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?
The United Nations recognises that there is a need to design spaces for people with disabilities (UN Global Program on Disability, 1993) and places a moral pressure on governments to provide such spaces. Building Regulations part M demand a safety standard within architecture for physically disabled users within the UK, however, autistic users as well as others with developmental disorders have been overlooked (Al-Thani, 2004). Despite there being no legal requirements for autism-safe environments; awareness of the need for such architecture is increasing (Assirelli, 2010). The National Autistic Society supports five thousand four hundred and twenty one different services for those with autism, one thousand two hundred and eighty of which are involved in autistic education (National Autistic Society, 2016). Whilst some autistic people can learn in a neurotypical environment, others rely heavily on schools designed specifically for their educational and developmental requirements.