“AUTISM IS NOT A PROCESSING ERROR, IT’S A DIFFERENT OPERATING SYSTEM”
% OF TEENS WITH ASD LEAVE HIGH SCHOOL WITH A TRANSITION GOAL OF EMPLOYMENT IN THE COMMUNITY
ONLY % OBTAIN PAID EMPLOYMENT
ABSENCE OF STRUCTURE
COMMUNICATION BARRIERS
HOW CAN AN INTERIOR ENVIRONMENT REFLECT THE UNIQUE ABILITIES
OF AUTISTIC ADULTS, RECOGNIZE SENSORY NEEDS, AND ENCOURAGE
FLEXIBILITY WITHIN NEEDED STRUCTURE?
HOW CAN SOCIAL CONNECTION BE ENCOURAGED IN SPACES FOR ADULTS
ON THE AUTISM SPECTRUM WHO STRUGGLE TO MEET NEUROTYPICAL
EXPECTATIONS OF COMMUNICATION?
HOW CAN A LEARNING ENVIRONMENT BEST SUPPORT AUTISTIC ADULTS’
PROFESSIONAL DEVELOPMENT WHILE PROMOTING OPENNESS FOR NEUROTYPICAL INDIVIDUALS TO UNDERSTAND AND EMPATHIZE WITH THEM?
AN EXPANSION OF RESOURCES TO PROVIDE PROFESSIONAL DEVELOPMENT, INDIVIDUALIZED COACHING, AND COMMUNITY SUPPORT IS IMPERATIVE TO MOBILIZE THIS OVERLOOKED DEMOGRAPHIC AND PROMOTE LONG-TERM SUCCESS IN STABLE AND SATISFACTORY CAREERS.
CULTIVATE A COMMUNITY THAT FOSTERS SOCIAL CONNECTIONS AND REDUCES EMPLOYMENT RELATED STRESS IN THE LIVES OF AUTISTIC ADULTS.
ENCOURAGE AUTISTIC ADULTS TO MAXIMIZE THEIR POTENTIAL, PURSUING A CAREER OF INTEREST WITHIN A BUILT ENVIRONMENT THAT SUPPORTS INDIVIDUALITY AND PERSONAL CHOICE.
EDUCATE NEUROTYPICAL PEOPLE ON THE STRENGTHS, SKILLS, AND DIFFERENCES OF PEOPLE WITH ASD, BY CREATING AN ENVIRONMENT THAT REFLECTS THEIR NEEDS AND INSPIRES AN EMPATHETIC UNDERSTANDING OF THEIR ABILITIES.
PERSON ENVIRONMENT FIT THEORY THE IDEA THAT PEOPLE INFLUENCE THEIR ENVIRONMENT, AND THE ENVIRONMENT INFLUENCES THEM IN RETURN.
KOLBS LEARNING STYLE AND CYCLE THEORY HOW YOU LEARN: FROM CONCRETE
EXPERIENCE TO REFLECTIVE OBSERVATION, THEN ABSTRACT CONCEPTUALIZATION, AND FINALLY ACTIVE EXPERIMENTATION - SEE HOW THIS APPLIES AND CAN INFLUENCE SPACE OR PROGRAM OPTIONS.
CHANGE THEORY LETTING GO OF THE SYSTEM OR CUSTOM YOU KNOW - LEARNING TO ACCEPT CHANGE AND SEE A NEW PERSPECTIVE - GETTING USED TO THE NEW WAY AND ACCEPTING IT AS A NEW NORMAL.
650 H STREET NE
WASHINGTON, DC
THERE ARE 11,700 ADULTS DIAGNOSED WITH ASD IN WASHINGTON, DC
ASD - AUTISM SPECTRUM DISORDER
SPD - SENSORY PROCESSING DISORDER
IED - INTERMITTENT EXPLOSIVE DISORDER
ASD Employment Be able to help younger sister when she goes through the same process
Transportation Accepting help from others
ASD, SPD, IED
Job he likes
Support from workplace
Go to college
New places are overwhelming
Worried that it will try to “ x” him
Neurotypical
Understand ASD needs and apply in her workplace
Equip herself to work with an employee on the spectrum
Unfamiliarity
Fear of dismissal
INSPIRED BY SYMBIOTIC NETWORKS THAT CONNECT THE FOREST, THE EDUCATIONAL CENTER ACTS AS THE SOIL THAT PROTECTS, SUPPORTS, FILLS GAPS, AND FOSTERS GROWTH. THIS IS THE CORE FROM WHICH GROWTH BEGINS, STABILIZING AND PROVIDING OPPORTUNITY TO PROSPER. DIVERGENT COALESCENCE ENCOURAGES
MULTIPLE PERSPECTIVES, FINDING BALANCE BETWEEN THE HIDDEN AND EXPOSED. INTERTWINING THESE VIEWS CREATES CONNECTIONS, ALLOWING FOR COLLABORATION, COMMUNITY, AND REALIZED POTENTIAL.
B - RESTROOMS
C - COACHING SPACE
D - WORKSHOP
E - SENSORY SOOTHING
F - RECHARGE WORKSPACE
G - MAKER SPACE
B - RESTROOMS
C - GAME ROOM
D - PROSPER CAFE
E - ACTIVITY SPACE
F - SENSORY STIMULATION
G - LOBBY
H - GROUNDED WORKSPACE
B - RESTROOMS
C - SENSORY STIMULATION
D - BALANCE ROOM
E - CONNECTION CENTER
F - SENSORY SOOTHING
G - NETWORK WORKSPACE
H - COMPUTER LAB
I - CLASSROOM
