficulties, language disabilities, and repetitive behaviors, with many related signs and symptoms, including sensory problems, emotional difficulties, and uneven cognitive abilities. (figure 2.1) 10

SOCIAL INTERACTION Language Impairment Doesn't understand using facial expressions and gesture Avoid Eye Contact

Difficulty understanding other people’s feelings and reactions

UNUSUALL SENSORY RECEPTION

Buzz Sound From Light Fixture

Loud Noises Hypo Or Hyper To Touch & Pressure

REPETITIVE/RESTRICTED BEHAVIOR

Repetitive Body Movements

Insistence Of Sameness Aggression

Obsessive attachment to unusual objects

MENTAL HEALTH & PHYSICAL DIFFICULTIES

Clumsiness Depression Attention Deficit Hyper Activity Disorder

Figure 2.1.1 Features of autism & symptoms

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2.2

HISTORY OF AUTISM

Autism as a known disorder has existed for less than a century, this makes it relatively young among the recognized medical conditions, although autism was first formulated more than 100 years ago, awareness and understanding of it have not appeared until this time enough, the term “autism” was coined by Eugen Bleuler in 1908 to describe severely withdrawn schizophrenic patients, the concept of autism has evolved and the causes and diagnoses mentioned have varied for a long time, in 1967 psychologist Bruno Bettelheim popularized a theory on autism that "refrigerator mothers," as he termed them, caused autism by not loving their children enough. Although completely false, the study showed a lack of understanding at the time of what autism was.

1911 The term autism is first used by Paul Eugen Bleuler as a symptom of schizophrenia meaning reality was replaced by Leo kanner began observing a group Hallucinations and fantasy of children he labeled as having “infantile autism”

1945-1939

Autism is studied in kids separated from their parents during WWII. The theory of autism being caused by “maternal deprivation”, also known as refrigerator mothers starts

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1961 Mildred creak and her committee created a list of a 9 key features of autism to make diagnoses more consistent

1971 Israel Kolvin's influential research finally debunked the belief the autistic individual had hallucinations Autism was now coined a communication disorder

1981 Lorna Wing coins the term "Asperger's Syndrome" after reading a1944 article by Hans Asperger about a milder from she thought autism should be reclassified to include a broader "spectrum" of conditions

2000 the CDC organized the Autism, developmental Disabilities Monitoring (ADDM) Network, to collect data for determining the prevalence of autism across the US

1958 Elwyn James Anthony is the first person to recognize sensory processing issues as a component of autism

1965 -1963 Victor Litter develops a list of behavioral statement for diagnosing autism. Teachers of 76,388 children complete the test. Autism is estimated to affect 45 in 1000 children

1980 The DSM III is released childhood schizophrenia is finally disclosed and autism is categorized pervasive developmental disorders

1994 The DSM IV is released. It now includes subcategories of autism.

These categories are Autistic Disorder, Asperger's syndrome , pervasive developmental disorder Not otherwise specified, Disintegrative Disorder

Figure 2.2.1 History of Autism

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2.3 LEVELS OF AUTISM

Every individual on the autism spectrum suffers from problems to some degree with inflexible behaviors, social skills, communication, and empathy, and the severity of each of these problems can vary within the spectrum and between them from more severe to less severe Autism Is Classified into 3 Levels, high functioning autism - level1 - , Autism – level2 - and Severe autism – level 3 - .

SEVERITY OF DI SORDER

LEVEL 3

SEVERE AUTISM

Needs very substantial support Patient's Social and communication skills and repetitive behaviors severely impair dally life.

LEVEL 2

AUTISM

Needs substantial support Patient's social and communication skills and repetitive behaviors are still obvious to the casual observer even with support in place LEVEL 1

HIGH FUNCTIONING AUTISM Needs support patient’s social and communication skills and repetitive behavior are only noticeable without support

Figure 2.3.1 Levels of Autism 14

2.4 TYPES OF CURRENT TREATMENT There are many types of treatments available. These include applied behavior analysis, social skills training, occupational therapy, physical therapy, sensory integration therapy, and the use of assistive technology. types of treatments

Complementary and Alternative Medicine

Dietary Approaches

Behavior and Communication Approaches Medication

Figure 2.4.1 Type of current treatment Medication There are no medications that can cure ASD or treat the core symptoms.

However, some medications can help some people with ASD function better.

For example, medication might help manage high energy levels, inability to focus, anxiety and depression, behavioral reactivity, self-injury, or seizures..

Medications might not affect all children in the same way. It is important to work with a healthcare professional who has experience in treating children with ASD. Parents and healthcare professionals must closely monitor a child’s progress and reactions while he or she is taking medication to be sure that any negative side effects of the treatment do not outweigh the benefits.

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Dietary Approaches

Some dietary treatments have been developed to address ASD symptoms.

However, a 2017 systematic review of 19 randomized control trials found little evidence to support the use of dietary treatments for children with ASD. Some biomedical interventions call for changes in diet. Such changes can include removing certain foods from a child’s diet and using vitamin or mineral supplements. Dietary treatments are based on the idea that food allergies or lack of vitamins and minerals cause symptoms of ASD. Some parents feel that dietary changes make a difference in how their child acts or feels.

Behavior and Communication Approaches

Assistive technology

Assistive technology, including devices such as communication boards and electronic tablets, can help people with autism communicate and interact with others. The person is taught to use picture symbols to ask, answer questions, and have a conversation 16

Occupational Therapy

Social Skills Training

Occupational therapy teaches skills that help the person live as independently as possible. Skills may include dressing, eating, bathing, and relating to people

Social skills training teaches children the skills they need to interact with others, including conversation and problem-solving skills

Speech therapy helps to improve the person’s communication skills. Some people are able to learn verbal communication skills. For others, using gestures or picture boards is more realistic

Figure 2.4.2 Behavior & communication approach

Complementary and Alternative Medicine Treatments

CAM therapies refer to the products or services used in addition to or instead of traditional medicine. They may include special diets, nutritional supplements, chelation (treatment to remove heavy metals such as lead from the body), biological agents or mind-body medicine.

Many of these treatments have not been studied for effectiveness. Moreover, a review of studies on chelation found some evidence of harm and no evidence to suggest that it is effective in treating children with autism. Current research shows that up to a third of parents of children with autism have tried CAM therapies, and up to 10% may use a potentially dangerous treatment.

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CHAPTER

03

AUTISM IN THE EYE OF ARCHITECTURE

3.1 INTRODUCTION 3.2 SENSORY APPROACH 3.3 NEUROTYPICAL APPROACH 3.4 AUTISTIC INTEGRATION 3.4.1 VARIATION SENSORY STIMULATION 3.4.2 CONTROL OF SOCIAL INTERACTION 3.4.3 INTERACTION WITH NATURE 3.4.4 ENCLOSED SPACE FOR SAFETY

3.5 RELATED STUDIES

3.1 INTRODUCTION When architecture meets autism, there are two opposing approaches to design the environment in which autistic cases were. Intending to subdue the sensory environment in an attempt to address the perceptual abnormalities distortions often associated with autism, it called the "sensory design approach", considering that quiet sensory environments help acquire better skills for people with autism. As the second approach, which aims to produce simulated spaces, is called the "NEUOROTYPICAL APPROACH", which is a philosophical and practical approach to design for people with autism. This approach focuses on the weak generalization skills associated with autism.

Instead of creating a dim sensory environment, considering that this approach reduces the difficulty of moving from the segregation environment to the inclusive environment in cases of autism.

In our thesis, we adopted the "Autistic Integration" approach, which is a comprehensive approach to the two aforementioned approaches, the sensory design, and the neural approach, considering that autistic integration combines the advantages of the two approaches in terms of providing the therapeutic environment achieved by the sensory design approach, and achieving societal integration achieved by the neural approach. to create an autism-friendly environment that follows a new scientific methodology in dealing with autism cases, both therapeutic and societal.

HOW ARCHITECTURE MEETS AUTISM? 3.2 SENSORY DESIGN APPROACH In terms of sensitivity, cases of autism are classified into two types that affect how autistic people deal with different environments: Hypo sensitive (under-sensitive), Hypersensitive (over-sensitive), The deficits shown by autistic cases related to social cognitive impairment due to the inability to develop sensory abilities accompanying them.

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Activities with controlled sensory inputs that rely on sensory integration help individuals with autism because they force them to employ their senses during the performance, which increases their attention span and reduces time Response.

Sensory design is a design that relies on the use of the senses, to improve the reaction, behavior, and response of autism cases towards different environments, where the experience of spaces, sounds, appearance, smell, colors, texture, and other functions can greatly affect one or more of the senses, and thus have an impact on their lives. Due to the fact that the environment has a significant effect on a child with sensory sensitivity, this approach is also known as sensory processing disorder or sensory integration difficulty.

When viewing autism as a sensory processing issue, architecture and design are an essential source for most of the sensory input that contributes to the treatment process. This requires segmentation of the spaces in relation to the density of the stimulus they create, resulting in a functional range but a "high stimulus" and other "low" stimulus regions, in addition to the presence of transition regions that help the transition from the high stimulus to the low stimulus regions, as smoothly as possible and with the least possible dispersion The importance of this division of spaces according to their sensory quality is related to different types of states. Children with autism have more intense sensory response patterns. When children have a more intense response at the low recording, this means that they are missing more signals than others that they are failing to notice things. Since these children notice little, one may notice that they are more at ease than other children, and are not bothered by things that other people notice in the family or community. When babies have a more intense sensation-seeking response, it means that they are enjoying sensory experiences and need more sensory input. Because these babies enjoy the sensory input, one may notice that they move more, hum, or rub their hands-on objects throughout the day. Children's interest and pleasure in sensory events may also lead to difficulties in completing tasks because 21

they may become distracted by new sensory experiences and lose track of the tasks of everyday life.

Clinical observations of children with developmental disabilities indicate that tactile defensiveness and stereotypical behaviors such as repetitive hand movements, body shaking, unusual manipulation of objects, and focused attention can occur together often, which limits the child's functioning properly in any A range of situational environments, so the sensory sensitivity approach supports an environment that helps individuals with autism gain skills in quiet environments, to address the perceptual sensory distortions often associated with autism The "Sensory Design Approach" model shows an effective response by autistic cases in understanding the nature of their bodies and their therapeutic response, but a real problem appears, represented in societal isolation and the lack of interaction and integration necessary to develop autism's communication skills and reduce their fear of integration with the external community.

Autistic Cases

Community

Figure 3.2.1 Exclusive environment

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Figure 3.2.2 Separation in the sensory design approach

3.3 NEURO- TYPICAL APPROACH It’s the contrast approach to the sensory design approach, it designing the environment in an opposing view It’s suggested to immerse autism in an overly stimulating environment as possible in order to encourage adaptation to the overstimulation typical of the disorder that accompanies states and to simulate and replicate the level of stimulation found in the real external world. It argues that autistic cases need to be in the “ real World” Neuro-typical approach creates a " real" environment for autistic cases in the sense that they need to be present in the "real" world settings, in order to acquire many skills outside the surroundings of what is acquired from the therapeutic sessions, also to practice and use them. That's what this approach claims, in which it will increase the Integration of such cases into the real world – achieving the natural social interaction that takes place between normal people, between autism and the public community, interaction without restrictions -., which is the opposite to the sensory environments cause less, not more, universal access and integration into the larger population.

Autistic cases suffer from the weak generalization skills, as they face some difficulty in applying the behavior that was previously practiced in new situations. If the individual learns how to perform a specific skill - use the bathroom - for example in a certain place, he may not be able to generalize this skill, and therefore being unable to transfer and generalize the skills at times. This may cause to separate them from the real world into the specific environments in which they acquire their skills.

"If sensory processing dysfunction is not universal for autism, it may be difficult to defend sensory-sensitive environments if it impedes the development of generalization skills, which appears to be the most universal difficulty for individuals on the autism spectrum." Christopher Henry. We also see that from Henry's point view of this approach, not everyone with autism suffers from sensory processing abnormalities, which means that it is not common to all individuals with autism.

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The neuro-typical approach faces many criticisms in terms of whether it really provides the best environments for autism to exist? Perhaps the most important argument against the it stems from a larger question about society's responsibility towards individuals with disabilities. Should individuals with disabilities be required to become accustomed to the "typical" standard if they want access and acceptance into the larger community? For example, if the "typical emergency" environment consists primarily of ladders, should architects compel individuals with reduced mobility to learn how to navigate the environment without ladders, elevators, or sidewalk cuts?. Perhaps "neuro- typical approach l" environments should be more appropriate for individuals with autism.

The spaces that follow the neuro-typical approach are an environment with high social interaction with the community, which is based on the principle of hypersensitivity, and these environments lack any therapeutic control over autism, that is, they do not provide the minimum safety required for autism As autism cases are treated as they have received adequate care and treatment, and now these cases can be interacting in a place designated for normal people

Autistic cases

Public community

Figure 3.3.1 Inclusive environment

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Figure 3.3.2 neuro-typical approach environment

3.4 AUTISTIC INTEGRATION (OUR ADOPTED PROPOSAL) We seek to create an incubating and supportive environment for autistic cases through our proposal. Our proposal is a center that follows the new scientific approach "Autistic Integration", which mainly seeks to achieve social integration and develop the social skills the autistic cases, taking into account the rehabilitative and therapeutic aspects.

As we mentioned before, the approaches used in designing for autism: The sensory design approach, and the neuro-typical approach, where the sensory approach was based on the separation of the autistic cases from the sensory stimulation that can establish a comfortable environment for developing their skills, in contrast, the neuro-typical approach based on the forced adaptation that it imposes on cases of autism, by being in a highly sensory-stimulating environment The “Autistic Integration” approach takes from those two methods the environmental characteristics that make it suitable for incubating autistic cases, despite their differences in the level of interaction and societal integration provided by both approaches.

The “Autistic Integration” approach comes in response to the requirements and needs of autistic cases in their three levels. As it ensures studied and controlled the amount of social interaction for autism cases, at the same time preserves the privacy of the severe level that requires therapeutic intervention. The “Autistic Integration” approach ensures the provision of these services within a comprehensive and integrated architectural framework. The task of autism integration depends on each of The treatments that autistic undergo, the general education and awareness of autism, and the disabilities that autistic sufferers from.

So, the autistic integration approach is a combination of sensory design and the neuro-typical approach. Rather than choosing one design approach over another, "AUTISTIC INTEGRATION" focuses more on how to combine all their qualities into a single coherent architectural method.

The focus on integration becomes more and more approachable. As it seeks to apply the treatment at an early age and focus on both the quality and quantity of treatment, this approach also provides children with autism the 25

best opportunities to acquire the necessary knowledge and skills through the spatial configurations it provides to be able to integrate into the activities of ordinary children of the same age. The problem lies in the community’s awareness of the disorders that autistic people face. This is based on the premise that autism is inherent in cases and therefore it is imperative to develop the community skills and raise the community awareness about how to deal with such cases.

This is what is known as "mutual adaptation", which can be achieved on two different fronts: society and the physical environment. The "integration of autism" approach includes the concept of mutual adaptation. In an effort to reduce the gap between the autistic and the society, the concept of mutual adaptation rejects forcing one group to adapt within the other group , But both groups make efforts to understand and interact with each other.

In order to achieve the process of autistic integration approach, the necessary criteria must be taken to adapt the physical space to accommodate the needs of autism, by studying how people with autism exist in society, identifying and understanding the deficiencies of autism, the "Autistic Integration" approach seeks to create autism-friendly environments that improve the lifestyle of people with autism, but at the same time serve all people who move in public spaces. Since the stress from stimulating urban environments has become a major problem for the current society, policies to improve autism integration will also serve the general population thus, we can conclude that "Autistic integration approach " seeks to create a designed intermediate space between therapy spaces and public community, in which both autism cases and people from outside exist with adequate monitoring of autism cases (interaction spaces). The task of interaction spaces is to practice the largest possible number of situations. So that people with autism become accustomed to different circumstances. Because they will interact with different people from outside the therapeutic sessions, in order to help autism cases to learn from the behaviors of normal people through interaction, and to help the community to identify their disabilities and the needs of such cases.

In the "autistic integration" approach, the relationships between the neurotypical approach spaces and the sensory approach spaces are cooperative and interdependent.

26

AUTISTIC INTEGRATION The "Autistic Integration" approach defines spaces as a combination between "sensory design approach" and "neuro-typical approach" spaces. it branches off into four basic points that form the architectural spaces and together achieve an autism-friendly environment.

VARIATION SENSORY

CONTROL OF SOCIAL INTERACTION

INTERACTION WITH NATURE

ENCLOSED SPACE FOR SAFETY

STIMULATION Figure 3.4.1 Autistic integration Principals 3.4.1 VARIATION SENSORY STIMULATION It creates an environment that can be manipulated for the benefit of the autistic user, by understanding the typical perception and the related response to sensory input from the surrounding environment, as it provides interventions for individuals with autism, these interventions deal with their sensory imbalances, and try to develop skills and strategies for these individuals, to improve the quality of their behavior. By creating an environment capable of developing their skills more efficiently.

It contains environments that mainly target the rehabilitation and the treatment of autistic cases, focus on developing their basic abilities and qualifying their social skills, to facilitate the process of their integration into the larger community. To reach this goal, the variation of sensory stimulation should be included from the area with low sensory stimulation to the area with high sensory stimulation , 27

By presenting a series of layers with different sensory features, which contain high sensory control environments for treating autism disorders to a less sensory control environment to teach daily living skills and develop their social skills, with an emphasis on the absence of the community in these environments. In a variation sensory stimulation theory, sensory design begins with individual or group therapy spaces and progresses design to reach skill-teaching core, which formed by more than one type of architectural space variation sensory stimulation included four type of architecture spaces, which provide a limited interaction with the community. these spaces are:

Therapy Spaces

Core Educational Spaces

Outdoor Learning- Controlled interaction

Vocational/ Training Studios

Each of these spaces may branch out to include more detailed areas. For example, the therapy spaces contain individual or group rooms, the educational core includes classrooms, a library, or even a multi-purpose room, as well as a vocational training area that may contain various workshops and a gallery to what is produced by autistic cases, and finally, the outdoor learning area may be formed by more than an educational outdoor vacuum, but it must be emphasized that all these spaces are formed without taking into account the inclusion of the community within i 28

Figure 3.4.2 Therapy spaces

29

30

Figure 3.4.3 Educational core spaces

Figure 3.4.4 Outdoor learning Spaces

Figure 3.4.5 Vocational core spaces

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3.4.2 CONTROL OF SOCIAL INTERACTION

It provides spaces that achieve high social interaction with the community in a controlled way, to achieve integration of autistic cases in the community.

These spaces are considered as intermediate environments between therapy spaces and the public community, which can be considered as a large interaction space, characterized by their flexibility and ability to accommodate many activities and conditions that people face in their daily lives. The interaction spaces aim to expose autism cases to the largest amount of social situations so that people with autism become accustomed to the different circumstances they are likely to encounter with different people outside the treatment centers.

The ideas behind the interaction spaces come from the premise that autism needs to exist in the real world, to allow them to generalize their acquired skills in certain environments, to allow them to acquire new social skills outside of therapy sessions, and to criticize the idea that they should be confined to environments Autism from which they acquired their skills, that is, to reject the principle of separating them from the public community. creating an inclusive small community by providing spaces that allow social communication and encourage communal feeling, which helps in the development and treatment of difficulties in social interaction in cases of autism in its varying degrees, therefore, it will be necessary to provide wide and open spaces that allow or even encourage social interaction, and enable cases to learn and communicate.

In addition to helping the interaction spaces for autism cases by integrating them into society, the interaction spaces can help raise awareness of the issue of autism, encouraging the acceptance to the autistic cases and reduce the sigma involved with autism, as they contribute to increasing their knowledge of autism disorder and how to deal with them, and that is through the experience of interact with them directly.

The interaction spaces can be formed in different ways, which may include a restaurant or workshops, exhibitions, sports fields, a community square, commercial outlets or even an outdoor amphitheater and multi-use squares 32

, with an emphasis on the entire presence of the community in these spaces.

Attracting potential Related activates

Accommodating Community Participation Spaces

Figure 3..4.6 Various types of workshops 33

3.4.4 ENCLOSED SPACE FOR SAFETY At certain times, autistic states may feel overwhelmed in a particular social situation due to any emergency that may bother them and make them unable to participate in the social interaction anymore, and thus they need spaces that enable them to step back in search of privacy or escape from this interaction - having a fewer people or people they are most familiar with that is simply what Escape Spaces offers.

The escape spaces aim to provide the necessary comfort for autistic cases, and to reduce the severity of the excessive stimulation that exists in the environment in which they were present. These environments have a great positive impact on autistic cases as they represent the rescue spaces. It may include small divided areas or space located in a quiet corner of the room or the building as a whole. The environment of these spaces should be neutral with minimal stimulation.

36

Figure 3..4.8 Escape spaces

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3.5 RELATED STUDIES REVIEW OF EXPERT APPROCHES .

Magda Mustafa Developed the first evidence-based guidelines of the sensory design theory, this framework is recognized worldwide and utilizes groundbreaking principles. That is after being given the project of designing the first education center for autism in Egypt. The sensory design approach, states that a positive change in the sensory environment can lead to positive behavior for autism “Sensory design theory presents a flexible and adaptable tool which acts as a catalyst for architectural design criteria development for architectural environments based on their sensory qualities, and in response to autistic sensory needs." (Architecture For Autism Pg.3)

Mustafa's ASPECTS principles can be summarized in Acoustics, Spatial sequences,, Compartmentalization, Escape spaces, Transition zones, Sensory zoning, and safety.

ACOUSTICS ▻ Avoid the greenhouse effect, by allowing progression through acoustical control levels.

▻

Background noise, reverberation and echo should be controlled by the acoustical environment.

▻ The range of the acoustical controlled should vary based on use, function and individual occupant needs , the level of focus required in the activity at hand within the space, as well as the skill level and the severity of the autism of its users

. .

SAFTEY

▻ ASD have an altered sense of their environment and have a tendency to escape ▻ Safety considerations and preparations should be taken into account.

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SPATIAL SEQUENCING ▻ Seamless flow throughout a series of spaces. ▻ Planning should respond to the preferred tendency of routine and predictability. ▻ Minimal disruption between spaces by use the one way circulation. ▻ Coupled with the criterion of sensory zoning which organized in a logical order based on the typical schedule of such spaces

COMPARTMENTALIZATION ▻ Clearly define functionality and sensory quality. ▻ Organize spaces of a building into compartments.

▻ The sensory qualities of each space should be used to define its function ▻ The sensory qualities of each compartment should be well establishes and clearly defined ▻

The threshold between compartments can be subtle or soft.

ESCAPE SPACE ▻ Offer respite for the autistic user from the overstimulation environment. ▻ neutral sensory environment with minimal stimulation that can be customized by the user to provide the necessary sensory input.

TRANZTION ZONES ▻ Spaces that allowing users to recalibrate as they move from one level of stimulus to the next. ▻ Spaces can range from a sensory room to a distinct node ▻ Serves as a form of palate cleanser between spaces.

SENSORY ZONING ▻ Organize spaces according to their sensory quality rather than their programmatic function. ▻ spaces according to their allowable stimulus level, “ high- stimulus” and “ low stimulus” spaces

39

TERESA WHITEHURST The spaces created especially for autism affect not only them but also those who care for them. Therefore, environmental and human factors and their intricate and balanced interaction must converge to create a space in which children or people with autism can be people, not persons with disabilities. she has included a list of features that can affect the comfort and well-being of people with autism.

NOISE REDUCTION ▻ Supporting the roofs of buildings with sound-absorbing supports ▻ A variety of vibration within the facility

.

CURILINEAR DESIGN ▻ Curvilinear design Curved walls facilitate circulation and movement.

THE USAGE OF FLUORESCENT LIGHTING ▻ Include multisensory stimuli in the environment .also the preference (a sensory room or suite).

adaptability for individual

▻ Use of sensory equipment. ▻ Space adapts for users. ▻ Room is complete white.

SENSORY SUITE ▻ Adequate natural light. ▻

Soft lighting, non-flicker, and no glare.

THE SENSES ▻ Address each sense on an equal basis.

▻ Consider smell, tough, taste and sound at the same level at sight.

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OUTDOOR SPACES ▻ Safe outdoor environment. ▻

Visual connection between outdoor and indoor spaces.

SPECIFIC SPACE COVERING ▻ Custom flooring material for any space that autistic cases were. ▻

Durable and contributing to noise reduction and echo vibration.

SELECTION OF COLORS ▻ Choose cool, relaxed, and calm colors, in general, to facilitate the calmness thought the space. ▻

Shades of purple, pink, green have a positive impact on the autistic cases.

▻ Usage of grey color as a neutral and non-reflection color.

CIRCULATION & MOVEMENT ▻ Subdividing space in smaller zones allowed overstimulation and an extravagant ▻ Inclusion of an escape space ▻ Incorporate natural ventilation and lighting strategies. ▻ Serve as a flexible space doubling as an activity and circulation space ▻ Obvious physical structure that could defines different space for different activities. ▻ The environment has to be flexible adequate to accommodate a wide variety of functional skills.. ▻ Solidified operation point that can support routine and structure .

CONTAIRMENT & OBSERVATION ▻ need for supervision without interfering with the autistic user activities. ▻

the concept refers to the need to monitor children with ASD as well as the opportunity for them to act in a safe place where a child can be freely

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Khare & Mullick Rachna Khaira, doctor of Philosophy, school of planning and Architecture, Bhopal, India.

Abir Mullick, Navrachana University Vadodara, Vadodara, India Khare & Mullick talked about how to create educational spaces centered around autistic users, and they explored the way to create the general design of these spaces, and they came up with these design principles from the considerations of experimental environmental design that they created.

PROVIDE PHYSICAL STRUCTURE ▻ Spaces with a specific physical structure can be structured. Structure that distinguishes distinct areas for numerous activities

MAXIMIZE VISUAL STRUCTURE ▻ Using unique visual signals to coordinate the visual world

PROVIDE VISUAL INSTRUCTIONS ▻ Indicate the steps by visual signs to execute those acts

OFFER AOOPRTUNITIES FOR COMMUNITY PARTICIPATION ▻ Students should be active in the school's regular events.

PRESENT OPPORTUNITIES FOR INCLUSION ▻ Providing children with autism with an experience that helps them to communicate with their neurotypical peers.

MAXIMIZE FUTURE INDEPENDENCE ▻ Develop an environment in which a pupil can learn and learn vocational skills every day.

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OFFER GENRTOUS SPACE STANDDARS ▻ Significant quantities of personal space are expected by autistic people

PROVUDE WITHDRAWAL SPACES ▻ There is a need for peaceful spaces where students can retreat if they feel frustrated.

MAXIMIZE SAFETY ▻ Minimize the threats that learners have, sometimes created by themselves.

MAXIMIZE COMPREHESION ▻ A simple layout of spaces and precise routes to and from them can be made clean of clutter.

MAXIMIZING ACCESSIBILITY ▻ Movement coordination and balancing impairments involve a building that is physically accessible.

MAXIMIZE DURABILITY & MAINTENANCE ▻ In general, appliances, furnishings, fixtures, fittings, and materials and structures should be robust, taking into account the student's misuse of them.

PROVIDE SENSORY INTEGRATION ▻ Multisensory stimulation within the environment involve

43

Christopher Beaver British architect, designer of various projects for autistic cases, writer of design for autism, designing Environments for children and adults with ASD. Christopher Beaver identifies issues that must be considered when designing for autistic, after understanding the performance of the building and the building's user. This understanding should include the autistic mind, and Beaver summarizes his experience with design for autism in the following key points: ACOUSTICS ▻ Away from the noisy spaces, and heading towards quiet spaces that are able to deal with the best behavior, and give a feeling of well-being. ▻ Use bricks with torn joints, in safe places ▻ The use of carpeting to reduce the impact of movement, in addition to it acts as an acoustic support ▻ The use of wooden panels in the ceilings, which gives the ability to absorb sound in addition to providing warmth

VENTILATION ▻ High windows that are able to provide fresh air should be used but are safe as the loners cannot escape through them. ▻ Condensation should not be allowed inside the bathrooms, and a remedy for this is the use of mechanical ventilation

HEATING ▻ Avoid exposed radiators at all costs ▻

Under floor heating is the preferred option. No sharp comers, provides comfort.

Proper zoning is key.

CLEANING ▻

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FF%E has to be durable and easily cleaned .

HEATING ▻

Ambience, flexibility, and overall quality is a main concern

▻

Avoid flickering florescent lights

▻

Mood lighting encourages a voluntary bedtime

COLOR ▻

Impacts the feel of the building

▻

There are neutral colors, calming colors, disturbing colors, and stimulating colors

▻

Find a good balance between common and private spaces Entertain the possibility of having occupants choose a color from an approved range

PLANNING AND LAYOUT ▻

Space and the 'sense of space' are critical factors

▻

Ceiling height has an important impact

▻ Sloped roofs and curved walls create a greater sense of space (also a more interesting space to move around in) ▻ ▻

Most difficult space is the corridor Redefine corridors as circulation space. Has to be an interesting space, should be multi-functional

▻ Turned into a social and activity space ▻

A simple layout with unfussy detailing and easily understood materials and colors is preferred

▻

Easy recognition of spaces and rooms is essential (through colors, materials, the form of the threshold)

▻

Curved walls help people move through the building

MAINTENCE ▻

Use friendly materials that are cheap to repair

OUTDOOR SPACES ▻

An essential part of and individuals environmental awareness .

▻

A secure space is a great asset.

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CHAPTER

04 CASE STUDIES

4.1 NURODIVERSITY IN ARCHITECTURE 4.2 THE ADVANCED SCHOOL FOR AUTISM 4.3 LEICHTAG FAMILY HEALING GARDEN 4.4 CENTER OF RESEARCH AND EDUCATION FOR AUTISM CASES

This chapter is talking about various example of a good architectural environment for autistic cases based on the concept of achieving social interaction and integration between autistic cases and the community

4.1 NURODIVERSITY IN ARCHITECTURE Confronting the agency of the autism with the built environment Proposed Design based on Master thesis MICHIGAN

by Architect Jonathan L Turner University of Detroit Mercy school of Architecture The concept of the case is to provide a foundational understanding of the friendly autism environment through a space it offers. These space emphasizing in order to achieve the inclusive design practice.

The designer aim to structure an integrated environment and experience through spatial design and programmatic functions, This facility fosters an approach to autism-friendly design that integrates people with ASD and the general population also to creates an environment that advocates for an educational awareness and understanding of ASD through programmatic prescriptions and specific design strategies

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Figure 4.1.1 Main shot of the center

To achieve the integrated of occupancy the programmatic function included the public attraction, the occupational component for people with ASD, and Educational elements with the emphasis of choice supporting site.

The selected site for this design proposal was chosen to take advantage of an existing network in the surrounding area that are dedicated to educating, diagnosing, and treating children with ASD. Situated on the threshold between a dense urban center and the suburbs, this site provides an accessible geographic location The design solution incorporates an intimate connection with Wayne State which allows for a collaborative partnership that adds to the existing network of education, research, treatment.

In addition to having collaboration with each of the surrounding health, educational or cultural centers, such as university pediatricians autism center, DMC harper hospital, children's hospital of MI specialty center henry ford hospital, and henry ford autism center, also from the proximity of bus stop & Qline Access and Detroit amatrack transit station .

Figure 4.1.2 Site plan

49

The functions proposed by the designer support the idea of an inclusive environment as it included. ▻ Sensory Café – Restaurant ▻ Public Gallery ▻ Fitness Center ▻ Community Resource Center ▻ Art Studios ▻ Roof-deck Sculpture Garden These programmatic components respond to the design approach, placing emphasis on the interaction between programmatic articulation and architectural form, and the integrated approach between ASD & public Community

Figure 4.1.4 second floor plan

50

Figure 4.1.3 first floor plan

Figure 4.14 second floor

Figure 4.1.3 first floor

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SPECTRUM CAFÉ Spectrum Cafe: The Spectrum Cafe offers a variety of sensory sensitive seating, as well as an adaptive work environment for those with ASD. Digital ordering is implemented in a phased approach to allow workers to become comfortable taking orders. .

2 1

1 detailed view of the sensory sensitive room in the cafe, Which is an escape space

Figure 4.1.6 sensory room

2 Detailed view of the room that provides a space for high interaction between society and autism cases

Figure 4.1.7 interactive space

ART GALLERY The art gallery is part of the community resource center and offers free and open entry to exhibits for both occupants and visitors. This gallery displays art from the studio on the second floor, as well as features exhibits of other work produced by students at Wayne State.

1

2

1 2

Figure 4.1.10 Sensory room

Figure 4.1.9 Art Gallery interactive space

COMMUNITY ENGAGEMENT & WORKSHOPS Community Engagement & Workshop: The upper-level community engagement space serves a similar function as the lounge, but without a noise restriction.

Educational workshops take place in the conference room on a monthly basis with the mission of educating individuals about what autism spectrum disorder is

SPECTRUM ART STUDIO This art studio allows those with autism to explore artistic expression with the intent of developing skills for future occupation. A variety of spatial configurations allows for individuals to work in environments that they find the most comfortable

1

3 4 2

Figure 4.1.11 Art studio Detailed plan

1

3

Figure 4.1.12 sensory room

2

4

Figure 4.1.13, office two 54

Figure 4.1.14 Art studio

Figure 4.1.15 office two

FITNESS CENTER This fitness center is open for all WSU students, employees, and the surrounding communities. It offers a range of spaces, diverse exercise options, and small group fitness classes.

1

1

3

2 Figure 4.1.17 Sensory room

2 4 4

3

Figure 4.1.18 Various types of fitness room

CONCLUSION The case was chosen due to the diversity of the proposed functions which support the integration between autistic cases and the community. With a focus on the specificity of these cases, by addressing the presence of the sensory spaces that were taken into account in all proposed functions.

4.2 THE ADVANCED SCHOOL FOR AUTISM Advance School for developing skills of special needs children QATTAMEYA, CAIRO

by Architect Magda Mostafa Under construction This building is the first to be designed by applying the Autism ASPECTSS™ Design Index to achieve ‘Autism friendly environment’ by take into account the sensory design theory that was first published as Special Needs Design Assistant,

by Magda Mostafa. The Building follows the premise of architecture as a sensory environment and source of stimulation that can be controlled through spatial organization, acoustics, texture, color, pattern and lighting.

The advanced center is a full time educational services provided.

The objective of the center is two fold, mainly it deals with skill development of children with development delays with a focus on autism which comprises 70 of its student body, The goal is maximum independence of its student and hence a level of integration into society.

Also, it aspire to raise the awareness of the community with regards to the special needs n general and ASD specifically

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Figure 4.2.1 Main shot of the school

The building was organized using concepts such as sensory zoning, spatial sequencing and transitional sensory spaces, transitional perceptual space, gradient acoustic processing, and finally the provision of "escape" space The proposed function of this building also tries to address part of the most important problems for children with ASD, is the issue of inclusion and have respect in society. As the design can be assist such integration. The provision of community-linked services is proposed to this end.

A few numbers of public facilities are proposed in this case, such as commercial outlets which create an opportunity for autistic cases to have an interaction with the society. also a workshops which help to develop the social and vocational skills to the autistic cases as well as promote a positive productive image of autism to the large community.

Figure 4.2.2 Sensory zoning & circulation plan

CONCLUSION The case was chosen as it includes the principle of the variation of sensory stimulation , (providing therapeutic and rehabilitative spaces which provide very limited social interaction).

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THERAPEUTIC LANDSCAPE The therapeutic gardens will be discussed at the beginning, as we will review a case study for design related to therapeutic gardens. because of its importance in the design for autism cases Most autism centers offer treatment indoors, because it is safer and has more control over it. This results in a missed opportunity to explore the possibilities of engaging external environments, in helping autistic cases develop academically, socially and mentally.

In ancient times, people believed that nature was capable of healing, and healing spaces were located near nature, such as the sacred grove, rocks and caves.

The concept of "therapeutic gardens" was developed by Wilbert Gesler in 1992 , where he defined it as specific spaces of healing, particularly where the natural environment intersects with the social environment (Gesler, 2003).

There are certain elements that are more applicable in therapeutic garden design when it comes to children with autism as primary users:

Opportunities To Make Choices, Seek Privacy and Experience A Sense of Control Opportunities for Physical Movement and Exercise Engagement with Nature Accessibility There are many theories and hypotheses that discuss the concept of a "therapeutic garden" from a scientific perspective, such as the theory of biophilia: the basis of this theory is that all human beings have an innate tendency to nature, and to search for links with nature and other life forms.

There is also a stress reduction theory, the theory explaining emotional and physiological reactions to natural spaces, and the extent to which natural environments influence individuals' psychological well-being.

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4.3 LEICHTAG FAMILY HEALING GARDEN Theraputic gardens for children with ASD

CALIFORNIA

by Architect Delaney Cochran & Castillo The park is located on the west side of a children's hospital and health center, designed to avoid the high environmental pressures of the hospital, the design contains representations of the sky, earth, ocean, plants and animals, these elements symbolize the beauty and hope of life.

Figure 4.3.1 Main shot to the garden

DESIGN & DEVELOPMENT PROoCESSES: â–ť the concept behind this garden was to provide a place to imagine life being larger than what's existing at the moment. â–ť The designers have approached the elements of the garden - color, texture, form, and scale- from the point of view of a child

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4.4CENTER OF RESEARCH AND EDUCATION FOR AUTISM CASES Sculpting perspectival difference through the mind- body dialectic Proposed Design based on Master thesis

AFRICA

by Architect Anri van der wath University of the free state- school of Architecture - 2016 The idea of this concept developed from three basic terms: integration, tension, and dualism, these concepts discuss between autism and the neurotypical, and these concepts have been derived from the site.

Integration: This concept includes interacting and integrating with ASD in South Africa.

Tension: It presents the gap between the neurotypical and autism, thus simulating the opposites (nature and the city, annexation and separation ...), So architecture appears as a bridge that extends between opposites.

Integration must occur between separate entities .

Dualism: The relationship between mind - body perspective is studied for ASD people , and the relationship between mind and body is studied by experience and reaction to the perceived experience.

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Figure 4.4.1 Conceptual Diagram

Instead of distinguishing between the three concepts as separate ideas, all the elements are combined in a process capable of directing the morphology of the building from integration to tension, so all the concepts formed a single entity that takes into account many factors in planning.

The project aims to achieve a society in which autistic individuals enjoy all their rights and opportunities to meet their needs throughout their lives, driven by the integration of autism into the daily urban community, and the project was envisioned to be accessed from the general community, and at the same time to include areas that encourage and qualify for interaction with the surrounding community.

Figure 4.4.2 Site location

The site was chosen as a mediator between the urban environment and the natural environment, in order to achieve the basic concepts of the project, where the site can provide social interaction between autism and society through its association with the urban environment, and integrate the dualities (nature and city).

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The functions proposed by the designer support three main functions: education, treatment, and research, which they achieve through the concept of integration, and are graded by design layers according to the level of sensory stimulation created by each space.

These program components respond to the design approach, with an emphasis on the interaction between ASD and the general community

MEDIUM

HIGH LOW

Figure 4.4.3 Conceptual Diagram

GROUND FLOOR PLAN 1. Research center reception and waiting 2. WC 3, Kitchen 4. Research facility 5. Classrooms 6. Private playground 7. Library and computer room

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8. Arts and crafts therapy room 9. Music therapy room 10. Motor skills gymnasium 11. Hydrotherapy center 12. Rooftop garden 13. Assembly hall yapper seating level 14. Garden terrace towards military fort

Figure 4.4.4 Ground Floor Plan

FIRST FLOOR PLAN 1. Parking and student drop-off 2. Student entrance 3. Main entrance 4. Reception and waiting 5. WC 6. Principle and vice principle's offices (including storage space, strong- and printing room) 7. Staff room with kitchenette 8. Classrooms

9. Sensory room 10. Dining area 11. Kitchen 12. Private vegetable garden 13. Sensory garden 14. Community garden 15. Garden tool store 16. Assembly hall 17. Dance and drama room 18. Kitchen yard

Figure 4.4.5 First Floor Plan

SECOND FLOOR PLAN 1. Parents lounge 2. kitchen 3. wc 4. research library 5. rooftop garden

Figure 4.4.6 Second Floor Plan

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MIAN SECTION The section shows the building hierarchy between nature and the city, as the building is intermediate between them, as well as showing the gradation of functions and zoning, depending on the level of sensory stimulation created by each space.

Figure 4.4.7 Main section

ELEVATION

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Figure 4.4.8 Elevation

MAIN SHOT

Figure 4.4.9 Main shot of the center LIBRARY & COMPUTER LAB

Figure 4.4.10 computer lab MUSIC ROOM Figure 4.4.11 Music center

CONCLUSION This case was chosen because it explains the division of zoning based on the level of stimulation created by it. It explains the relationship between nature and city in the design, as it is one of the autistic integration approach principles.

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CHAPTER

05

PROGRAM

5.1 PROGRAM 5.2 DETAILED PROGRAM 5.3 GUIDE LINES & DESIGN PRINCIPLES

5.1 PROGRAM

The proposed program for the autistic integration center will integrate most spa of separation, at the same time, there still spaces where it is dedicated for t thus this spaces would act as their escape sensory neutral spaces The program includes the requirements of the autistic integration approach wi default in any autism centers, such as diagnostic services, documentation, and fa

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aces where both autistic and non-autistic people could interact together instead the autistic cases at some tends to have a higher sensitivity towards reactions,

th its four sections, in addition to the requirements that must be present by amily support services, etc.

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5.1 PROGRAM

The proposed program has been transferred to a Bubble Diagram to clarify th ▻ High interaction between the autistic cases and the community ▻ limited interaction between the autistic cases and the community ▻ The privacy of the autistic cases that cannot interact with the community

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hree levels of social interaction that it will include.

PUBLIC SEMI PRIVATE/ PUBLIC PRIVATE

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Figure 5.1.2 Conceptual Bubble Diagram for proposed program

5.2 DETAILED PROGRAM As the center will focus on improving social understanding and interaction between autistic cases and the community, improving their social and creative skills, also provide the treatment of the disorders. We have identified our target group, which was classified into three parties.

ASD 3-17 Y.O

COMMUNITY

MEDICAL STAFF

ASD ABOVE 17 Y.O Our center will accommodate 80 persons with autism, mainly, in addition to the presence of the community, based on that, this detailed program was developed:

AUTISTIC INTEGRATION APPROACH REQUIREMENTS Variation sensory stimulation Therapy zone FACILITY

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NO. OF ROOMS

AREA (SQM)

Occupational therapy

10

30

Hydrotherapy

2

100

Physiotherapy

3

30

Speech therapy

3

30

Staff room

3

40

Assistant room

1

40

Admin + meeting room

1

60

Entrance + lobby

1

60

Escape space

1

4-9

Educational core FACILITY

NO. OF ROOMS

AREA (SQM)

Classroom

10

75

Library

1

30

Exercise room

4

50

Eatery

1

50

Workshops

3

50

Gallery

1

70

Storage

6

20

Vocational training

Escape space

4-9 Control of social interaction

FACILITY

NO. OF ROOMS

AREA (SQM)

Community park

1

700

Workshops

12

50

Gallery

2

200

Commercial outlet

5

30

Theater

1

200

Multipurpose hall

2

250

Public library

1

200

Restaurant

2

150

Fitness hall

1

200

Eatery kiosk

5

15

Escape space

4-9

75

5.2 DETAILED PROGRAM Interaction with nature FACILITY

AREA (SQM)

Sensory garden

200-250

Outdoor learning space

50-100

Agricultural park

200-300

Park

500

Escape space

4-9

AUTISM CENTERS REQUIREMENTS Diagnosis FACILITY

NO. OF ROOMS

AREA (SQM)

Lobby+ Entrance

1

60

Clinics

6

40

Lab

1

40

Documentation office

2

20

Escape space

4-9

Research Meeting hall

2

50

Computer lap

1

50

Office

3

20

Admin

1

30

NO. OF ROOMS

AREA (SQM)

4

20

Administration FACILITY Offices 76

Family support Clinics

3

30

Lecture room

2

50

Multipurpose room

1

100

Table 5.2.1 Detailed program

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5.3 GUIDELINES AND DESIGN PRINCIPLES After studying several case studies and literature reviews related to design spaces for autism, various design approaches, and noting the influencing elements in autistic cases. In particular, a set of standards and design principles were developed and adopted to be applied in the design of the spaces for autistic cases..

These principles and guidelines are divided into three main headings: distractibility, tectonics and materiality, and spatial organization.

The principles of dispersion explain the different stimuli that an individual may be exposed to within a building and the nature of the stimuli that may be received through these sensory stimuli. Tectonics and materiality relate to the way the building is physically put together and the materials involved. Spatial organization defines how the spaces of the building are organized concerning each other and how autistic cases move through space.

CONCENTRATIONS OF ASD Concentrations of ASD in classrooms & therapy sessions : for individuals with autism, six to eight users per space is recommended, as high density space is inappropriate.

ACOUSTICS COMFORT Some rules are governing the acoustic environment when designing for autistic cases, the level of background noise and echo resulting from the materials used in the facility or void must be controlled, in a way that is proportional to the noise level required by the applied activity, or the isolation which autistic cases need.

According to the classrooms, there must be adequate insulation in the walls to avoid mixing of sounds, the natural ventilation system must be used, the isolation of the mechanical systems used in the space, all of that to reduce distracting noise in autistic cases.

Carpets are recommended to be used on the floor to reduce foot movement noise, which is sometimes distracting.

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LIGHTING COMFORT The issue of lighting is important when designing for autism, as natural lighting has proven its positive effect on autistic in terms of reducing hyperactivity and increasing the ability to focus. Also, direct incandescent lighting causes headaches, stress, and increases repetitive behaviors in cases.

In the classroom, natural lighting should be used in all classes as much as possible, and it is preferable to design windows above eye level so that they allow a largest amount of lighting required to enter but block the view, thus autistic cases do not disperse.

When using artificial lighting, the lighting must be equipped with dimmers so that the level of glow is controlled as required, also fluorescent lighting should not be used.

COLORS Because autistic cases see colors at a higher intensity than other people, simple changes in colors can affect their behavior and performance greatly, so it should reduce the usage of colors in classroom areas that need high concentration. It is recommended to use neutral colors in such areas.

It is okay to use cold colors such as blues and gray-violet, as they have a calming effect on students, and different colors should be used between each zone, to clearly distinguish and separate between the different functions ESCAPE SPACES Because of the overstimulation in the different environments, the classrooms must include areas that provide comfort for autistic cases, as it has a great positive impact on them because the class and other students can often overwhelm the sensory input of the autistic cases.

The escape spaces must have a high degree of privacy and isolation, and there must be places that allow their users to exercise. This space should provide a neutral sensory environment with minimal stimulation.

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TRANSITION When designing for autism, the spaces are divided according to their sensory quality, not to a functional convergence, the transition between the different functional spaces should be easy and clear, but there must be a transition zone that allows autistic cases to prepare psychologically to change the sensory environment surrounding them, as the transition Sudden from one sensory environment to another (from high to low or from low to high) may cause seizures in cases.

Transition spaces should activate all the senses- sight, sounds, smell, touch, and taste. Spaces could be anything from a node to a shift in circulation to a full sensory room which allows the student to reorient themselves. The spaces should allow students to anticipate the environment in which they are headed.

PREDICABILITY Having autistic cases in unfamiliar place make them feel anxious, so the way to segment the facility should be easily understood, options encouraged as well as problem-solving and discovery. The importance of clarity, imagination, and redundant indication plays in facilitating autistic transmission between buildings.

The blanks must contain easily recognizable signs, such as different colors and patterns. Likewise, autistic cases must be allowed to see different spaces from a safe side so that they can know the places they are going to.

Indications and signs must be used.

SAFETY autistic cases face problems with the ability to control position, movement and balance, due to an imbalance in their ability to sense stimuli arising within the body, this makes them vulnerable to self-harm, aggressive behaviors and tantrums.

It is recommended to use soft surfaces such as carpets or rubber, which helps reduce injuries, and the use of hard materials and protruding edges or covering them should be avoided, and the materials used must be made sure that the materials used are free of toxins, and the spaces are closed in a way that achieves the required safety.

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MINIMIZE TRAVEL DISTANCE Physical education, music, art, library, catering, and elevators should be centrally located and never placed in the far ends of a building. The spaces should be organized so seamless as possible with minimal disruption and distraction.

DURABILITY The materials used in autism classrooms must be strong, durable, and easy to clean, because autism syndrome is mostly associated with some emotional disorders such as bipolar and others, so it is imperative to use materials that resist child erosion and also do not harm them, and are easy to clean because Autistic cases often encounter problems with bathroom procedures and pollute themselves and the environment around them.

PROVIDING NATURAL ENVIRONMENT LEARNING AREA Path surfaces should be stable, firm, and slip resistant while harmonizing with the surroundings. Pathways through the site should allow students to observe and actively study natural areas. In wet areas, raised boardwalks can serve as an accessible route.

ACCESSIBILITY The entire building is friendly and welcoming, accessible to children and adults, and easily accessible by wheelchairs and strollers. Easily accessible circulation routes, wide enough for people who use wheelchairs or canes.

Means of escape designed for persons with disabilities. Provide parking spaces for visitors and parents according to local zoning regulations. A loading area should be allocated in front of the building near the entrance for parents to drop off and pick them up in the morning and afternoon.

Provide a service corridor for food, supplies, garbage and recycling. Provide private parking for the center's employees.

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CHAPTER

06

SITE ANALYSIS

6.1 SITE SELECTION CRITERIA 6.2 MACRO SCALE 6.3 MICRO SCALE

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Figure 6.1 Autistic case

6.1 SITE SELECTION CRITERIA Selecting the right site is a critical first step in developing spaces for people with ASD, issue to consider include the potential for people to be integrated into an existing community The site was chosen after developing a variety of criteria and used as a way to compare the potential of several proposed sites. The selection and development of standards came after studying their direct effects on the design.

Where the site selection will also have a significant impact on which the design will be able to achieve the autistic integration approach taken including these criteria; The prevalence of autism, the proposed program requirements of the Autistic Integration approach, accessibility and value of land, the connection with main roads, the connection with public facilities and open green space.

In order to choose a suitable site that supports the development of social communication skills for the autistic user in a positive way, it was necessary to make critical decisions that included several criteria. These criteria categorized into three main headings

DO

CONSIDER

AVOID

DO

CONSIDER Identify features that are within this category are facets that should be considered within any site for design project These are optional design moves that should be supported by the site selection when designing for ASD

AVOID Identify features that are within this category are facets that shouldn't be included while choose the site, these are features that impact negatively when designing for ASD. 85

6.1 SITE SELECTION CRITERIA DO ▻ Link to community, all developments in the site should actively aspire to collaborate with the local community, encouraging acceptance awareness.

This connection will also work on the social aspect of inclusion, by integrating the ASD community into the existing large community , through choose a site located inside the urban area where they can establish relations with cultural, education, and health institutions. ▻ Security, secure environments are a must for those with autism .

Providing secure environments limits anxiety : thus positively contributing to learning and confidence building whilst providing a calm , controlled setting.

CONSIDER ▻ Overlooking , The impact of overlooking should be considered both by the surrounding context of site and within the internal spatial arrangements and planning of any development. (Views) ▻ The proximity of the services which can help encourage steps towards an independent life out, with care and assistance within the safe confines of a familiar environment where appropriate behavior and social cues can be learned. ▻ Future Provision Strategies should consider adaptability and future requirements. Due to the limited provision for ASD facilities generally, sites should consider the possibility for future growth and the need for future expansion and development

AVOID ▻ High Density - High concentrations of people and level of activity related to high-density massing are detrimental when designing for ASD ▻ Noise & pollution.

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The criteria that were focused on when choosing the site summarized as the following:

Should not be isolated in spaces outside the city

Located inside the urban area where they can establish relations with cultural, education and health institutions.

Located with proper transportation available for connectivity

Located away from the air pollution , noise pollution and surrounded by nature

Figure 6.1.1 Conceptual sketches of the site criteria 87

6.2 MACRO SCALE

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Map 6.2.1 Bethlehem Location Map for West Bank

Despite the scarcity of services provided to individuals with autism in Palestine, many centers provide services to individuals with autism, even if they are not specialized centers for autism and classified as mental health centers, as there are 9 centers in Palestine that provide limited treatment services, which are: the Children’s Rehabilitation Association in Tulkarm, AnNajah Child Institute at An-Najah National University, the Association for Children with Autism and the Star Mountain in Ramallah, and the Princess Basma Jerusalem Center in Jerusalem. And the Gate of Life Association in Bethlehem and the Charitable Association Sheikha Fatima Bint Mubarak for Rehabilitation in Hebron.

This map shows the distribution of centers that provide services for autism. These centers were distributed randomly and inconsistent with the autistic case distribution as the cases were concentrated more in the south than in the north.

The city of Bethlehem was chosen -which is one of the southern cities in the West Bank- that's after studying the distribution of cases in the West Bank, so there is a need for a specialized center that provides treatment, rehabilitation, and community integration in a central area or the southern cities, as this corresponds to the distribution of Cases.

After studying the needs of the most suitable site for the design for autism cases, it was proposed to choose a site in three areas, which are Bethlehem, Jerusalem, and Ramallah, and Jerusalem excluded due to the difficulty of accessing it and also the desire that the proposed design serves the largest number of cases in the West Bank and Occupied Jerusalem, Bethlehem is one of the main cities in Palestine, located in the north of the governorate, and it lies 10 kilometers (6 miles) south of the Old City of Jerusalem. It contains a number of towns, Beit Sahour, Beit Jala, Doha, Artas According to the Palestinian Central Bureau of Statistics, the population of Bethlehem in 2017 was 31,800. Of them 16,100 males and 15,700 females.

There are 5,211 families living in 6,709 housing units Bethlehem is located on a mountainous site at an elevation of 772 meters (2,600 feet) above the Mediterranean Sea level. It enjoys a Mediterranean climate, with hot, dry summers and cold and rainy winters.

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6.2 MACRO SCALE In a point of view with a more accurate scale, Beit Sahour city in Bethlehem was chosen because of its accessibility, as it located on a major transportation line linking North and South Palestine, which is Wadi Al Nar Street, which connects to the entrance of Beit Sahour city The city of Beit Sahour is one of the cities in the Bethlehem Governorate, located east of Bethlehem, and at a distance of 5.1 km antenna, the horizontal distance between each of them. It is bordered to the east by the villages of Al-Shawawrah and Dar Salah, to the north by the village of AlKhas and Al-Nu`man and Abu Ghneim settlement, to the west by the city of Bethlehem, and to the south by the village of Handaz The city of Beit Sahour is located at an altitude of 649 meters above sea level. The origin of the name Beit Sahour (the house of vigilance) reputedly stems from the Canaanite words "Beit" meaning place, and "Sahour" meaning night watch, which reflected the importance of the area for shepherds it backs to 1925. .The Beit Sahour city is rich in archeological and religious areas, as there are the Well of the Virgin Mary, the Shepherds' Field Church, the Roman Orthodox Church of the Fathers and Grandfathers, and the Omar Ibn alKhattab Mosque.

According to the Palestinian Central Bureau of Statistics (PCBS), the total population of Beit Sahour in 2007 was 12,367; of whom 6,202 are males and 6,165 are females. There are 2,775 households living in 3,517 housing units.

Figure The General Census of Population and Housing carried out by PCBS in 2007 showed that the distribution of age groups in Beit Sahour is as follows: 30.4 percent are less than 15 years, 60.2 percent are between 15 - 64 years, 6.7 percent are 65 years and older, and 2.6 percent are unknown. Data also showed that the sex ratio of males to females in the city is 100.6:100, meaning that males constitute 50.1 percent of the population, and females constitute 49.9 percent of the population.

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Figure 6..2.2 Statistical Analysis of Beit Sahour

The economy in Beit Sahour is dependent on several economic sectors, mainly: industry, which absorbs 34 percent of the city workforce. The results of a field survey for the distribution of labor by economic activity in Beit Sahour are Industry (34%), Trade Sector (27%), Government or Private Employees Sector (17%), Services Sector (11%), Agriculture sector (6%, Israeli Labor Market (5%). figure There are many economic and industrial activities in Beit Sahour, mainly; religious artifacts industry, as there are more than 150 workshops, in addition to textile industry, cosmetics industry, a cardboard factory, a noodles factory, 90 different workshops (blacksmith, carpentry, and aluminum),90 different services stores, and 40 grocery stores.

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6.2 MACRO SCALE

As the concept of our proposal is the integration between the autistic cases and the comm such as the health and therapeutic side, and on the other hand the institutions that provid we determined the most suitable site that follows the previous criteria and is located between them, also located within a major transportation road.

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munity, its necessary to analyze the institutions linked between each of these two parties, de cultural, recreational and educational services, (public spaces) in Beit Sahour. Accordingly, in the center of these institutions to ensure the possibility of any future collaboration

Map 6.2..2 Main Facilities in Beit Sahour

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6.2 MACRO SCALE

The selected site is located at the center of the city and is well connected connected to the major arterial road of the city, with area 28 dunum. This institutions surrounding it.

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ted to all the public institutions, as well as public transportation. The site is is map shows the selected site, with the most important cultural and medical

Map 6.2.3 Public Institutions Around the Site

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6.3 MICRO SCALE LAND INFO

Map 6.3.1 Land Information

▻ The area of the selected site is 28 dunums, and it is located near the city center of Beit Sahour, and the site is classified as private property, with low agricultural value

ACCECCEBILITY

Map 6.3.2 Road Network

▻ The site is adjacent to the main transportation road. ▻ The site is surrounded by streets on all sides, allowing for multiple entrances.

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FIGURE & GROUND

Map 6.3.3 Solid & Void

â–ť It appears that there are empty spaces around the site, and the concentration of buildings is located to the west of the site.

GREEN SPACES

Map 6.3.4 Agricultural & Green spaces

â–ť There are green spaces inside and near the site, which can be introduced in our proposal..

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6.3 MICRO SCALE CONCENTRATION OF NOISE

Map 6.3.5 Concentration of Noise

▻ Generally, sources of annoyance are remote from the site, so there are areas for relaxation and calmness in the site.

CONTOUR

Map 6.3.6 Contour Line

▻ The slope of the site is moderate 98

MATERIALITY

Map 6.3.7 Materiality

â–ť Old buildings appear some distance from the site, and there are areas for cultivation that can be augmented by the site

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6.3 MICRO SCALE SITE SECTIONS

Figure 6..3.1 Site Section

Figure 6.3.2 Site Section

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ACTUAL VIEWS

Figure 6.3.3 Actual View of the Site

Figure 6.3.4 North view form the Site

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6.3 MICRO SCALE

Figure 6.3.6 East- West view

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ACTUAL VIEWS

Figure 6.3.5 South- East view

Figure 6.3.7 West- East view

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CONCLUSION

â–ť After the analysis of the site and studying the criteria followed in the site sel Sahour, and has easy accessibility either from the city itself or from other Wes â–ť

Therefore the site is linked to many public facilities and institutions which supp to the green spaces ( good views)

Figure 6.3.8 Site Analysi 104

election, it became clear that the chosen site is located in the center of Beit st Bank cities, because it is linked to the main transportation road.

port any future collaboration can be established, also the site is overlooking

is Conclusion 105

BRIEF Our thesis focused on the "Autistic Integration" approach. It is a new scientific approach to dealing with autism. It seeks to achieve societal integration for autistic cases, taking into account the therapeutic and rehabilitation aspect .This approach was adopted in our proposal as it constitutes the ideal solution to the defects and gaps in the sensory design and the neuro-typical approach. It contributes to increasing societal awareness about autistic cases through the experience of social interaction, ensures that autistic cases have equal opportunities in life, qualifying them for a decent life, and providing support and assistance to them.

To achieve the Autistic Integration approach, the selected site was chosen after determining the criteria that must be taken into consideration when designing this approach, from the ease of access to the site, the Multiple entrances, and its relevance to the surrounding institutions that support any future collaboration.

Finally, the proposed functions in our developed program follow the "Autistic Integration" approach with its four principles. We mention here that architectural spaces are categorized by the level of perceptual stimulation they create, not by functional arrangement. The spaces are also divided based on the level of privacy that some spaces require.

Our target group has been identified to achieve social integration. Also are classified according to the nature of the proposed functions. â–ť

Autistic cases under the age of 17.

â–ť The presence of autistic cases over the age of 17 in high social interaction spaces. â–ť

the presence of the community.

Finally, it was discussed how to design these spaces based on the standards for designing spaces for autistic users, which were studied depending on the research of some experts and scholars such as Magda Mustafa, taking into 106

account the needs of integration between the community and autistic cases in public places.

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REFERENCE PhD and MA Theses

▻ AHMED MAKKI, BLOOMS AUTISM CENTER, 2013. ▻ Akshada Mohan Muley, early intervention center for children with special need, 2018. ▻ Anri Van Der Wath, center of research and education for autism, master thesis, 2016. ▻ Bonnie B. Hebert, design guidelines of a therapeutic garden for autistic children, master of landscape architecture thesis, 2003. ▻ David Paul Leestma, designing for the spectrum: An educational model for the autistic User, masters of architecture, 2015 ▻ Lyee Chong, architecture for autism, master thesis, 2015. ▻ Maria A Valdes, architecture of autism, master thesis 2012. ▻ Rashi Rajnikant Bhavsar, center for autism at vapi, 2018. ▻ Wenxi Huang, design guidlinees and building blocks of therapeutic gardens for children with ASD, 2020.

Related Researches & Papers ▻ Abbie Solish, Nora Klemencic, Anne Ritzema, Vicki Nolan, Martha Pilkington, Evdokia Anagnostou, and Jessica Brian, Effectiveness of a modified group cognitive behavioral therapy program for anxiety in children with ASD delivered in a community context, 2020. ▻ Andrei Pomana,

architecture for autism. Improving design for autistic

integration, research gate, 2016.

▻ Arathy Gopal, Jayaprakash Raghavan, design interventions for sensory comfort of Autistic children, 2018. ▻ Christopher Beaver, autism-friendly enviroments, 2010. ▻ Joan Love, Sensory spaces: Sensory learning - An experimental approach

to educating future designers to design autism schools, research gate, 2018. ▻ Khare, Rachna, and Abir Mullick, designing inclusive educational spaces with reference to autism.” In proceedings of the human factors and ergonomics society annual Meeting, 2009 ▻ Magda Mostafa, architecture for autism: autism aspects in school design, International Journal of Architectural Research, 2014. ▻ Magda Mostafa, an architecture for autism: concepts of design intervention for the autistic user, International Journal of Architectural Research, 2008. ▻ Mykola Gorokhov, architectural Decisions for people with autism, research

gate, 2015. ▻ Opal Ousley , Tracy Cermak, autism spectrum disorder: Defining dimensions and Subgroups, 2013. ▻ Ramzi Shawahna, Palestine and Autism, 2018. ▻ Roslinda Ghazali, Siti Rasidah Md. Sakip, Ismail Samsuddin, the effects of sensory design on autistic children, 2018. ▻ Srivani Manchala, center for autistic children an architectural intervention, research gate, 2014.