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?
Despite autism officially being diagnosed in 1934 by Leo Kanner and one in sixty-eight children diagnosed with Autism (National Autistic Society, 2016), there is still a shortage of environments suitable for the education of autistic people (Bell, 2017). However, architects have been receiving projects for educational spaces specifically designed for the use of autistic people. Due to the reaction caused by surrounding stimuli, the surrounding architecture and environment play a significant role in the behavioural and educational development of autistic individuals.
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As autism is a spectrum disorder, the architectural needs depend on the individual, therefore making it incredibly difficult to design the ideal space for all end users. In order to address this issue, it is imperative that the end users and the clients be involved throughout the entirety of the design project. Netley Primary School was partially successful in meeting the needs of its autistic pupils. The failure to fully involve the end users during the design project forced the teachers to adapt the building and also resulted in some health and safety risks. Aiken Turnbull Architects who designed New Straun were able to fully meet the needs of the end users, as the end users were involved during the entirety of the project.
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It is recommended that all aspects of autism must be researched and used to form the brief and influence the design process and structure. Auditory stimuli within a space is an important consideration and can have a significant impact on the behaviour and development of people on the autistic spectrum (Mostafa, 2014). Consequently, this should be the main consideration when designing an autistic educational space. The colour palette must also carefully be selected. Research by Pauli, Egerton and Carpenter in 1999-2000 has shown that specific colours cause certain emotions in the autistic brain and should be considered then designing the interior of a space. Case studies have shown that architects and interior designers often choose a neutral colour palette within their spaces, reducing the amount of visual stimuli within. Colour is also used as a tool to designate areas to specific uses providing “sensory cues to what is expected within each space, with minimal ambiguity” (Mostafa, 2014). Spaces should be organised in a logical manner to suit the repetitive nature of autism with opportunities to assess the next room prior to transition enabling comfortable movement through spaces. Curved, wide circulation spaces should replace corridors, enabling the reduction of tactile stimuli and the removal of things becoming hidden around corners. All of these are vital for a comfortable educational space for those with autism, enabling mental, educational and social development.