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?
CASE STUDY: NEW STRUAN
Located in Alloa, Scotland, New Struan’s main use is as an independent day school and residential for people with autism. In addition to this, the building also acts as a location for diagnosing autism, researching autism and educational services as well as an advisory centre. The school is owned by the Scottish Society for Autism and was designed by Aitken Turnbull Architecture in 2005. Teachers, people with autism and their families were heavily involved throughout the design process, enabling the architects to design a bespoke building and the Scottish Society for Autism were extremely pleased with the outcome (Scott, 2009, pg.41) (Scottish Autism 2016) (fig.26).
In New Struan, the security of the end users was of vital importance and considered at each stage of the design process. Public and private spaces within the building are clearly defined and divided within the ‘T’ shaped structure. Spaces used solely for the school are located vertically and separated from the more public areas, which are located horizontally. The two parts of the building are separated by secured doors, which cannot be opened by pupils. Assessment spaces are also located behind secure doors, away from the main entrance and ‘front of house’ spaces such as the reception and café. All classrooms have views out to the exterior spaces, which are also secured and can only be accessed from the classrooms. In addition, the windows to any external space can only be operated by members of staff to further increase the security of New Struan. Curved walls also reduce sharp corners within the building, increasing the health and safety aspect of the school (Scottish Autism 2016) (fig.27) “Aggressive conduct may arise, and, therefore, elements present in the built environment must be designed and chosen bearing in mind the possibility of eventual abuses” (Sanchez, Vazquez, Serrano, 2011, pg.378).
Glass panels inset within the classroom doors enables students to observe and identify important details about the new environment prior to entering it, enabling comfortable transition in-between different spaces (Scottish Autism 2016). Curved walls also lead children naturally into different spaces enabling students to view and assess the whole space, preventing obstacles, rooms, and doorways from becoming hidden round corners (fig. 27).
The central walkway acts as the main circulation space and is also called “The Street” (Scottish Autism 2016). The Street runs the entire length of New Straun enabling students to have a clear view of the space providing them with the opportunity to assess and observe the environment prior to entering it (fig.28).
Visual hypersensitivity can cause autistic people to see the flickering of artificial lights, something that is not picked up by the neurotypical brain. This flickering of lights can cause adverse effects such as eyestrain and headaches (Gaines, Bourne, Pearson, Kleibrink, 2016 pg.147). Natural light is used throughout the building and all artificial light can be dimmed allowing students and members of staff to control the amount of artificial light within the space according to the needs and requirements of the users. Where possible, wall uplighters are used to illuminate a space opposed to overhead fluorescent lighting and there is “no discernable hum or flicker” (Scottish Autism 2016). The inverted pitched roof is constructed using glass panels in order to make use of the maximum amount natural daylight and reduce the amount of artificial light needed within the space. Classrooms also use clerestory lighting and a brise-soleil , this design feature enables better distribution of natural daylight within the space, reducing reliance on artificial lighting.
Furniture within the building is selected for their long lasting and hardwearing qualities in order to increase the sustainability of the building. Paints, sealants, and other finishes are water based to reduce toxicity; this also helps those who are hypersensitive and dislike strong odours. The heated floor system used in the building regulates and maintains a constant the internal temperature throughout all of the spaces.
Unlike the Jonathon Silver Building, small classrooms are preferred, and the seven classrooms allow space for six students each. In addition, classrooms have separate spaces for individual tuition. Glass panels allow for teachers to see the entire space, provide privacy for those using the space and also prevent students feeling isolated from the rest of the group. Classrooms focus on the pupil, providing individual workspaces along a wall whilst separate spaces for group work are located near to the windows. Classrooms are also sound insulated to remove as much unwanted noise as possible.
