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Designing Environments this for Children & Adults with ASD

London 28.06.2011

ga architects


Designing Environments for Children & Adults with ASD

Maria Luigia Assirelli maria@ga-architects.com

The value of consultation at the design stage

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Consultation Students

• Best practice • A day in the life of ...... • Inclusive design • Post occupancy evaluation • Building must work for those with ASD and carers/teachers/staff

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Parents DESIGN

Teachers/Carers School Governors

Cleaning and Maintenance Staff


Methodology 24 Statements

Students’ reactions & discussion DESIGN INPUT Explanation of the project

Open discussion ga architects


‘I like soft colours’ ‘I like bright colours’

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‘I like soft colours’ ‘I like bright colours’ • The colours in the space should match the rest of the school • Bright colours seemed preferable at the entrance of the resource base • Bright colours should be used to attract other students into the resource base, but should be avoided in the classrooms • They were not keen on magnolia • It is nice to have a bit of colour but not too much • Too many bright colours can make them feel uncomfortable • The colours have to be subtle, not too strong or with fussy patterns

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‘I like soft colours’ ‘I like bright colours’ Brighter colours at the entrance

Shading down toward the resource base entrance

Colour coding throughout

More neutral colours inside

Subtle colours

Green and blue to match the rest of the school but with a mixture of grey ga architects


‘I like to look out of the window’

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‘I like to look out of the window’ • It can trigger day dreaming • Blinds seem preferable • They like to look out of the window and not at the window; the frame needs to be a neutral colour along with the blinds, it should not stand out • They don’t like people to look inside from the outside, but they like to see the activity outside

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‘I like to look out of the window’

Motorised integral blinds

Opaque anti- Frame & blinds in glare glass neutral colours

Safety double glazed window

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‘I like to see what people are doing outside’ ‘I like to play outside by myself’

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‘I like to see what people are doing outside’ ‘I like to play outside by myself’ • It is nice to see the landscape outside • Seeing other students outside can be distracting • They do not like people to look at them when they are outside • They do not like to be outside by themselves unless they have chosen to have a quiet moment alone

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‘I like to see what people are doing outside’ ‘I like to play outside by myself’

Benches for quiet moments

Trellis for part-viewing & part-screening the playground activities

Planting & climbers to create a landscape and to screen

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‘I like bright lights’ ‘I do not like bright lights’

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‘I like bright lights’ ‘I do not like bright lights’ • The students were not concerned by the bright flourescent light in the classroom where we were sitting • They have a preference for natural light over artificial because it is warm and less bright • The glare can upset them and their concentration in a learning environment

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‘I like bright lights’ ‘I do not like bright lights’ Hidden flourescent lights

Monochrome LED strip

LED down-lights

Colour changing LED strip

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‘I like to eat by myself’ ‘I like to eat together with other students’

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‘I like to eat by myself’ ‘I like to eat together with other students’ • The students like to eat undisturbed but like to have others around • Social interaction during meal-time is important • It is good to see and talk to the others during lunch time • It is important to have the flexibility to be alone or to socialise depending on mood • It would be nice to have bean bags or soft chairs in a corner so one can be alone if needed • They do not like high pitched screaming or shouting • Noise is ok if you are socialising • Seating with the same people is important

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‘I like to eat by myself’ ‘I like to eat together with other students’ Acoustic ceiling and wall treatments

Flexibility to eat together or alone

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Break / after lunch activities

Space for being apart

Space for socialising


‘I like to be by myself’

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‘I like to be by myself’ • It all depends on what mood you are in • They like to have the option of a quiet place to go if needed • They appreciated the presence of a sensory and sanctuary room in the proposed scheme • They liked the idea of seating area within the circulation space and having wider spaces • Big rooms are fine if you have the right amount of people otherwise you feel isolated • It is good to have a mixture of room sizes

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‘I like to be by myself’

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‘I like to be by myself’ Learning areas

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‘I like to be by myself’ Learning areas Smaller spaces to be alone or for one to one activities

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‘I like to be by myself’ Learning areas Smaller spaces to be alone or for one to one activities Seating areas

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‘I like to be by myself’ Learning areas Smaller spaces to be alone or for one to one activities Seating areas Circulation area

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‘I like to be by myself’ Learning areas Smaller spaces to be alone or for one to one activities Seating areas Circulation area Social area

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‘I like to be by myself’ Learning areas Smaller spaces to be alone or for one to one activities Seating areas Circulation area Social area Ancillary

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‘I like to be by myself’ Learning areas Smaller spaces to be alone or for one to one activities Seating areas Circulation area Social area Ancillary

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Outdoor area


‘Will it work?’

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Previous examples and feedback Design issue

Feedback

Colour scheme

Good

Outdoor area

No feedback yet

Integral blinds

Good

Lighting

No feedback yet

Social area

Good

Flexible layout

Good

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Previous examples and feedback Design issue

Feedback

Colour scheme

Good

Outdoor area

No feedback yet

Integral blinds

Good

Lighting

No feedback yet

Social area

Good

Flexible layout

Good

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Previous examples and feedback

Circulation area in Sunfield Residential School

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Previous examples and feedback

Social Area in Phoenix School in London

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Colour palette - Kingston University Research

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Colour palette - Kingston University Research Classrooms

Social Area

Circulation Area

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Designing Environments for Children & Adults with ASD Maria Luigia Assirelli

ga architects maria@ga-architects.com www.autism-architects.com

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Profile for ga architects

The value of consultation at the design stage  

Maria Luigia Assirelli

The value of consultation at the design stage  

Maria Luigia Assirelli

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