What role does Architecture play in the education of people who place on the autistic spectrum and what factors must be taken into considerations when designing education spaces for those with ASD?
WHAT ARE THE ARCHITECTURAL NEEDS OF PEOPLE WITH AUTISM?
People who place on the autistic spectrum can be hypersensitive or hyposensitive, to their surrounding stimuli (Bogdashina 2014). As it is near impossible to design the optimum space for both hyper and hypo sensitive autistics, architects and designers tend to create spaces for hypersensitive people as a priority and solutions for hypersensitivity can be found for each individual person (Assirelli, 2016).
Spacial Needs
Escape spaces aim to provide a hiatus to the autistic user as they enable an autistic person to escape from their surrounding stimuli. Research done in 2008 by Mostafa found that escape spaces have a positive effect on the autistic users, especially in educational environments (Mostafa 2008). Such spaces may take the form of corners, small partitioned spaces or a small "crawl space." Escape spaces should have minimal stimulation and if possible, have the ability to be adapted to fit the user (Mostafa 2008) (fig.14).
The surrounding temperature can also affect a hypersensitive autistic. In a study by Heller, Tamar, Alison B. Miller, and Kelly Hsieh in 2002 sudden changes in temperature were found to make a space uncomfortable for people with ASD, so temperature of a space should be kept as coefficient as possible. Excessive heat may also cause odours to become more pungent, further stimulating the senses of an autistic hypersensitive person. Heated floors help to regulate indoor temperature and personal heating controls can also be used, enabling adjustment of the environment for the specific needs of an individual (Gaines, Bourne, Pearson, Kleibrink, 2016 pg.211).
Controlling noise
In a study by Mostafa in 2014, 100 parents and carers ranked acoustics as the most influential factor in the behaviour of autistic children (Mostafa 2014, pg.147). Other research shows that by reducing noise levels within an educational space for autistic children, their attention spans, response times and behaviour are all positively impacted (Mostafa 2014, pg.147). Hypersensitive autistic people detect all noise within a space making it difficult to filter and ignore background noise. Concentrate on foreground noise, making concentration on a specific task very difficult (National Autistic Society, 2016). In sensory sensitive architecture, spaces are sound insulated during the construction stage to reduce the volume of sound within the space. (fig.9)
The choice of internal materials plays a significant role in helping to reduce noise and softer materials should be used to prevent noise from being reverberated around a space. In addition, sound-absorbing panels can be placed on walls or hung from ceilings to absorb and reduce sound waves. In terms of flooring, timber effectively absorbs sound, as do other soft flooring materials such as carpet rather than harder materials such as tiles. Curtains, soft furnishings and wall- mounted corkboard also help to reduce the volume of sound within a space. “The area of sound absorbing materials should be approximately equal in area to the floor area of the room” (Gaines, Bourne, Pearson, Kleibrink, 2016 pg.190). In an earlier study in 2014, Gaines and Sancibrian identified that soft background music serves as a method of reducing the impact of auditory stimulus. In addition, the use of classical music in classrooms has been thought to be beneficial for learning and therapeutic purposes in classrooms and thereby improve the educational experience of people with ASD (Gaines, Bourne, Pearson, Kleibrink, 2016 pg.187).
Visual Sensitvity
Artificial and fluorescent lighting is known to be unpleasant for those with ASD; they are able to see flickering that neurotypicals cannot. This flickering can cause eyestrain, headaches and increases the likelihood of repetitive behaviour (Gaines, Bourne, Pearson, Kleibrink, 2016 pg.147). Whilst natural light is preferred by many autistic people, the architecture and design firm Fletcher Thompson notes, that “windows with exterior views may provide autistic students with undesirable distractions.” in addition, “clerestory windows and skylights may be counter productive because shifting patterns of daylight can complicate the visual environment” (Henry, 2011). As a result, the design firm, Fletcher Thompson, believes that any natural light allowed into the space should be carefully controlled whilst still providing sufficient illumination. As a solution to this challenge the school for autism, Langagerskölen, designed by 3XN in 1998, uses wooden lanterns to act as wall lights skylights. The classrooms are bright and well lit; yet do not distract autistic children who find it difficult to concentrate. In contrast, GA architects, who specialise in creating spaces for those with autism, prefer to use hidden light sources with dimming abilities (Assirelli 2010).
A balance between excessive and insufficient amounts of colour must be achieved for spaces designed for people with ASD. Patterned furniture, walls and flooring should not be used, as they would cause overstimulation (Assirelli 2010). In 2001, Verghese found that large areas of vibrant colour over stimulate and distract people with ASD regardless of the colour choice. Similarly, people with ASD also strongly disliked monotone spaces and large amounts of plain white walls. Research has shown that a selection of neutral, warm tones should be used. Vogel and Engelbrecht, 2008, found that the use of a mid-tone colour amongst neutral colours draws attention to a particular wall and helps to keep them focused. A study by Pauli, Egerton and Carpenter (1999-2000) found that different colours produce different emotional reactions in people with ASD. The study also found that shades of pink and purple produce positive reactions. Frey is a neutral colour it does not stimulate a positive nor a negative reaction whilst green is a calming colour. Despite this research, some educational spaces designed for autistic people choose a neutral palette for the interior of their schools. (fig. 11)(fig.12) People with autism may find some new spaces difficult to navigate, selective use of colour and light can become effective way finding tools within a building (Gaines, Bourne, Pearson, Kleibrink, 2016 pg.154).
Tactile Sensitivity
Any person has hyposensitive tendencies, may be uncomfortable when coming into contact with others and may have an aversion to materials in their surroundings. (National Autistic Society, 2016). In the article Touch and the Autism Spectrum, Stephen Borgman (1991), who places on the autistic spectrum himself, described “light touch” to be “more unpleasant than deep touch” and unexpected touch as unpleasant, even from loved ones. In architecture, wide curved corridors and circulation spaces reduce the chances of people coming into contact with each other, reducing the interpersonal tactile stimuli within the space (fig.13). Wide circulation spaces are the optimal replacement for corridors and should provide "opportunities for other activities," including play-space, places to sit alone and spaces to socialise, whilst still providing a means of getting from one place to another (Assirelli 2010). Assirelli, GA Architects 2010 argues that corridors should be banned in spaces designed for autism because they are "noisy, they encourage running opportunities" and force people into a restricted space, increasing the chances of physical contact, therefore, increasing anxiety in an autistic person.
As well as physical touch, those with autism may also have a preference of textures. This differs from person to person. In 2013, Bourne interviewed adults with ASD and found that several men enjoyed the surface of smooth and shiny surfaces. The combination of floor, countertops and lighting made the space look “rich and clean” (Bourne, Gaines, Kleibrink, Pearson, 2008 pg.208). However, the majority of people taking part in Bourne’s research, when given the opportunity, collected soft toys, cushions and surrounded themselves with similar textures to these. As the texture of a material helps us to affirm what we can visually see, people with ASD enjoy a variety of different textures within a space. This allows them to feel their surroundings, gain information and some independence within the space.
fig.11 Vanessa Bell 2016
fig.12 Vanessa Bell 2016
fig.11 Vanessa Bell 2016
As children with autism lack the necessary communication skills, they often become lost and disorientated and are unable to ask for help (Law, 2012). Clear geography within a space enables a person to travel through the building easily and prevents people from becoming lost within. Small, simple room layouts for classrooms enables the maintenance of a low teacher to student ratio and ensures that spaces feel familiar and intimate as autistic people feel more comfortable in spaces they are accustomed to (Bell, 2017). Whilst research is continuously progressing, different architects and designers will have conflicting theories for the optimum spaces those who place on the autistic spectrum (Assirelli, 2010). Those with autism enjoy routine, repetition and regularity within their day-to-day life and activities. Within a building, clear circulation space should follow this autistic trait and areas should be designed using spatial sequencing, where rooms are arranged in a logical order (Mostafa, 2014, pg.147).
