Undergraduate Thesis - Report

ARCHITECTURAL DESIGN PROJECT REPORT ON

Designing Learning Environments For Children With AUTISM Submitted in partial fulfilment of the requirement for the award of the degree of

DEPARTMENT OF ARCHITECTURE

DAYANANDA SAGAR COLLEGE OF ENGINEERING Shavige Malleswara Hills, Kumaraswamy Layout, Bangalore -560078.

June 2014

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

BACHELOR OF ARCHITECTURE Visvesvaraya Technological University, Belgaum, Karnataka During the academic year 2013-2014

Submitted by

DEVYANI PADUBIDRI USN: 1DS10AT014

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

CERTIFICATE This is to certify that the Architectural Design Project entitled:

“Designing Learning Environments For Children With AUTISM” is a bonafide work carried out by DEVYANI, USN: 1DS10AT014, during the

Semester – VIII, B.Arch., in partial fulfilment for the award of the degree of Bachelor of Architecture, Visvesvaraya Technological University, during the academic semester Feb- Jun 2014.

Internal Guide

Head of the Department

Prof.

Dept. of Arch, DSCE Bangalore 78

Prof. Rama.R.Subramanian Dept. of Arch, DSCE Bangalore 78

Signature

Signature

Name of Examiner

Principal

1.

DSCE Bangalore 78

2.

3.

Signature

Signature

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

DECLARATION I, DEVYANI PADUBIDRI student of VIII semester B.Arch., Dept. of Architecture, Dayananda Sagar College of Engineering, Bangalore, hereby declare that the Architectural Design Project entitled “DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM” is carried out by me under the guidance of Project Coordinators and Guides, in partial fulfilment of requirements for the award of degree of Bachelor of Architecture.

DEVYANI PADUBIDRI USN: 1DS10AT014 DEPARTMENT OF ARCHITECTURE DAYANANDA SAGAR COLLEGE OF ENGINEERING Bangalore 560078

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Dedicated to those who see life through a different window and those who understand their view

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Acknowledgement All through the four months of conceiving this thesis, a number of people have extended a helping hand. I would like to this opportunity to acknowledge each and everyone of them. Ar. Sandeep Sen has been a tremendous source of help and inspiration as an

internal guide. I extend my humble thanks for all his support. A special thanks goes to

Ar. Mondira Ganguly who eagerly helped me through this dissertation. She was of great help in making this possible. I also thank Ar. Sankara Sadasivam and Ar. Triveni

Amarnath for being there whenever we needed them. Mrs. Jayashree Ramesh the

founder of ASHA, an organization in Bangalore which supporting Autism for children. Mr Prabhakar Rao, a parent (autistic child ) has been my biggest source of support and

inspiration. I thank him profusely for making this dissertation possible. I would also like to thank Ar. Rama Subramanyam for her valuable time. Mr. Vinay Narayan has always

been available for any help. I would like to thank him for his encouragement and honest

feedback. I also thank Mrs Sita Krishnamurthy , Principal Deepika resource centre and all the speech and occupational therapists for their time. Nothing can be achieved without

the support of friends. So, I thank my friends and classmates for all their help. I specially thank ,Prottoy and Sumedh for all the help they provided. I also thank my college

lecturers for being helpful and Resourceful throughout the semester . Finally, I thank my parents for their everlasting love and affection.

Thank you

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

ABSTRACT.........

1 Frank Lloyd Wright believed that he travelled a different path from most people. This sketch, describes his philosophy and perspective of how his life differed from the average man’s. Wright while travelling through a field with his uncle one day, realized that his uncle only took the path that he had known for years and was paved before him, which was a straight line. At no point did his uncle veer or stray from this path. Wright noticed that although he began and ended in the same location as his uncle, he created a much different path. This path was unique and only known to Wright himself. On this path he was able to understand nature at a new level and his experience was much different from his uncle’s. Although the paths crossed at certain points, Wright never felt that he took a path which man had stepped foot on.

This metaphor describes the life of an autistic child. Their disorder forces them to stray from the normal path and create a path of their own in search for their identity. Similar to Wright’s path, this path may have crossed that of a normal child, but never were the two paths the same.

For an autistic child, something very simple might take a lot longer, for their path is much more complicated and exciting.

As individuals develop, in their struggle for self-identity, they require a certain level of interaction and attention. Some children need more than others, especially those with disabilities such as autism. Various institutions specialize in the development of students with disabilities, but as life becomes more complicated and demanding, it is difficult to find help for these young children Autistic children need more than simply attention to discover their self-identity. This project endeavours to find the potential relationship between architecture and learning.

Can a child with autism learn or explore through architecture? Will a positive environment promote a healthy development? These themes along with the integration of nature will be explored throughout this proposal.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Table of Contents Chapter 1: Introduction 1.1 Preface 1.2 Structure Chapter 2: Understanding Autism 2.1 A General Introduction 2.2 The Autism Spectrum 2.2.1 Symptoms 2.3 Educating the Autistic Child 2.3.1 Approaches to Teaching Autistic Children 2.3.2 Autism in India and the Need for Support Environments 2.4 A Utopian Conclusion Chapter 3: Literature Review 3.1 Introduction 3.2 An Architecture for Autism: Concepts of Design Intervention for the Autistic User 3.2.1 Concluding Comments 3.3 Architecture and Autism 3.3.1 Concluding Comments 3.4 Incorporating the Behavioural Dimension in Designing Inclusive Learning Environment 3.4.1 Concluding Comments 3.5 BaLA : Building as Learning Aid 3.3.1 Concluding Comments Chapter 4: Case Studies 4.1 Introduction 4.2 Montessori School, Delft 4.2.1 Introduction 4.2.2 Philosophy and Concept 4.2.3 Planning 4.2.4 Lighting and Ventilation 4.2.5 Materials, Colour and Texture 4.2.6 Scale and Proportion 4.2.7 Elements 4.2. Concluding Remarks 4.3 Amsterdam Orphanage, Amsterdam 4.3.1 Introduction 4.3.2 Philosophy and Concept 4.3.3 Planning 4.3.4 Lighting and Ventilation 4.3.5 Materials, Colour and Texture 4.3.6 Scale and Proportion 4.3.7 Elements 4.3.8 Concluding Remarks 4.4 Sun field's Rowan and Oak House 4.4.1 Introduction DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

4.4.2 Philosophy and Concept 4.4.3 Planning 4.4.4 Lighting and Ventilation 4.4.5 Materials, Colour and Texture 4.4.6 Scale and Proportion 4.4.7 Elements 4.4.8 Concluding Remarks 4.4.9 Other relevant case studies Chapter 5: Conclusion and Design Solution 5.1 Structure 5.2 Factors Affecting Design for Autism 5.3 Design Solution and Brief 5.4 Design attributes derived 5.5 Site Selection and Site Analysis 5.6 Program 5.7 Design Solution Bibliography

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

“A school building has no meaning except in terms of the life given it by children and teachers, parents and citizens. The design of a school begins with the design of the things that take place in it. The pattern of activities takes its shape from the desires of society for its young desires compounded out of hopes and love of parents, the thinking of philosophers and the spokesman of society, the understandings of human beings gained by scientists, and the experience and insights of teachers�.

-Anonymous

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Chapter 1: Introduction Preface "We shape our building, and afterwards our building shapes us" (Churchill, 1941).

This quote from Sir Winston Churchill, is frequently cited in various texts of Architecture and even today, it is undoubtedly the best quote that expresses the power the

environments have on our lives. Ever since man began shaping his building, he has

always known at the back of his mind that this environment of his has a considerable

effect on his psyche and behavior. Not only does the environment control our moods or

emotions, but they can also restrict or free our behavior. To cite an everyday example, let us look at the roads in our cities. In order to control chaos, and allow for quick clearing

of traffic, the roads are segregated into different lanes. This small act of marking visible lines on the road, without any conscious effort from the traveler, conveniently regulates the traffic. It might make sense to say that the message was delivered to brain and interpreted subconsciously.

The field of Environmental Psychology, as it is known today gained its popularity

sometime in the fifties and since then, theories in environmental psychology have been

employed to solve various problems such as overcrowding in cities, mitigating vandalism and crime, improving the rate of cure in patients, enhancing learning in schools and

universities and even improving productivity in office spaces. Architects have now come to understand the crucial role that this subject plays in Architectural design.

For a long time, public spaces never regarded physically challenged people as a part of the public space. They were simply not accessible. Due to the efforts of various people and organizations, today, every government has outlined rules and building codes defined to allow physically challenged people to navigate public buildings. Today,

physically challenged people enjoy equal rights and are very much seen as a part of our

communities. While this is a thing to rejoice, we should remember that there are people who still require attention from the society. One such section of the society is the

subject of focus in this dissertation and they are the many hundreds of thousands of people with Autism.

What is Autism? As an introduction, it is sufficient to define autism as a complex

neurological disorder, which occurs in children usually before the age of three. It is a

lifelong disorder and hence most of the children grow into adults with autism. Due to the several symptoms, which will be elaborated in later chapters, people suffering from

autism are choked by the complexities of our world, and find it an impossible task to survive amongst us.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

This dissertation primarily attempts to understand the nature of children with autism and

addresses how Architecture can contribute in helping them learn and cope up with the

Complexities of the "Neurotypical" world. Architecture has the power to shape societies, promote ideas, foster power and heal people. With this belief, this dissertation tries to

promote freedom for autistic persons, and also inclusion in the society.

In her book, “Thinking in Pictures ", Dr. Temple Grandin notes that almost 50 % of the children can be enrolled in a normal first grade with early intervention (Grandin, 2005).

This is the reason as to why the focus here, is mainly on children. This does not mean

that the theories discussed here cannot be applied to older autistic persons. It must be understood that the aim here is not to discuss an architecture for autism, but an

architecture for everyone, including people with autism. Architecture here acts as a support and not as a cure.

Chapter 2: Understanding Autism 2.1 A General Introduction The first image that would form in our heads when we hear the word Autism, is probably of a mentally retarded with improper bodily co-ordinations. While this might seem a

close enough image, this is far from the reality. Even before we look at the details of the disorder, it must be understood that Autism is not always mental retardation; most of

the time it is not. Another fact to be understood is that, Autism can be treated. It might not be curable, but it can always be bettered.

Autism as stated before, is a developmental disorder which occurs usually before the age of three.In order to understand Autism, let us briefly look at how a human brain works. If the surface of the human brain is viewed through a powerful microscope, one would find millions of tiny strands called Neurons. These neurons form connections or networks to process information and thus making them a goliath information processing system in the human body. The sensory organs are mere tools to send information from our

environment to be processed by the neurons. Everything that we see, hear, feel or taste,

depend upon how the neurons process the information. If a person says god but we hear

dog, then instead of blaming our ears, we must blame our brains for misinterpreting the signals sent by our ears. Even though the neuron network might seem like chaos, they

work in complete harmony in a Neurotypical being. The input from the sensory organs is

processed by the neurons and an output is sent back, causing the necessary muscles to do their work.

The reason for Autism is not clearly known, but it is very clear that it is not

psychological; rather it occurs due to biological variations in the brain or in other words,

a messed up neural network. In an autistic brain, the chaotic network of neurons actually work in a chaotic manner, processing information in an abnormal way. This is the

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

fundamental reason as to why Autism is a complex disorder; in fact it is a spectrum of disorders ranging from sensory malfunction, to language and communication issues.

2.2 The Autism Spectrum

'Autism is a set, or “bucket� of behavioural symptoms that fall along a continuum from normal to abnormal with few dividing lines.' (Shore & Rastelli, 2006). In current

medical practice, doctors conduct thorough behavioural analysis and base their

diagnosis on the various symptoms noticed. It is impossible to predict the exact

neurological disorder just through brain scans. This also reduces accuracy of diagnosis,

with the diagnosis often changing with time. In order to improve efficiency of treatment,

Autism is categorized into various forms, into a spectrum of disorders known as Autism Spectrum Disorder or ASD.

Typically the spectrum can be divided into three main categories, depending on the symptoms and their severity - (i) Autistic Disorder (Classic Autism) (ii) Asperger's

Disorder and (iii) PDD-NOS (Pervasive Development Disorder, Not otherwise Specified).

There are two other disorders sometimes listed as a part of the spectrum. They are Rett Syndrome and CDD (Childhood Disintegrative Disorder) (American Psychiatric Association, 2000).

2.2.1 Symptoms Classic Autism is otherwise also known as Kanner's Syndrome, after the famous Austrian born psychiatrist. Kanner studied many children with behavioural and developmental problems, and worked out a common pattern of symptoms in his article 'Autistic

Disturbances of Affective Contact' (Kanner, 1943). Here, Kanner presents the case of ten different children, all having similar behavioural tendencies. The central symptom described by Kanner is "autistic aloneness". The need for socializing is seen to be

extremely poor and the children shut themselves off in their own worlds. The other symptoms mentioned by Kanner can be summarized as follows.

1. Resistance to embrace and sometimes touch

2. Language impairments and communication problems

3. Fear of loud noises

4. Limited set of activities and an obsession for repetition

5. Strange stereotypic behaviour like spinning or balancing 6. Inability to understand and relate to other people

Even after so many years after publishing, Kanner's article is still widely studied.

Language development is either delayed or it never occurs in a child with Kanner's

syndrome. Hans Asperger, a Austrian psychiatrist, published an article in 1944, only a few months after Kanner's article. This article was titled "Autistic Psychopathy in

Childhood" and he presented a case study of seven children (Asperger, 1944). Asperger

also found that the main disorder in the children was a restriction in social relationships.

The symptoms presented, were found to be very similar to that of Kanner. But the study

by Kanner looked at cases of severe neurological damage to almost normal development

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

(Sanchez, Vazquez, & Serrano, 2011). When we try to distinguish between Kanner's and Asperger's syndrome, the only difference seems to be in its severity.

Asperger's is a milder form of Autism. Hence, it is quite common to see people with

Asperger's functioning almost like a normal person. Sometimes, people with Asperger's are seen to be much more intelligent and creative than a Neurotypical. What they lack though is an "emotional vocabulary" (Shore & Rastelli, 2006).

Apart from Aspergers and Kanners, there is another classification in the spectrum,

usually referred to as PDD-NOS. An individual under this category usually show mild

symptoms of autism. The severity might be profound during certain instances, but they

are seen almost as being normal. Hence, considering PDD-NOS as a part of the spectrum itself is widely debated. Words often fall short of describing Autism and the world of an Autistic person because of its complexity. In order to provide clarity, the symptoms are again discussed; this time with brevity.

Autistic Loneliness and the Problem of Social Development Lack of social interaction and isolation are usually the first hint and give-away for

parents and this is a symptom common throughout the spectrum. It is not known if problems in speech development and communication leads to a lack of social

development or vice-versa. But it is a fact that autistic children find it an upheaval task to express and expound their thoughts. Like every other being, they do have emotions and they do find the need to interact, express and love. Due to an issue which cannot be pointed at, they do not connect with others. A growing baby, learns by associating

images, words, emotions and instincts. By looking at the mother's face, the baby knows

if her mother is happy or troubled. They learn to understand sarcasm from a voice, they

learn to judge people and read emotions. These things are all picked up naturally by the child. Children with autism often find it troublesome to understand irony, sarcasm or a

joke and they make the literal sense of it. They do not recognize patterns in behaviour.

When we speak rudely to a person, we speak with a subconscious knowledge that the

person would feel hurt. This knowledge is gained instinctively through observation and is not taught to us. But more than often, autistic

Individuals speak without knowing how the person would feel or react. The reason behind this problem as mentioned earlier, is not certain.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

The Problem of Communication Issues in speech development is a classical symptom in Autism. It usually takes a long time for the child to pick up speech and sometimes, the child never learns to

communicate. This again occurs due to various reasons. The sensory tools of input (eyes, ears, skin) might not be functioning properly. More often, the intermediary processing

unit (the brain) fails to interpret and process the input and relay an output. For example, the ear might be functioning perfectly, picking up all the sounds from the environment.

But when the ear sends the information to the brain, the brain is unable to process the signal. Hence, many children tend to repeat things said to them again and again, thus giving time for the brain to process the information.

Another way of communicating is through gestures.

But "Non-verbal communication is also impaired in children with autism. Commonly, autistic individuals may not understand what gestures mean. They wonâ€&#x;t point to objects. They may not make eye contact or smile when smiled at. Their responses or lack of responses can be isolating, resulting in communication barriers rising between them and other people." (Shore & Rastelli, 2006)

Obsession, Repetition and other Behavioural Problems "Make Me Normal", a documentary by director Jonathon Smith (Smith, 2005) was featured as an episode in the TV show "Only Human". This documentary paints a

moving picture of the problems faced by autistic children. In order to illustrate how

obsessive autistic children can get, Roy, a teenage boy with autism who is featured in the documentary, is taken as an example. Roy's obsession is "EastEnders", a British

television show. Roy clearly remembers the first time he saw EastEnders. If that is not surprising, he remembers the day, the month, the year and even the time. He has

memorized the birthdays of every actor who plays in the series and even the birthdays of the character they play. He records every show of EastEnders into VCDs and he is

obsessed about perfectly naming and arranging them. If he gets anything wrong, Roy

gets frustrated. Autistic children are obsessed with routine. They like rigidity, order and sameness in their daily lives. Many autistic children while growing up, like to stack

objects or arrange them in order. If breakfast is served at ten, they prefer that it is served at ten every day. A small change can lead to a frustrated and confused child. Sometimes children show have mannerisms such as flapping their hands, spinning around, rocking back and forth, walking on toes etc. They repeat these mannerisms and make it a habit (Shore & Rastelli, 2006). It is suggested that the children adapt to such mannerisms in

order to relax their nerves. Even Neurotypical resort to biting their nails when thinking

deeply or when anxious. The autistic prefer to resort to harsher ways. Autistic children may not be able to differentiate right and wrong. They may not understand what

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

inflicting pain means. Like us, they need to be loved too. But when a person hugs or

touches the child, their sensory mechanism fires up and the child resists being touched.

Moreover, these

symptoms do not run common in all children with autism. To make things worse, the children can have other neurological disorders such as dyslexia, dyspraxia or

AD/HD(Attention deficit/Hyperactivity Disorder). At the same time some children might have excellent rote memory and visuo-spatial skills. In the 1988 movie 'Rain Man', Oscar Winning actor Dustin Hoffman, plays the role of Raymond, an autistic savant

(Levinson, 1988). Raymond can multiply large sets of numbers in seconds, count the

number of toothpicks in a box just by looking at it and remember every single book he reads. In spite of doing all these mind numbing feats, Raymond fails to understand the value of money and value of things in terms of money. He does not understand how many cents make a dollar. Such is the complexity in the world of Autism.

2.3 Educating the Autistic Child Now that the complexities have been looked at, we must discuss how the children are educated. In an educational setup, there is usually a regular curriculum and set of

activities for all children. Apart from this each individual child will have his or her own Individual Educational Plan (IEP). Depending on the child's strengths, interests and

learning styles, objective based activities are given to the child. The child is regularly

assessed by teachers, behaviour analysts and special educators and the educational plan

is modified accordingly. The plan has to be easily adaptable since the children might not enjoy a change in their routines. (British Columbia: Ministry of Education, 2000)

Apart from the regular teachers, speech therapists, special educators and behaviour

specialists, a good educational set up must also involve the parents in every way. Regular parent-teacher meetings and educational programs for parents is also conducted. It

must be remembered that the learning must be carried over to the child's house also, in order to see significant change and development.

2.3.1 Approaches to Teaching Autistic Children The most effective approach for a majority of the children is the "visual approach". The children are observed to pick things up faster when they are taught through visual

instructions. Since most of the children find it difficult to communicate, the instructions must be precise and clear. When the children directly engage with objects, they would

learn faster. The Montessori system has a similar method of teaching and uses a lot of

hands on activities. It could be an option to start with tasks which the child can perform easily in order that they gain confidence. Later, the difficulty can be increased at a

gradual pace. When the child gets something right, the teachers must reinforce the behaviour by praising the child or by presenting them an object. (British Columbia: Ministry of Education, 2000)

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

A good educational plan must include time for exploration learning and choice based

learning, where the child will choose what he or she wants to do. Tasks of difficulty must be broken down into smaller tasks for easy understanding. The obsessions in children

can be creatively used to teach the children new concepts. There is no rigid system of education for autistic students. The teacher and parents must identify strengths and

make the best use of them. Like everybody else, these kids have interests too. Some are excellent with art and some with music. These interests have to be taken into

consideration and must be used in educating them. It requires abundance of patience

and time. Every achievement, however small must be taken in good spirit and good hope.

2.3.2 Autism in India and the Need for Support Environments According to the website www.theautspot.com, 1 in every 110 children in the world are

diagnosed with autism, with the disorder more prevalent in males with a male to female ratio of 4:1. Almost 2,000,000 in India have been diagnosed with the disorder and with advancements in diagnosis, the number only seems to grow. 'The most haunting and

misunderstood fact about autism in America as well as autism around the world is that the prevalence is growing each year. Autism is the fastest growing developmental disorder, and the prevalence of the disorder grows between 1017% each progressive year.'

With the continuous increase in the numbers diagnosed and increase in awareness, the

need for services for these people is tremendous. There is a continuous need for support from different sectors right from medical and educational sectors to other sectors of the society comprising of community planners and architects. Like always, there is an acute shortage of funds and the need for creating more awareness. There is a need for more

special educators, researchers and teachers who can work on this field. Good amount of work is being done by organizations such as the AFA (Action for Autism), but there always the shortage of infrastructural and public support.

2.4 A Utopian Conclusion The subject can still be confusing, and much research is required at the moment. It can

be a monumental task for parents and families to cope up after a dear one is diagnosed with Autism. The need of the hour is an educated public who can support the autistic

persons and the families of autistic people to overcome their hurdles, and comfortably

be a part of the society. It may seem a Utopian dream, to see all kinds of people mingling

freely within a society. If people with the power and the resources come forward and join

hands, the dream would push towards reality. If people with disabilities can be employed in jobs and be respected, then that would be the real symbol of growth in our civilization. Let us steer towards a better future for all.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Chapter 3: Literature Review 3.1 Introduction The following set of pages, outline the literature studied by the author. The author has

presented four research papers relating to Design and Autism. The idea is to discuss and critically analyze the texts, in order to generate more scope for research.

The first research paper studied and presented here is, •

"An Architecture for Autism: Concepts of Design Intervention for the Autistic User" by Professor Magda Mostafa (Mostafa, 2008). Magda Mostafa recently

received her doctorate from the University of Cairo on her dissertation which

studied design for users with special needs and sensory dysfunctions. In this paper, she describes an approach to gathering evidence for design, and the

testing of the same. She concludes with a set of guidelines which could be tested in buildings with autistic users.

•

The second article discussed shows a more rational and even philosophical

approach to designing for Autistic users. This article is titled "Architecture and

Autism" (Humphreys, 2008). Due to Humphrey’s long association with Autism, he had made some observations for which he has tried to delineate solutions. He looks at the qualities of certain Architecture from the past, and tries to create similar effect in his spaces.

•

The third research paper, shows an approach similar to that by Mostafa, but it

takes a fresh look at disabilities. The priority here is not about the disability itself,

but is more inclined towards learning. This paper is titled "Incorporating the Behavioral Dimension in Designing Inclusive Learning Environment for Autism" and the authors are Rachna Khare and Abir Mullick (Khare & Mullick,

2009). As the title suggest the idea is to create 'inclusive' learning environments and treat the users as learners.

•

The fourth article is titled "BaLA: Building as Learning Aid" and is compiled and

documented by Ar. Kabir Vajpayi. This article shows how the environment

occupied by the children can be creatively used in its entirety, as a learning aid.

Kabir shows how elements of Architecture like walls, doors, windows, corridors and backyards can be converted into elements of education. This paper's significance is better understood through the images presented.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

3.2 An Architecture for Autism: Concepts of Design Intervention for the Autistic User In Professor Magda Mostafa's study of design needs for autistic users, she tries to 'develop a

Preliminary framework of architectural design guidelines'. This framework is developed from a two phase study, where the first phase determines the impact of architectural

elements on autistic behaviour and also tries to determine the most influential element.

The first phase is completed through a questionnaire and survey of the first hand care givers. Through the results of the first phase, the second phase in the study, tests the highest ranking architectural elements in the school environment. The change in

behaviour is assessed by studying few parameters such as attention span, response time and each child's progress after intervention. The conclusion outlines the findings of the

study in the form of a sensory matrix chart which in turn is used to generate design guidelines (Mostafa, 2008).

Perception involves sensory inputs from various sensory organs, which help us perceive the world around us. Since, autism involves the malfunction of sensory perception,

Mostafa tries to influence behaviour by altering the environment. Hence, what has been achieved through this process is that the sensory inputs reaching the autistic user, has been modified. This should automatically create a change in behaviour.

Using a sample of 25 teachers and 58 primary care givers, a survey is conducted, thus helping in establishing the primary interventions. The interventions are made in a classroom, on two elements of architecture- Acoustics and Spatial Sequencing.

In 1971, Richer and Nicoll published an article, which also makes use of spatial

sequencing (Richer & Nicoll, 1971). Every individual, in order to calm himself down after a frustrating situation, likes to isolate himself. In reality, what he is trying to do is cut

himself out of all the noises and external disturbances, which act as sensory stimulants, preventing the mind from calming down. Spatial Sequencing of the space achieves the

same effect. Sequencing a large space into a smaller space, cuts out elements which can act as sensory stimulants. It is like tying side blinders to the head of a horse, so that the horse keeps moving straight. This naturally would allow an autistic user to remain calm and more focused.

This design approach of compartmentalization also confines the limits of the sensory environment with which the child interacts during any given activity or 'station'. The physical compartmentalization of activities also helps decrease visual distractions, and limits field of peripheral vision. (Mostafa, 2008)

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

The second intervention is on acoustics. The acoustic properties of a speech therapy

room, are treated using low-cost materials. The response of the interventions of each of the child's behaviour is tested through a duration of one academic year. The results

tested positive and gave way to a sensory matrix. The sensory matrix helps to 'organize the dynamic relationship between architectural environment and the complex range of

autistic issues. The sensory matrix helps a person understand the importance of certain architectural elements like colour, proportion, symmetry, scale, lighting etc. by

comparing it with attributes such as dynamic, quality, balance and structure. It must be

understood here that each architectural element has a different effect, depending on the severity of the disorder. When we look at a sample of Autistic individuals, we would find that each person might react differently to sensory elements such as colour, light, texture, sound etc.

Their sensitivity to the elements can be classified as Hyper, Hypo or Interference. Hyper

is over sensitive to the element, Hypo is under-sensitive and Interference is a state where the brain is unable to process and interpret the sensory signals properly. Interference is sometimes referred to as 'noise'. The situation is similar to the static interference or

noise on a TV screen or a Radio. In Mostafa's sensory matrix, each of the architectural elements have be marked with respect to the severity i.e. hyper, hypo or interference.

The following list outlines the various recommendations given by Mostafa.

1. Use of acoustics in spaces which require attention.

2. Creating 'escape-spaces' in learning spaces.

3. Visual cues help the child to understand the space.

4. Order, sequence and routine is recommended.

5. Avoid open plans and multifunction spaces.

6. Group stimulating activities and focused activities separately.

7. Using gardens as a transition zone.

Mostafa concludes that the 'idea of independence is the pivotal concept of facilitating

and improving quality of life for all special needs individuals' (Mostafa, 2008).

3.2.1 Concluding Comments Mostafa presents to architects, guidelines backed by strong evidence. Most of the recommendations given by her are valid, and they would be of help to anyone

experiencing the building. When Mostafa mentions "Spatial Sequencing", it is not clear if Mosfafa refers to only segregating spaces into smaller spaces of less visual clutter only,

or if she also refers to a predictable sequence in planning. Personally, it must be pointed that the real instrument of navigation are the cues which the environment presents to us and not the planning alone. Maps, images and signage; these are the elements that help

us reach our destinations. The plan must necessarily have clear boundaries. A child must know where a space starts and where it ends, whether the space is an open one like a

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

playground, or a closed one like a classroom. Classrooms, as Mostafa points out, need order and clarity.

Routine can be brought into the environment by using similar materials, similar doors, similar faucets or switches etc. Even though the necessity for such a measure is not clear, it can still be of help. This also does not greatly handicap the architect in his

design and there is much scope for play and experimentation. Mostafa suggests using a garden as a transition space. This is a good option as a garden acts as a good buffer

space, and also presents transparency i.e., the person clearly sees the space that he is approaching. It is not necessary to stick to gardens alone for transition. The keyword here is transparency. It makes sense to look at a transition space as merely a buffer

between two zones; a buffer which prepares you for the next zone. Hence, the transition space must present the use with what he or she is proceeding towards.

As an example, let us look at a contemporary apartment. Usually when one enters an

apartment, on enters a lobby space. The space functions as a place to hang coats or remove footwear. But it also presents to the user a frame in the form of an opening.

This frame visually connects the user with the next space. It gives him an idea

(subconscious) of the scale of the space, the lighting condition of the space, or even the function of the space, therefore making the lobby a good transition device.

Overall, Mostafa's study presents a good strategy to architects, while designing specifically for autism affected persons. The sensory matrix and her research

methodology are useful tools which could help people to test the efficiency of their design decision.

The image shows an intervention by Mostafa in a classroom. He has used spatial sequencing to clearly

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

demarcate group activities and individual activities. The shelves and partition, reduces visual clutter and stimulation, thus helping the child to focus.

(Source : Mostafa, 2008)

3.3 Architecture and Autism Simon Humphreys has been exposed to autism since a young age owing to his brother

who was autistic himself. In this article, Humphreys presents a very conceptual solution,

to designing for autistic users. The only testimony and evidence to his concepts, are the buildings designed by him. Just like how Christopher Alexander presents his concept of conceiving architecture in his works, 'A Timeless Way of Building' (Alexander, A

Timeless Way of Building, 1979) and 'A Pattern Language' (Alexander, A Pattern

Language, 1977), Humphreys does the same by showing us what architecture can be, even when it is employed for an autistic person.

Architecture can best be described as the „ art or practice of designing buildings for human use„. It takes account of Form, Function, Construction, Beauty, Convenience, Propriety, Delight, Utility, Durability, Strength, Proportion, Light and Freedom. (Humphreys, 2008) Given below are some of the concepts from his article; ancient architectural devices used to create spaces that are truly timeless.

Calm, Space and Order 'Complexity can cause stress it is not harmonious. For people with autism the effects of complexity are much greater, they are unable to discern separate noises, shapes etc. easily, this can lead to tension.' (Humphreys, 2008) Complexity can cause stress to any person. How stressful would one feel, visiting a city without any form of guide? How would it feel if the city is overflowing with people, who speak an unknown language? Any person in such a scenario, is bound to get stressed

out. Fortunately, people are able to adapt to any setting quickly. However for a person

suffering from autism, even small changes in their environments can wreak havoc in their lives. It becomes stressful to process and adapt to change. In order to enable autistic

people to easily adapt to their environment, an architect has to plan in such a way that

the environment presents the user with cues to navigate it. It is preferred that the layout is simple. Note that simplicity does not mean linearity.

In his example of a school designed by him in New Castle, Humphreys uses a simple plan with a point of reference provided by two courtyards. The courtyard is in the form of a

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

golden spiral, around which all the classrooms are wrapped around. The administration and communal spaces are snug in-between the senior and the junior schools.

'Calm and order is not confined to a buildings plan and section it can also be observed in the use of materials. The Cistercians reflected their austerity of their faith in their architecture. The plain simplicity of the stone walls, floors and roof vaults is uninterrupted by the complex distractions of adornment and embellishments. This Abbey and its concept is over 800 years old yet is a perfect example of simplicity calmness and order. The same material is used everywhere.' (Humphreys, 2008)

Spaces have the power to evoke emotions in everyone. Prison cells are dark, dingy and

small to create a feeling of despair and regret in the prisoner. Churches are monumental and filled with light and this wonderful space creates a sense of hope and holds

tremendous power. The small scale Shinto shrines in Japan or the Zen gardens, kindles a sense of calm and peace. Spaces, whether natural or man-made, share a subliminal

bonding in our minds. Humphreys, in this article emphasizes on this very aspect of space making. He points out that the calm produced in a Cistercian church or any Cistercian

structure, is due to the similarity in the materials used. So, he concludes that the limited palette of materials, is less stressful and stimulating.

Minimal Details and Materials Details are a source of distraction for autistic individuals. If one observed autistic

children, it is a common scenario to find someone staring out into empty space for hours, absorbed by

something. Dr. Temple Grandin explains this obsession in her book 'Thinking in Pictures'.

'When left alone, I would often space out and become hypnotized. I could sit for hours on the beach watching sand dribbling through my fingers. I'd study each individual grain of sand as it flowed between my fingers. Each grain was different, and I was like a scientist studying the grains under a microscope. As I scrutinized their shapes and contours, I went into a trance which cut me off from the sights and sounds around me.' (Grandin, 2005) Humphreys believes that even contrasts created by shadows are distracting, and hence architects are to work on absolute minimalism. Even if the materials used is minimal, there is always life and vibrancy in the spaces owing to the children occupying them.

The next area of discussion is colours. Colours are believed to stimulate moods. A

Chinese

restaurant is often accompanied with an overdose of red because it is believed that red

induces hunger. Colours are hence segregated as warm, cool and neutral colours. Warm

colours are arousing while cool colours are calming. Hence Humphreys suggests limiting

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

the use of colours throughout. He also prefers to keep the door handles, switch boards

and other repeating elements consistent in order to avoid confusion (Humphreys, 2008).

Proportion Referring to the proportion systems developed in the past, Humphreys comments that

they'resonate with something within the human mind which recognizes beauty in a very direct and intuitive manner. (Humphreys, 2008).'

The system of proportion or mathematics in architecture, has been commonly used since a very long time. The Greeks delved deep into beauty behind the arts, where they fixed

rules or standards in architecture, in order to achieve beauty. Greeks were perfectionists

and have immensely contributed to architecture. One of their contributions is the 'Golden Proportion'. This system of proportion was believed to be most pleasing to the human eye.

The golden proportion has been used widely in architecture, in order to create structures that creates visual appeal. While the theory of the proportion being pleasing is

controversial, Humphreys suggests that its use is not going to cost extra, and that it

might help in calming the children. Humphreys has employed the Fibonacci series and the golden spiral explicitly in most of his designs.

Natural Light One can almost turn philosophical when one starts talking about light. This is because

light is one element which enable us to understand space. Before there is space, before there is a form, there must be light. But we must note that natural light is markedly

different in the way it makes us feel. It cannot be specified why, but it might be due to

the reason that we can feel natural light because of its visual intensity and also if its right to say 'tactile intensity'. We can feel natural light on our skins because of the intensity of the infrared radiation associated with it, thus creating the sense of touch. Possibly because of this reason, natural light is more healthy.

Any document on the healing powers of architecture, would highlight the powers of

having natural light inside the building. Thomas Fuller, the English historian from the

Stuart period, once quoted in his book that "Light, God's eldest daughter, is a principle beauty in a building." (Fuller) Light not only heals, but gives form and beauty to space.

Humphreys notes that the same applies to a building for autistic individuals as well.

However, too much variety and shadows might lead to unwanted visual stimulation. He mentions that the light should preferably be diffused and even throughout the space.

(Humphreys, 2008)

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Proxemics Proxemics is the study of the amount of space, that people naturally define between

themselves. The word was first coined by Edward T. Hall in 1966 (Brown). Proxemics is

essentially defined by the personal space surrounding an individual. If the person is the centre of the circle, then the distance between the centre and another person, defines

the kind of relationship and intimacy between the two people. Hall delineated personal spaces as : o Intimate space—the closest "bubble" of space surrounding a person. Entry into this space is acceptable only for the closest friends and intimates. o Social and consultative spaces—the spaces in which people feel comfortable conducting

routine social interactions with acquaintances as well as strangers. o Public space—the area of space beyond which people will perceive interactions as impersonal and relatively anonymous. (Brown)

In simple terms, this personal bubble around the person is an invisible zone which

defines a persons territory. A person would rightfully guard his territory and turns hostile

if another person crosses this defined boundary. Humpreys suggests that by providing

ample circulation space, the infringement of this personal space is reduced. (Humphreys,

2008)

Containment Containment is necessary for safety. Humphreys points out that this does not mean

interfering with the children's feeling of freedom. Hence, it is important to produce an

image of safety to the caretakers and an image of freedom to the children. Humphreys

describes how Zen Courtyards subtly enclose the space, without creating the feeling of

restriction. He also draws the image of natural forms such as shrubs or bushes to create boundaries of containment. (Humphreys, 2008)

Observation According to Humphreys, the architecture must allow the parents or caretakers to

observe the children at all times, without the children feeling watched over. Even if the observer knows of a secure boundary, the child can disappear out of sight, without creating anxiety. (Humphreys,2008)

There are two important freedom in the life of a child. The first being the freedom of play and the second is the freedom of exploration. Both these factors according to the author, helps in learning. Hence, architects must encourage learning through play and

exploration because children, whether autistic or not, can heavily benefit from it.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Acoustics Here is another quote from the book 'Thinking in Pictures'. Temple Grandin says ‘Sometimes I heard and understood and other times sounds and speech reached my brain like the unbearable noise of an onrushing freight train. Noise and confusion at large gatherings of people overwhelmed my sensesâ€&#x;. (Grandin, 2005) These lines are also quoted by Humphreys and it best describes the problem faced by autistic individuals with sounds. Even in Mostafa's study of the children with autism, acoustics is seen as the most desirable intervention (Mostafa, 2008). Many of the

individuals with autism suffer from over sensitivity to sounds. The brain finds it difficult to process different sounds. For example, if a person is in a crowded market when

another person whispers into his ear, with an effort the person would still be able to

decipher what the other is whispering. But in the case of autistic individuals, all they hear is noise. Hence, sitting inside a classroom with many things going on, can annoy the child. Humphreys suggests using grass roofs to limit impact of rain and add mass to walls in order to increase absorption and prevent reverberation. (Humphreys, 2008)

3.3.1 Concluding Comments Humphrey does not fall into the trap of numbers and evidence. His theories arise directly

out of his experience with autism. His concepts naturally promote good living conditions.

A human scale, naturally lit and ventilated spaces, calm and orderly environments are all the basic elements of architecture since a very long time.

Our modernized, industrialized, complex world has only contributed to chaos in the

name of growth. Humphreys theories are easily understandable and they see to it that

neither human comfort nor the beauty of architecture is affected. Interestingly his set of guidelines are truly universal and do not make architecture look rigid. It is a personal opinion that Khare and Mostafa's studies do not celebrate the spirit of architecture.

In order to frame an understandable analogy of space, let us look at the famous story of

Goldilocks and the three bears. If one remembers the story, little Goldilocks always finds

the objects used by Papa bear and Mama bear to be uncomfortable and that of Baby bear

to be just ideal. This story reveals to us the world of the child where everything has to be just ideal; the intermediary phase in life where the extremities and complexities in life

shy away into oblivion. Let us look at architecture for autism from the eyes of Goldilocks.

The spaces should be large enough to enjoy independence, there must be enough natural light and fresh air, the volumes should be just right for a child and the

environment must allow Goldilocks to play without the prying eyes of the elders.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

The Plan of The Thomas Bewick Autism School, Newcastle. Humphreys has used the proportions from the Golden Spiral. In fact one can notice how he has used the Golden Spiral itself as a point of reference. This

curved wall would always tell the child where he or she is and also, since these are courtyards, the staff can always keep track of who goes outside. (Source : Humphreys, 2008)

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

3.4 Incorporating the Behavioural Dimension in Designing Inclusive Learning Environment for Autism Rachna Khare and Abir Mullick's take on Autism and the built environment, is very similar to Magda Mostafa's. But their goals and objectives slightly differ. Khare's paper is clearly towards an inclusive learning environment. More importance is given to the power of environments in learning, and the paper also conducts its research to prove this very

point. Apart from assessing the behavior-environment relationship, the paper also gives sight on the importance of Evidence Based Design in Architecture, especially for people with special needs. The stages laid out in the research are:

1. Recognize environmental design considerations to address educational and behavioral aspects

2. Define design parameters that have a strong connection to autism 3. Develop measurement scale to evaluate design parameters

4. Establish evidence based, universally acceptable 'enabling environments for children

with autism'. (Khare & Mullick, 2009)

Khare differentiates a disability and handicap by stating that a disability is a lack of

ability to perform an activity whereas a handicap is a barrier or an obstruction in the environment or society to participate in an activity. According to her study model, a

mental, sensory or physical impairment leads to a disability, which in turn leads to a

handicap within the society, presumably due to lack of inclusion.

To promote inclusion, environments have to accessible. An accessible environment, according to Khare, is an environment that supports a persons disability or an

environment that matches the persons ability. In the field of Environmental Psychology, the relationship between the individual and the environment is analyzed and theorized by what is know as a 'behavior setting'. This study mentions that the behavior setting

and the accessibility of the environment are the building blocks of architecture (Khare & Mullick, 2009). By studying the complexities of the disorder, the environment, and the

resulting behavior arising out of the environment, it is possible to provide specific design interventions to change the behavior. Khare does the same by identifying the 'behavior setting' or the behavior associated with the environment.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Khare and Mullick list a set of eighteen design parameters that are measurable, to

identify the parameters that will most affect the design process. The parameters listed are :

1. Provide Physical Structure 2. Maximize visual structure

3. Provide visual instructions

4. Offer opportunities for community participation 5. Present opportunities for parent participation 6. Present opportunities for inclusion 7. Maximize future Independence

8. Offer generous space standards 9. Provide withdrawal spaces 10. Maximize safety

11. Maximize comprehension 12. Maximize accessibility

13. Provide assistance

14. Maximize durability and maintenance 15. Minimize sensory distractions 16. Provide sensory integration

17. Provide flexibility

18. Provide Monitoring for assessment and planning (Khare & Mullick, 2009) Physical structure sets a clear physical and visual boundary. It also helps a child to

associate each activity with a defined physical space. Visual structure makes use of visual cues or guidelines in the environment in order to enhance association with the space.

Visual instructions as the name suggests gives instructions in a visual mode so that it can easily be followed by an autistic individual.

If the location is close to a community, it becomes an added advantage for the children as they can be trained or involved in community activities such as crossing the roads,

shopping or using public transport etc. This creates awareness amongst the community and also takes a step towards inclusion in the society. Apart from Community

Participation, Parent participation is also important. Parents play a dominating role in

education for autistic individuals because the child is under constant observation by the parent. Their everyday behavior or activities can be tracked by the parent and steps for improvement could be taken once the parent reports in the school. The parent also

continues to educate the child once he/she gets back home from school. For children

with autistic tendencies, education cannot stop at school. It has to continue at home also for better reinforcement and faster learning. The learning environment should also

support the individuals independence and should promote self help. Every area in the educational environment, can become a place for learning. Hence, the environment

becomes holistic in terms of education, providing life skills as well as skills required for

better living. However, autistics display a tendency towards loneliness. Kanner calls this "extreme autistic aloneness" (Kanner, 1943). They prefer to withdraw from people and

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

feel threatened by a crowd. Socializing can become a stressful task and hence it becomes necessary to provide spaces for retreat and allow the children to incubate in their own

worlds for sometime. These spaces for withdrawal allows them to recover from stressful situations and over stimulation.

Khare specifically notes that the environment has to mitigate risks and hazards. Constant supervision is very difficult because the supervisors are as human as everyone. Like any

other child, autistic individuals might unknowingly hurt themselves while exploring their spaces. Hence sharp edges or toxic materials have to be avoided. Simplicity and clarity

maximizes comprehension and requires less effort from the child. Complexity can cause a lot of stress and anxiety. Confusion takes over with complexity in forms, layout or

spaces (Khare & Mullick, 2009). As a final note, Khare urges that the environment should assist their sensory and physical disabilities. Assistance in toilets, bathrooms, dining

areas or even classrooms is very much necessary. Since the overall behavior might be

similar, individual behavior with certain elements tend to vary. Hence, durability and easy maintenance, without institutionalized feel must be achieved (Humphreys, 2008).

Sensory rooms can be an addition because, the sensory capabilities for individual

children usually varies. Some children are under stimulated and colours can calm them

down. In her words Khare says that '‌all are first learners and second disabled' (Khare & Mullick, 2009). Their study, along with evidence shows that environments make a big difference in learning . Whether the child is autistic or completely able-bodied,

environments still can play a significant role in the child's growth. Khare concludes by saying that the design parameters are helpful universally, and that evidence based research can help push forward architectural design.

3.4.1 Concluding Comments In comparison to Mostafa's study, this paper presents a broader vision and considers many other parameters. The plausibility of the guidelines presented here are quite

evident as they are backed up with sufficient research. If we compare the three reviews presented so far, we will find that a pattern now arises. What we have now is a set of

guide lines that somehow overlap with each other. The guidelines drawn are again seen to be not only beneficial to autistic children but to everyone occupying the building.

Sensory rooms can be a good addition. It is not clear however, if it is necessary to keep the entire environment neutral and restrict stimulation to a specific room. Stimulation can still occur outside the room, but much exploration is required on how to create

balanced spaces which also presents the opportunity of stimulation for a child who is under stimulated. Most of the experts suggests creating neutral spaces which can be

used by everyone, leaving the need for stimulation to external agents. The next article describes how one can exploit visual instructions by using every available surface in a learning environment.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

3.5 BaLA : Building as Learning Aid BaLA was developed for Government Schools to significantly improve learning in schools

by intervening directly in the learning environments. With support from UNICEF, Ar. Kabir Vajpayi developed BaLA to be incorporated in schools.

The idea was 'to holistically plan and use the school infrastructure. It incorporates the ideas of activity based learning, child friendliness and inclusive education for children with special needs (CWSN). At the core, it assumes that the architecture of school can be a resource for the teaching-learning processes.'

(Vajpayi, 2007)

The concepts were developed from the possibility of making spaces and architectural

elements as a tool for learning. Rooms, Paths, Staircases or Ramps and Outdoor Areas,

can be turned innovatively into a learning aid. Even windows, doors, ceilings, platforms, floors and other elements like a fan can contribute to learning. By making the learning

environment interactive, children find schools friendly and more accessible. The school becomes an area of self learning and also allows for inclusion.

Some examples of how children can be taught certain concepts as demonstrated by

Vajpayi, are given below. These concepts are better understood with visuals. The visuals are provided at the end of the chapter.

1. Language

Using Word Walls, Word Connectors, Labeling or Using Signage Using Grid Boards

Creating Word Trails That Can Be Explored Dot Boards on Floors and Walls

2. Mathematics

Using Naturally Available Materials to Teach Numbers Brick and Tile Patterns Abacus

Calendars on Walls

Cubby Holes and Peep Holes on Walls Marking Angles Around Us Stepping Stones 3. Science

Creating Activity Surfaces

Inviting Nature into the Infrastructure Through Gardens and Natural Environment Sand Pits and Places to Play with Mud

4. Social Studies

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Interactive Maps with Benchmark Scales on Floors

Coloured glass Windows to teach Colour

Colour Fan Blades to Create Colour Wheel

Using Natural Materials like Plants or Flowers to Teach Colours 5. Other Ideas for Play and Fun

Mirrors and Periscopes on Walls Bells and Chimes

Musical Railings

Display Walls like an in School Museum For spatial settings, Vajpayi suggests a mix of structures classrooms and informal spaces of learning. Areas such as backyards or other outdoor spaces can become an extension

of the classroom and become informal interactive spaces. Play areas can be activated by creating spaces that can be explored and spaces which can give a sense of adventure.

3.4.1 Concluding Comments BaLA is a wonderful way of creating a vibrant, playful, colourful and educative learning

environment. It can activate the environment, and make going to school a holistic and

rewarding experience. However, extensive use of such interventions all throughout the building might defeat its purpose. A selective approach might be more favorable.

Another problem is of durability. Children often tend to 'over use' objects, thereby

completely wearing them out in no time. Once a child gets to use something, he uses it until he loses interest and afterwards he would not want to come back to use it again.

Since a child spends a significant number of years in an institution, it is necessary to provide something new each time. As one moves through different grades, the

complexity of the puzzles presented should keep upgrading so that the child is

continuously engaged. If there is no flexibility and change, the idea might fizzle out in no time. Such interventions however can be a

welcoming change in an otherwise drab classroom experience.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Chapter 4: Secondary Case Studies 4.1 Introduction The following chapter, presents a series of architectural cases analyzed by the author.

The selected studies is not restricted only to environments occupied by autistic

individuals alone. The intention of the author is to widen the understanding of the

human-environment relationship and how this can help in creating spaces for an autistic

individual. The question of how environments can help in learning and overall development of a child has also been looked at.

The fist case study is of the Montessori School in Delft designed by the Dutch architect

Herman Hertzberger. This school looks at learning through a different lens, and also in a way redefines space conception, by making the user the master of the environment. The second case study is the Amsterdam Orphanage by Aldo Van Eyck, another Dutch

architect and a prominent figure in the field of architecture. Aldo Van Eyck envisioned a

space which is home like and also behaves like a small city (Balters, 2011). This study is to enforce the idea of how spaces, have to be conceived inspiring the betterment of

humanity. This example presents strong visions and philosophies apart from being a classic work of architecture.

The third case study is a the Sunfield's Rowan and Oak House by GA Architects, headed

by Architect Christopher Beaver. This structure is designed specifically for autistic individuals and is primarily residential. This building is much recent and takes an experimental approach to design.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

4.2 Montessori School, Delft 4.2.1 Introduction The Montessori School in Delft, Netherlands is designed by the Dutch Architect Herman

Hertzberger. The school was built in phases from the year 1960-1966. The present area measures to approximately 675 sqm. The clients who were mainly the parents and the professors of the school, envisioned a school which steered towards progression

(Hertzberger, 2008). This is an excellent example which shows how architecture is an

integral part in learning. The spaces are completely designed in tune to the Montessori

method of education which involves freedom of exploration and learning through various activities.

4.2.2 Philosophy and Concept Herman Hertzberger is associated with the philosophy referred to as structuralism. This

means that the role of the architect is to simply provide the architectural framework and

allow the users to modify it according to their interests and likes. The idea behind such a philosophy is that life in a building is created by its users.

Even in the Montessori School in Delft, the architect allows the users to personalize and make the building completely their own. The Montessori method of education was

designed particularly to teach mentally challenged children. But it was later adopted in

regular schools too. The Montessori method of learning is highly interactive, involving a lot of physical activities. Here, the children follow their own curiosities, with the teacher guiding them in the process.

Keeping this idea in mind, Hertzberger has created a plan which allows freedom in more than one sense. The primary concept of zoning is compared theoretically to that of snail shell. There is an increasing protection inwards and an increasing openness outwards.

Hence, translated into a plan there are zones of seclusion for activities that require intense focus on the child's part, and opens gradually into more public spaces.

(Hertzberger, 2008)

4.2.3 Planning DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

As mentioned previously, the planning was done in multiple phases. The school is still

growing and as of 2009, additional boards rooms and communal halls have been added.

On site, the structure is neatly cut off from the surrounding buildings by heavy vegetation.

"The tightly constrained site is located in a dense residential neighborhood west of the historic center of Delft, occupying a corner at the intersection of two major vehicular thoroughfares. The south side of the site is separated from the street by a canal, and the west side is protected by landscaping that was developed over time." (Hille, 2011)

The present form is heavily staggered and has no visible axis. This is probably because of the Lshaped classrooms used in the building. The classrooms are arranged in a

staggered pattern creating an interesting corridor space inside the building. The L-

shaped classrooms wrap this large public corridor, which also becomes a communal

space. Conceptually, this is corridor acts like a street, leading into classrooms which in-

turn are like houses.

Before entering the classroom, one enters a threshold space which also includes a

wardrobe space for hanging coats and some seating. This threshold space acts as an

extension of the classroom and also separates the classroom from the corridor and can be compared to the porch of a house.

The classroom is divided into two distinct zones, separated by a small level difference.

The higher portion of the classroom is for group activities and attention demanding activities. Attention demanding activities occur along the wall which opens to the

outside. The lower part of the classroom is used for activities which is usually creative

and sometimes messy. This zone can be compared to a wet area such as a kitchen in a house. Each classroom also opens into an outdoor area, more like a backyard.

The planning of the classroom effectively connects the inside with the outside. This is

true whether the plan is looked at a macro level or a micro level with only a classroom.

The classrooms provide the introversion that is much required in a learning environment and the corridor space becomes the circle of life, attracting people to gather and interact, becoming an extension of classroom life.

4.2.4 Lighting and Ventilation The classrooms open into an outdoor space and this allows ample light inside. With an

entire wall opening up to the outside, the classrooms becomes lively for any activity. The spaces outside the classrooms get their light from skylights and clearstories. While most of the spaces are lit naturally, the corridor space remains dark owing to the series of

classrooms wrapped around it. The following extract describes the various methods of lighting used in a nutshell.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

"View windows and sidelights at child height provide controlled visual connections into the classroom, with built-in display cases, and relights with shelves that function like shop windows along a street. Overhead, a clerestory skylight in each entry bay highlights the individual classroom, emphasizing its identity and autonomy." (Hille, 2011)

4.2.5 Materials, Colour and Texture The predominant materials used are cement, steel and glass. The materials used and the period of construction shows a clear influence of the Modern movement. Herman

Hertzberger himself is influenced greatly by his mentor Aldo van Eyck of Team X. Instead of bricks, hollow cement blocks are used for the walls. Apart from the grey monotone of the cement, white is the only other colour used in the building. The interiors are mostly

in white whereas the exterior is completely grey. No additional plaster or finish has been used to smoothen out the walls. The building maintains its rough brutish texture inside and outside. The blocks used in the parapet walls and sand pits is much coarser

compared to the exterior finish in the building. Steel has been used to frame the windows and doors. The materials used gives the entire building a factory like

appearance, similar to many of the other buildings inspired by the modern movement.

However, the children, ample light and the paraphernalia within the building, proffers vibrancy and life. If the building were not

flexible enough, the grey walls would have rather been a dull and unispiring.

4.2.6 Scale and Proportion The building appears small and subdued due to the materials and also due to the fact

that the entire building is only a single storey high. Inside the building, the scale is set to that of a child. Right from door handles to the sill levels, heights have been configured keeping in mind the primary user - children. The scale appears intimate due to the effective use of fenestrations to break the wall into smaller parts.

4.2.7 Elements Keeping in mind Hertzberger's theory of structuralism, it is important to highlight certain architectural elements used in the building. The mighty corridors of the building, often

have random obstructions, usually in the form of concrete blocks of different sizes. This

concrete block is given a new meaning every time, as the children interestingly use these obstructions as a stage or a table for writing or as a space for communal gathering, reading etc. These unforeseen elements spontaneously generates various activities.

Another beautiful element in this building, is a depression on the floor filled with many

wooden boxes. These boxes can be removed and could be used as chairs, thus creating an interactive zone around the depression. The boxes can also be stacked, piled and

moved about, again giving the space a new meaning each time. The images at the end of the chapter can give a better idea of these elements.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

4.2.8 Concluding Remarks Many of the ideas employed in this particular structure, can be translated into

environments for autistic individuals. The learning methodology used in teaching such

children is very similar to the Montessori system of education i.e. it is more physical and involves the child in every way. Children, whether autistic or not, require freedom. The

architecture must allow children to spontaneously act, explore, play and learn. A fluid or free plan can allow interaction which becomes crucial for learning and development.

Here, Hertzberger uses a plan which is a bit more erratic. We have already discussed

about using simple and efficient layouts for autistic users. Even if one chooses a layout which is slightly morecomplex, it is possible to use visual cues or markers on walls or floors which can help in place identification and movement. The structuralist way of

letting the users create their environment is a rational philosophy, which can be adopted in designing buildings which involve highly unpredictable users like in the case of autism. It would be interesting to see how these children perceive and use such

environments. Such an approach also allows for personalization, thus creating a strong bond between the environment and user. The user gets a chance to create his own

territory and the bond he would share with that space can never be achieved in a regular classroom. If this bond can be achieved between the autistic child and the learning environment, half the problem is solved. The structural framework created by the

architect should be a space with immense flexibility and also a space full of possibilities.

The Delft Montessori encourages playing in the sand pits, but does not push play beyond that. Play develops a child both physically as well as mentally. Montessori education also carries the "learning from play" attitude. It is interesting to note that Aldo van Eyck had experimented a lot with open play areas, which Hertzberger's Montessori somehow shuns away from.

4.3 Amsterdam Orphanage, Amsterdam 4.3.1 Introduction The Amsterdam Orphanage was designed and completed in the year 1960 by the Dutch architect Aldo van Eyck. The project was offered to Eyck by the Amsterdam Municipal

Corporation and was a dormitory for orphan children of an age group ranging from 4 to 18 years. The building is an important symbol in the Structuralist movement, an

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

architectural theory most well received in Europe. Structuralism was established and

practiced during the same time as Post Modernism but its growth was rather slow. Aldo van Eyck was a forerunner in this movement and this opportunity to build the

Amsterdam Orphanage was used as a platform to demonstrate his theories. The era

when this project came about was after the World Wars and the ideology was focused on creating a better society through architecture. So, the brief summarized for the building

clearly stated that the building should not be large blocky structures holding children in them like prisoners. The

existing orphanages somewhat imprisoned children due to their "Functionalist" philosophies.

Eyck had tested his theory of structuralism, by designing numerous playgrounds all over Amsterdam. These playgrounds were loved and celebrated by the residents. However, Eyck needed a project which was more concrete and provided the grounds to test his

theories. The Amsterdam Orphanage was the answer to his calls. The selected site for the building was right on the outskirts of Amsterdam.

4.3.2 Philosophy and Concept Aldo van Eyck always emphasized on the user - the user who took control of the space,

creating an ideal environment that suits his tastes and an architect simply tries to, in the best possible way, provide the space. Thus, the theory of structuralism in a building can be verified, only after the user takes control. He conceived the entire complex of the

orphanage as a "house" for the children, but which behaved on the whole like a city. In his words:

"As for this home for children, the idea was to persuade it to become both a 'house' and a 'city' - a city like house and a house like city" (Davey, Farahani, Baker, & Zu, 2012)

Human beings have emotions, aspirations and needs and the architect must respond to

these needs. Aldo van Eyck takes on a humanistic and user friendly approach to design.

4.3.3 Planning At first glance, the plan would seem like repetitive units clustered around open spaces.

This is only partially true because the planning has more to it than that meets the eye.

Aldo van Eyck was interested in creating 'sociopetal places'. Sociopetal because the place naturally causes people to interact or come together. Here the word 'place' has been

used instead of space. This is because they do not mean the same thing. A place is a

space which shares a sense of belonging or identity with the user. The massing is light and the planning is free. He achieves the effect of a free plan by manipulating the

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

different levels of spaces. There is a completely open space in the form of a courtyard,

which is followed by "an in-between" space or a transitional space. The transitional space

gives the individual a glimpse of what is on the other side. Instead of anticipating what comes next, the user already knows what to expect and this contributes to the human

value. The structure doesn't shock or surprise but provides a smooth transition from one space to another.

The building again has no particular axis. A city has an intricate articulation of spaces

and this pattern is seen here in the Amsterdam Orphanage too. There are multiple entry points, separate ones for the public, staff and the users. The public areas are placed at

points easily accessed by all children. The dormitories open up into open spaces; a semi-

open one for the younger children and a small and open one for the elder children.

The structuralism movement has its own set of rules, one of them being the 'aesthetics

of numbers'. Structuralisms saw beauty in numbers and repetition of numerical pattern.

In the Amsterdam building, one finds a basic geometric grid or unit, repeated in varying sizes of proportionality forming a complex pattern.

4.3.4 Lighting and Ventilation As a lighting device, Eyck uses concrete domes for the roof, with a glass crown which acts as a skylight. An interesting lighting device used are the beams which have a slit

running end to end. This slit is left between the tension and the compression zone, thus it provides structural stability and support to the roof and the slit also becomes a small skylight. However some spaces are left dark, with very little natural light. The multiple

courtyards and the light massing helps in both illumination and ventilation. The large

glass windows provide the necessary transparency, and warmth inside the building in a city like Amsterdam where the climate is generally cool.

4.3.5 Materials, Colour and Texture The building heavily relies on industrial materials and industrial techniques for its

construction. The building is shaped using concrete blocks. The beams, the domes and

the columns are prefabricated concrete. In earlier functionalist buildings, the massing is

blocky and brutish. But here the extensive use of glass and the transition zones create a structure which looks weightless and transparent. Apart from concrete, there is steel for

framing fenestrations and providing the necessary tensile strength to the concrete. There is hardly any colour used and the visitor is invited by different shades of grey given out

by the different grades of concrete. The concrete is of a high grade and hence the finish is naturally smooth.

4.3.6 Scale and Proportion Similar to the previously discussed building by Herman Hertzberger, the building takes on a low profile and a delicate scale. Furniture and other elements in the building, are

customized to fit the must not come to a conclusion that a dormitory serving younger

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

children is relatively small or that of a the elder is bigger. The elements which come into

direct use by the user like the window, desks, chairs, play areas etc. are designed from a child's perspective.

4.3.7 Elements An important element of design used by van Eyck, are the play areas. The play areas are

of two types. One supports imaginative play and the other is for prescriptive play (Davey, Farahani, Baker, & Zu, 2012). Prescriptive play dictates how the child plays but in the

imaginative areas of play, van Eyck has created random, geometric elements with no

prescribed function. The idea behind this is that the child would use his own imagination

to interact with the space.

Another element of interest is the roof. Aldo van Eyck has used

concrete to create funicular domes which create aesthetic emphasis on the otherwise

regular rectangular plan. The building immediately loses its rigid geometry because of the roofing element and this gives it a much more fluid appearance.

4.3.8 Concluding Remarks Aldo van Eyck's Orphanage clearly breaks away from a functionalistic to a more

humanistic approach. Establishing a relationship between the space and the user is a

noteworthy point expressed. The Amsterdam Orphanage however has some flaws, which have to be addressed. The areas of imaginative play, are rigid and unusable. They are tight geometric assemblies, in which children cannot enjoy play. Children require

variations and dynamism. Van Eyck had adopted to a much dynamic approach in all of his playgrounds but here in the orphanage, play areas become static.

The idea that one has to carry forward through this case study is how one tries to create a sense of belonging. Aldo van Eyck explains this with his analogy of how a city should feel like a large home and a home like a city. Today in India, we still find thousands of schools erupting all over the country. Over half of them lack the sensitivity that is

required when designing for students or children. They do not require classrooms which

forces the students to focus but an environment in which the students can naturally keep focused. Students spend many hours in a school which make it a second home. The problem however is that it never feels like one.

4.4 Sunfield's Rowan and Oak House, England 4.4.1 Introduction

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Sunfield is a Research Institute in England, which does work for special children, autistic

children being one of them. Sunfield hired Architect Christopher Beaver of GA Architects.

The architectural studio is known for its work towards children with special needs, and

hence they were given the opportunity for designing this residential complex for autistic children. The program includes residential units, along with spaces for communal

gathering. The Sunfield Institute, along with Christopher Beaver, have worked towards creating an ideal space for autistic children.

4.4.2 Philosophy and Concept The previous two cases presented had a strong philosophical core, structured towards a

social change. This particular case does not seem to have a ground breaking philosophy, but it uses the available resources, knowledge and experience to create a pleasing

environment for children. Clearly, the project requires humanistic values, both towards

the children and the staff caring for the children. Christopher Beaver has experimented

with certain elements of architecture and has designed a structure that is strong, durable and easily maintainable. The end product is a well functioning simple piece of architecture that satisfies its users.

4.4.3 Planning Apart from a set of residential units, the plan also incorporates rooms for communal gathering, kitchens, dining areas and rooms for the staff. Beaver has chosen a

symmetrical plan, with a vertical axis. The closed spaces are built around a central and

ample courtyard. The plan is a mere mirror image across the axis. The residential units

carry the form of a rectangle chipped off at one corner, creating a jagged appearance on two sides of the plan. The architect has also added sensory rooms, as a room for

stimulation for children who are under stimulated. It can be modified into a room for

calming over stimulated children as well. The courtyard is contained and prevents the children from walking off the campus. However mirroring the plan along an axis does

not work very well. The two parts of the building act like separate units, linked only by the courtyard. There are two separate kitchens, dining rooms, communal rooms,

laundries and staff areas for each part. This is the major downfall of the entire plan as it would seem a bad idea to disconnect the two regions. Even if crowding was the reason for this, the spaces still could have been better dealt with.

The architect has taken care to add toilets for the disabled, but they stand right in the middle of the corridor space, ventilated by a tiny duct. While this does break the

monotony of the corridor space, it would not seem as an ideal space for a toilet. It is also

not clear if there are residential rooms allocated for staffs. Information about the number of in house staffs is not available. The plan does not show any place for the accommodation of the staff.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

The corridor spaces are however ample, and also have enough seating places. Due to

this, the children enjoy coming out and interacting (Whitehurst, 2007). The corridor here gets activated just like Hertzberger's school, and becomes an extension of social life.

4.4.4 Lighting and Ventilation Christopher Beaver has made good use of natural light in most of the spaces. The

bedrooms have two separate fenestrations, one for viewing and light, and another for ventilation. The viewing window is placed in such a way that the child enjoys a view, without anyone else looking into the room. While the viewing window is sealed and

prevents escape, the alternate window, set at a height ventilates the room. These can

also be operated by the child. The corridors are well lit by the courtyard or clearstory

windows. Due to its placement, the toilets for the disabled has to be ventilated and lit

mechanically. The architect has specifically employed non-fluorescent lights, as these do

not flicker. The flicker from the fluorescent light might not be noticeable by everyone, but can be a very distracting phenomenon for many autistic individuals. The overall lighting condition is soft and good.

4.4.5 Materials, Colour and Texture Dr. Pauli, a researcher from the Sunfield Research Institute found that some colours can disturb or alter the mood of the children, while others can create a calming effect

(Whitehurst, 2007). Dr. Pauli found that purple and pink to be most positive and grey to

be neutral. Hence, windows and door frames are stained grey and the walls have a shade of pink or purple. Theresa's research study after the building's completion, shows that the children are more calm upon entering the building. (Whitehurst, 2007)

In order to reduce reverberation and reduce noise, ceilings are backed with sound

absorbing timber boards. The timber boards and a blanket, sandwich an air gap, thus

allowing good absorption of sound. The circulation spaces make use of brick work, with deep raked joints to break sound.

4.4.6 Scale and Proportion Interestingly, Sunfield's Rowan and Oak House also chooses not to go beyond the ground floor. Hence, the building has a home like feel even from the outside. The architect

wanted a 'womb' like feel inside the bedrooms. So, the bedrooms have a small floor area, with a higher ceiling, to bring in natural light and ventilation. In proportion to the

bedroom sizes, one would find the corridors to be large and spacious. The courtyard is also proportional to the overall layout, and is spacious enough to support all of the buildings occupants.

4.4.7 Elements The planning process incorporates the use of curvilinear elements, which are believed to help children with visuo-patial processing (Whitehurst, 2007). The architect has

employed a curvilinear wall at the entrance, to help the child orient himself in the

building. According to feedback from the staff, the child presses his hands against the

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

wall, and follows the curvilinear contour, to orient himself into the corridor. The

curvilinear wall can also be seen in one of Simon Humphreys designs, where the wall becomes a reference point.

Autistic individuals can be messy and hence, the surfaces have to be easily cleanable.

Here, Beaver uses a specific flooring type which are easy to clean and also are visually

appealing. The flooring is also durable and adds to the sound absorbing capabilities of the structure. (Whitehurst, 2007)

4.4.8 Conclusion The project was possibly conceived on a tight budget and less time. Architecturally, the structure is not amazing or ground breaking. It uses simple and practical methods to naturally light and ventilate most of its spaces. The planning allows for a lot of social

interaction and provides with pleasant spaces. It does not tread on risky waters but uses a workable and safe approach. It would have been interesting if the architect had managed to break a few thumb rules and creating spaces of visceral qualities.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Chapter 5 : Conclusion and Design Solution 5.1 Structure As a conclusion to the entire dissertation, this chapter is broken down into smaller

subheadings. First, by taking a quick glance at the case studies and the literature, the most crucial aspects for designing for children with autism are discussed briefly.

Hopefully, this would give us a broad understanding of what designing for autism looks like today, and how we could take it forward. Since an architectural dissertation ends

with a design solution, the next step would be to provide a design solution, complete

with a design brief, architectural program, design concepts and drawings. The idea is to

provide a solution which is exploratory; a solution which tries to break away, sometimes

question and provide with alternative perspectives to existing ones. The approach so far, as one might have noticed leans towards a rational solution. Preference to theories

supported by evidence has not been the criteria. This does not mean that evidence based approach to design does not work. Many of the research papers discussed in this book invariably takes the evidence based approach. But it is in the authors opinion that

evidence based design somewhat makes architecture look rigid and the expressive

nature of architecture is lost. More importance to Post Occupancy Evaluation (POE) must be given, in order to give our design ideas the much needed evidential support. POE would also give us feedbacks which would help improve our ideas, thus pushing the fabric forward.

5.2 Factors Affecting Design for Autism From the various literature and case studies, we find a certain pattern does exist when

looking at architecture for autism. Discussed below are some factors which can seriously hamper or make a good environment. It does not stop with environments for autism

alone but to almost any environment occupied by people. While most of us can adapt to

an environment lacking some of these factors, it must be understood that they should be looked at seriously while considering environments for autism.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Acoustics We have already seen that due to sensory instability, autistic people suffer from various

kinds of issues. Processing sound seems to be a vital problem in many children. When we look at visual or tactile issues, we can always manage an environment which are neither under stimulating nor over stimulating. But good acoustics can be achieved only after careful technical considerations.

Acoustics must be an inherent part of the design for autistic children. Good acoustics in a speech therapy room can significantly help in a fast development with speech and

communication. Even in classrooms where teacher handles one student at a time, good acoustic intervention is required to achieve maximum concentration in the child.

Accessibility Autistic children are not always physically disabled. Even then all the crucial places in the building have to be accessible by all. Ramps, railings and grab bars must be provided in order to allow physically disabled to access the building freely and independently. It is

important to provide with toilets for the disabled. Toilets with facilities to change diapers is also important because it usually take a long time to potty train autistic children.

Minimizing Details It is not very clear if the details have to be kept to a bare minimum throughout the

building. It is advisable that the details are minimized as much as possible in spaces which are occupied for a longer time and where focus is needed from the child. The

primary concern is to not promote visual overload. Details tend to increase distraction

and hence a clean and clear space without unnecessary clutter and paraphernalia is most ideal.

Colour When choosing colours for the building, one must choose wisely. It has been discussed earlier as to how certain colours have the tendency to affect moods. They can seriously

stimulate the senses of the children thereby agitating or depressing them. Colours such

as pink, purple, grey and green seem to be least stimulating to the senses. It is true that

some children are under stimulated and would require stimulation in their everyday lives.

This can be done through external agents or through spaces specifically demarcated for stimulation.

Natural Light and Ventilation We have seen previously of the importance of natural light. It is stressed upon again as a primary factor for consideration because apart from its healing qualities, it also saves up on electricity. The amount of natural light entering the building can be controlled and it must be made sure that the lighting condition is soft. Even if one has to opt for

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

alternative lighting, using light sources which do not flicker would be of great

significance. The good old incandescent bulbs have always been popular in houses with

autistic people because they do not flicker. But many places around the world have

stopped the production of these bulbs because of their high energy consumption. In

such cases, alternative lighting fixtures can be an expensive affair. In India, the climatic conditions are extreme. In order to ventilate our homes, most of us opt for fans or air conditioners. For a facility built for autistic people, it is advisable to keep the rooms

naturally ventilated. Fans can become a distraction inside the classrooms and they can also be noisy. While air conditioners are much silent, they are expensive.

Escape Spaces Escape spaces would generally be spaces which are secluded from noise, people and visual

stimulants, in order to calm the child. Such places can be very helpful for autistic children, especially for the ones who have to bang their heads in order to calm

themselves. This also gives the architect the chance to create interesting spaces because escape spaces need not be a small, dark and isolated room. They can be beautifully

blended in with the environment. They can be spaces under a mound of earth ,a cubby hole in the corner of the room or a snug place underneath a furniture.

Visual Cues Human beings are capable of taking in large amounts on information But we do not remember everything. What sticks firmly in our heads are those things which are

significantly different. How do we navigate back to a place visited by us many years ago?

We use our instincts and we try to look for particular elements from our memories as we move. We might remember an old rusty and crooning lamppost, a particular house set out from the rest, a temple or some significant landmark. Our brain quickly gets

interested in these things and we tend to remember them for many years. Such elements are visual cues, which help us in identifying a place. By using visual cues, we can make

our users navigate buildings easily. They act as reference points in large complexes. Sign boards and maps also help us navigate, but cues which stand out are much easily

remembered. For autistic children they can be a blessing in disguise because, they tend to see parts of the whole and the whole in its entirety.

Durability Materials used in buildings for autistic users must be highly durability. Sometimes durability might come with reduced aesthetic quality. In such cases, we could use

materials which have a decent durability and which can be easily replaced or repaired if

damaged. Furniture, doors, windows,bathroom fixtures, fences, floor boards, carpets etc.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

are susceptible to harsh treatment. Hence it is important how we choose our materials.

Screws must be securely fastened, plumbing and electrical pipes must be hidden, storage shelves must be beyond reach of the children. Toughened glass would be a better option than a fragile glass window.

Open Spaces Like in every other building, open spaces are also important for children. Open areas

gives the children an opportunity to be out there in the sun, play with sand and other children, tumble, fall and exercise their muscles. Lush green and fresh air can be

relaxing after tiring sessions in the classrooms. Open spaces must be secure, with clear boundaries so that children can enjoy independent play. A fair mix of open areas and shaded areas is favorable. The factors listed down for consideration have been

experimented upon and their significance have been much documented. They have also

been discussed in other chapters of the dissertation. There are a few other factors which have not been touched upon here, but will be discussed after giving the design solution as they form the crux of the design and design concepts.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

5.3 Design Solution and Brief

It is well understood that in order to help autistic people, there has to be a considerable number of services. India still requires a large number of trained doctors, neurologists, special educators and also a big bank of services to support these professionals. Since

autistic people can be helped to an extent through therapy, the design involves a school for autistic children. The number of students that the school caters to is very less. The

number is small so that the school does not become too crowded. It must be noted that the staff required to support even a small number if students, is significant. The school

also functions in a cohesive manner, where everyone from the director to the parent are

completely involved in the education of the child. Each child receives individual attention and commitment from the staff. The program involves classrooms segregated by age

and not by ability. The classroom activities take place in two different ways. Each child is

given activities to complete for the day, depending on ones individual capabilities. There are also group activities where all the children in the classroom or a group of children

get to participate together. Younger children get to work on arts and craft right in their

classrooms. The older children have a mix of regular academics and creative work. Apart from academics, the program also involves areas for speech improvement, separate classrooms for art and music and spaces for conducting physiotherapy. There are

separate playrooms provided for stimulation and building cognitive processes. These

play areas are marked as "Theraplay", formed from Therapy + Play. Theraplay areas will be used mostly by children who require stimulation and by younger children for

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

developing their overall cognitive abilities. Computer Rooms provide the children an

indirect access to the outside world through a virtual medium. Many children, especially with Aspergers, can be seen to like the virtual medium to understand the world around

them. Digital invasion in a classroom environment could be useful as it is a strong visual tool, which can be used to make the children understand complex concepts. Spaces for display, theatre and workshops are an inherent part of the design. As far as the

Administrative department goes, enough spaces for conferences and regular meetings have been provided. The success of the educational institute depends on promoting a

team based approach. It must be understood that hierarchy does not work very well and

that every staff has a role to play. Meeting rooms or board rooms allow the staff to meet up and discuss developments. Sometime the parents are also involved in the process.

The staff room, apart from having areas for individual staff, would again have spaces to group together. This would allow bonding between the staff which can be crucial to a special school. A large Multipurpose hall for conducting workshops for parents and

interested public has been added to the program. For staff comfort, multiple lounges and a library have been provided. Since Speech Therapists and Analysts might have to

address parents individually, they are provided with their own cabins and work spaces.

A final addition to the design program is a Community Pool. Swimming Pools can help

exercise the muscles of the children. Once the pool is extended to a community, it allows

the public to participate with the children and the children with the public. It provides the grounds for awareness, and can also contribute economically to the school. The Tables

proceeding this page, gives the complete design program with an estimate of their areas.

Later, the design concepts areelaborated with sketches in order to elucidate the intent of the design.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Life is rich, always changing, always challenging, and we architects have the task of transmitting into wood, concrete, glass and steel, of transforming human aspirations into habitable and meaningful space.

- Arthur Erickson

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

5.4 Design Concept and Planning The design factors discussed in the concluding chapter, are a part of the design. These have been discussed in length all through the dissertation. Here are a few concepts

which can help in creating better environments. Some of them have been discussed previously, but have been presented in a different light.

Inclusion, Place Identity and Spirit When we talk about inclusion, the reference is not towards an educational institution

with special and regular children studying together. That might seem a rosy picture but practically it is very difficult to achieve such a scenario. Special children, especially

autistic children require special education and cannot readily fit with neuro-typical

children. So how can we still call it an inclusive institute?

Autistic children will not be living their entire lives in an institution. At some point in their lives, they have to face the real world. A world full of people and a world full of

chaos. Today, in most of the developed countries, the physically disabled people enjoy all the freedom and rights that a normal person can. Can the autistic also enjoy an

independent social life? Can the autistic person be a part of the community ? What if the facility functions as a school in the morning and as a public place by the evening? In order to function as a good public place, the facility must be memorable and be

identifiable in the neighborhood. The architecture must attract public presence within the facility. Additionally by adding an inclusive park, all kinds of children can play

together, parents, neighbors and others can participate as a community. Now, the school is no longer an isolated institution. The addition of the community pool acts as a

promoter of the idea as well. Thus, the children get an opportunity to be part of the

public. Here, they would be respected and supported by the community and here, only

their abilities are looked upon. Just by carving out a small public space within the facility, there can be tremendous advantages. Since social interaction is a fundamental problem

in autism, through inclusion we create an opportunity for the children to socialize in a healthy manner. Talking about identity, architecture can be humble or it can be loud.

When the building reflects a unique character, the users immediately identify with the

place. The image is permanently etched in their memories. Hence, the school must be identifiable not only by the community, but also by its users. The school environment

must necessarily celebrate the spirit of architecture, and create a playful environment.

The child must be able to carry good cheerful experiences back home. The facility must reverberate with the spirit of childhood.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Planning The facility is considerably large and the planning is sequenced according to the

functions. The classrooms are segregated in an easily identifiable hierarchy. By creating clearly visible visual markers, each part of the facility is clearly identified. For each

classroom, the areas are demarcated according to its use. Importance has been given to provide each classroom with its own private open garden, which can also become an

extension of the classroom. Each child also has his own personal space where he can work away with his days tasks. The unit acts as the child's little cabin which can be

personalized. Like Hertzbergers approach, the classroom is a secluded unit which open

gradually into larger spaces of public interaction. The individual unit becomes the most

personal space and the inclusive play area becomes the public space. Another idea is to

make the facility a "sociopetal" environment. A sociopetal place is one which encourages people to come together. The functions are not dumped into a single mass of a building but, are spread out through the site. The following pages contain some the concepts translated into images in order to give a better idea of the design intent.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

Young people begin learning through their sense of curiosity.

Curiosity leads to experiences which can leave a profound impression on them. Education is more than simply teaching, but it is about allowing children to interact with their environment.

Society and nature can have a crucial impact on the development of a child’s individual character/identity...”

-Anonymous

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

CONCLUSION Throughout this project I became aware of how the life of an autistic child differs from

others. They view the world around them as something new and exciting; everything is

an adventure waiting to be unfolded. Many people rush through life without ever taking

the chance to view the environment around them. The goal was to create an environment to help children with autism and make them comfortable within their daily lifestyle. I

have tried to use architecture to construct a realm in which these students could explore

within an environment which benefited their development. Architecture encompasses the

entire world around us and has the ability to direct effect or even change our lives. Partly the way humans act

and interact is based on the designed world in which they live. Architecture becomes a starting point in their lives. Architecture comprises so much power over human,

especially those with disabilities, such as autism. The interaction between forms, light, landscape and man are all variables in the overall equation of the design and the way that architecture controls these elements is the solution to the equation.

The reality

that every decision an architect makes has a strong impact on the inhabitants. I

personally found great pleasure during this project, when I realized the importance of every architectural move on the lives of these children. Although the design is not

complete and there is much more to explore, I am satisfied with the level in which I arrived. I matured a lot during the design of this project as an architect. As any

designer hopes I imagine this project changing the lives of every individual who inhabits it.

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

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DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM

DESIGNING LEARNING ENVIRONMENTS FOR CHILDREN WITH AUTISM