INTRODUCTION

 

With approximately seven hundred thousand people on the autistic spectrum living within the UK (National Autistic Society, 2016), autism is a relatively common learning disorder. The education of autistic people is key to their social, communication development. A supportive "sensory environment can be conducive to positive and constructive autistic behaviour, particularly in learning environments” (Mostafa 2003). There is insufficient access to the necessary learning environments, and autistic children are often forced to attend neurotypical schools where their specific needs cannot be met (Colizza, 2017), causing developmental difficulties.

 

This research project will convey the nature of autism and present a brief the history of the learning disorder. The surrounding environment greatly affects autistic people. An analysis of why these reactions are caused and how a building is able to moderate unwanted behaviours. This will provide an understanding of the autistic mind and how those with autism may perceive their environments. This project will also research how the design of existing educational spaces cater for their autistic students and what construction methods the architects considered.

 

Primary research in the form of case studies and interviews with carers and teachers of autistic people as well as autism professionals will be carried out in order ascertain how autistic people react in certain spaces and what types of spaces are preferred. Information for this research project about the history of autism and what ASD (Autistic Spectrum Disorder) is on a biological level will be provided from secondary research in the form of written articles, books and videos. These sources of information will enable people with ASD and their architectural needs to be better understood.