TABLE OF CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

CHAPTER

1. INTRODUCTION

2. AUTISM AS A DISORDER

3.AUTISM AND ARCHITECTURE

4. COMPARETIVE ANALYSIS BETWEEN AN AUTISTIC SCHOOL AND A

NORMAL SCHOOL

5. CASE STUDIES

6. ANALYSIS AND DEVELOPMENT OF DESIGN GUIDELINES

7. 1POLICY

7.2SITE SELECTION AND JUSTIFICATION

7.3 DESIGN PROCESS

7.4. VOLUMETRIC ANALSIS

7.5. DESIGN PROPOSAL

8. CONCLUSIONS
 AKNOWLEGEMENT

There are numerous people to whom I am indebted for the completion

of this work.
First, I would like to thank my dad, Prakash Joshi, and my Mom,
Vandana, for their continuous love and support as I worked on this thesis
and towards the completion of the Batchelor’s of architecture degree.
Their constant encouragement and quiet sacrifice were a blessing to
me. Their unconditional love has always been my strength. I am also
thankful for my brother who continue to keep his acts low so as to make
my thesis possible.

I very much appreciate the input of the staff of Manav seva sangh who
were always hospitable and open to new possibilities. I would especially
like to thank Ar.Christopher Beaver and Ar.Richard Cogan for there
contagious enthusiasm and eagerness to share their knowledge and
experience with me. I would also like to thank Ar.Rachna khare, Ar.
Smita Khan, Ar.Herbert and AR.Magda Mustafa for the well documented
references in form of books and research papers. Lastly I would like to
thank my guide Ar.Habeeb Khan for his fatherly support throughout my
thesis.

I would like to thank Smit Chokandre, Shariq Khaleel ,Sabrina Khan and
Shivam Bagdia without them my thesis wouldn’t have taken shape. I
would also like to thank Paritosh Bajaj, Parth Jhawar and Shruti
Mundhada for their moral support throughout the five years of my
architectural carrier. I would also like to thank Vaibhav Shivdashani, Jai
Raj Chavan and Abhir Thakre for helping me through the difficult times
when my closed once were helpless. Lastly I would like to thank Naval,
Yash and Shudha Jhawar for being my family away from my home.
 ABSTRACT
This study establishes a set of guidelines for designing a school for
autistic children. To understand how a school may provide
benefit, the literature on school as a building typology is
reviewed. Because the study is on school for autistic children
special majors are taken to go through literature on educational
spaces for autism and also through line and book studies.

The nature of autism and its characteristics are studied to

determine the strength, defects and need of the autistic child as
well as the current treatment methodologies in use today.

Informal interviews and the study in the books on autism give

insight into their treatment methodologies. A filed study
conducted at a facility centre for autistic children at Manav Seva
Sangh in Mumbai and the professionals who work with them
providing first-hand information about the nature of autism and
implementation of treatment methodologies.

Based on the extensive literature review, informal reviews, the

field study, direct observation, the design guidelines are
established.

Every individual has some or the other effect by the surrounding

around him. May be built or natural. Over the past architecture
has developed through various styles and trends. Now the trends
is to make human sensitive building. If we see in the history the old
churches, temples or the places conveyed superiority. Then the
main objective was not to make a building look appropriate for
function but to snow some kind of superiority over others. As the
architecture as a profession developed people started exploring
new possibilities in the same to today when human sensitive
architecture is the key to a good designed building. Through my 5
years of architecture my attempt had always been to study the
relationship between a user and the space relationship and the
effect of the same physiologically and physiologically.
 Introduction to the topic
I was always amazed by the term space since I had started to
understand architecture and the importance of space making in the
same. I had always wished to explore the relation of space and its user,
towards sensitive user specific architecture.

So, to start off with I had to first select a user group as I wished to
explore user specific architecture. As a responsible student of
architecture I always feel that I should orient my thesis towards
betterment of society.

It was my 4th year when I had gone to a seminar conducted by ESAF

an organization working for the noble cause of awareness about
autism in all segments of the society. The seminar made me aware
about autism and the very fact that they are people with special
needs and they do have their special requirements from a space. It will
also surprise us to know that the part of society contributes to a
handsome percentage to population, no strong steps have been
taken by architect’s society in form of data and codes or guidelines as
it has been well documented for the mentally retarded and the
physically handicapped. But since last few years some of architects
around the globe and even in India have started to work in this field.

An autistic person is different from the mentally retarded person and

it is very important for one to know, as a lot of us mistake them as
mentally retarded and would send them to mentally retarded school
which would adversely affect them and make them even more low
functioning then they are expected to be. But at the same time they
can’t be put into a normal school where they again under function as
they would not be able to match the level without certain amount of
training, which has to be given give at the early age in specially
designed and managed school and educational system for them so
as to make them independent in the society. So finally, zooming down
to topic:-

“Design of an exclusive school for autistic

children.
A study of Space making towards sensory
stimulation of children with autism”
Need:-
As far as the need is concern some of the general points
have been already covered in the introduction. But to
understand the gravity of the need of such a space and
the ever increasing percentage of the autism around the
globe it is important to put light on the pure logistic stated
below.
One of every 150 children is estimated to fall under this
spectrum regardless to the socio-cultural and economic
aspects, with a 4:1 prevalence of males over females.

But at the same time this school are also not properly
designed to cater their needs. So through my thesis it would
be an attempt to design a school for this part of the
society, even though my thesis will not be executed but
can at least help in spreading awareness which is need of
the hour as this ratio is likely to increase in the upcoming
years, as the development will take place and the stress
levels will increase, the disorder is expected to increase in
the upcoming generations. It would also amaze you to
know that in developed countries like USA and UK this ratio
is much higher even today i.e. 1 to every 90 children fall in
this spectrum, but the good that there is a lot more
awareness in the architects in the west about the
guidelines to be followed in order to design autism friendly
environments.
Problem identification:-
Autism contributes to some mass of our population yet
very little is done by architects to serve their needs and
make sensitive architectural spaces for them as per their
requirements. As it has been stated by the doctors and the teachers
that space or the environment plays a vital role in development of
children from this spectrum.
Aim:-

The aim of the thesis would to understand autistic children, their needs
from environment for better learning ultimately designing guidelines for
an ideal educational environment for the specified users in a form of a
school.

Scale of thesis:-

The scale of the thesis would be restricted to designing and detailing

on an exclusive school for autism. The size of the project may be kept
small and more concentration would be on the detailing of the same.

Scope:-

The scope of the thesis would be to concentrate more on detailing. This

means that the textures, colours, furniture, door windows and other such
elements which play an important role in development of this children
as individuals.

Focus:-

The focus of the thesis would be to understand the behavioural pattern

of autistic children towards the influence of various space designing
elements and the solution to cater their need from a space finally put
together in form of guidelines acting as the base work for the ultimate
outcome the exclusive school for autism.

Literature survey:-

Would consist of

 Study of the elements of space making in general so as to get

conversant with tools of architecture.
 Study of school building as a typology of building and also
understanding the definition of an ideal school.
 Literature on ASD and the inter relation between architecture and
autism.
`Book and net study:-

 Pdf‘s by G.A architects in UK a leading firm around the globe

.
practicing this type architecture.
 Design of inclusive educational spaces for autism by –Rachna
Khare.
 Pdf’s by other architects available on net related to the same field.
Data and standards:- Would involve the conclusions made by many
architects through their papers. Flow-charts, matrix, tables, guidelines
available on net, some the standards would be also taken from the
study made by me and as per discussed with my guide, in-views of the
expertise and also the case studies done
Methodology
Step 1:-

Understanding autism as a disorder.

Step 2:-

Zooming down to understanding the triads of an autistic child and its

interrelation with space and the elements of space making.

Step 3:-

Study of designing of spaces for autistic children’s.

Step 4:-

To make a policy for a city to cater autism.

Step 5:-

. Selecting a site to design a module, this module with the site

considerations can be repeated throughout the city with the help of the
structured policy.

Step 6:-

. To make a structured policy and divide the city into zones which would
help one to know the need of a centre and where.

Step 7:-

. To understand about the area requirement, the various considerations,

detailing of elements and components, this together will lead to generic
guidelines for designing of an autistic school.

Step 8:-

. The final outcome of the study would be derive on a manual which

could be referred while designing and autistic school with site
consideration. The module so designed on the selected site would be
quoted as a reference design at the end of the manual for better
understanding the user of the manual.
 CHAPTER-2

UNDERSTANDING AUTISM AS A DISORDER

Autism is one of the most fascinating disorders to be studied by

physicians, psychologists, mental health practitioners, therapists, and
educators. This is evident from the relatively large body of research on the
topic. Although researchers believe that individuals with autistic
characteristics lived well before the twentieth century, the syndrome of
Autism was first named and described by a psychiatrist, Leo Kanner, in
1943. In his research, Kanner described eleven children whose condition
was different from anything reported at that time. The children had
certain characteristics in common which set them apart from others
(Scheuermann, 2002; Gordon and Baron, 1991). These included the
following:
1) An inability to relate to others in an ordinary manner.
2) An extreme autistic aloneness that seemingly isolated the child from
the outside world.
3) An apparent resistance to being picked up or held.
4) Deficits in language including autism and echolalia.
5) In some cases, an excellent rote memory.
6) Early specific food preferences.
7) Extreme fear reactions to loud noises.
8) Obsessive desire for repetition and maintenance of sameness.
9) Few spontaneous activities such as typical play behaviour.
10) Bizarre and repetitive physical movement such as spinning or
perpetual rocking.
11) Normal physical appearance.

CURRENT DEFINITIONS
Although autism is a disorder with relatively obvious characteristics,
current definitions that are used to describe this population vary. The
three most common definitions to describe the autistic syndrome are 1)
the definition of the Autism Society of America, 2) the definition for the
Individuals with Disabilities Education Act (IDEA,
1990), and 3) the definition found in the Diagnostic and Statistical Manual
(DSM, IV)
26 which was written by the American Psychiatric Association (APA) for
the purpose of diagnosing psychological disorders (see figs. 4 & 5). The
definitions of the Autism
Society of America and the APA are similar to Leo Kanner’s original
definition.
DIAGNOSIS
Children with autistic characteristics may be classified as having autism
spectrum disorder, also known as pervasive developmental disorder
(PDD). Pervasive developmental disorder includes several disorders such
as autistic disorder, Asperger’s syndrome, childhood disintegrative
disorder, Rhett’s disorder, and pervasive developmental disorder not
otherwise specified (PDD-NOS) (see fig. 6 for definitions of these
differential diagnoses). But children who are diagnosed with any of
these disorders exhibit the following characteristics: “severe and
pervasive impairment in several areas of development: reciprocal social
interaction skills, communication skills, or the presence of stereotyped
behaviour, interests, and activities” (APA, 1994).
Diagnostic and Statistical Manual IV (APA, 2000)
A. A total of at least six items from (1), and (2), and (3), with at least two
from (1), and one each from (2) and (3):
(1) Qualitative impairment in social interaction, as manifested by at
least two of the following:
(a) Marked impairment in the use of multiple non-verbal behaviours
such as eye to- eye gaze, facial expression, body postures, and gestures
to regulate social interaction.
(b) Failure to develop peer relationships appropriate to developmental
level
(c) Markedly impaired expression of pleasure in other people’s
happiness
(d) Lack of social or emotional reciprocity
(2) Qualitative impairments in communication as manifested by at least
one of the following:
(a) Delay in, or total lack of, the development of spoken language (not
accompanied by an attempt to compensate through alternative
modes of communication such as gesture or mime)
(b) In individuals with adequate speech, marked impairment in the
ability to initiate or sustain a conversation with others
(c) Stereotyped and repetitive use of language or idiosyncratic
language
(d) Lack of varied spontaneous make-believe play or social imitative
play appropriate to developmental level.
(3) Restrictive repetitive and stereotyped patterns of behaviour,
interests, and activities, as manifested by at least one of the following:
(a) Encompassing preoccupation with one or more stereotyped and
restricted patterns of interest that is abnormal either in intensity or focus
(b) Apparently compulsive adherence to specific, non-functional
routines or rituals
Differential Diagnosis of Autism
Asperger’s disorder
Is characterized by social deficits and restricted patterns of activities
and interests; however, these individuals show few or no cognitive or
language delays. They may possess motor clumsiness in early childhood.
Rhett’s disorder
Is diagnosed only in females, whereas autism is most common in males,
and is characterized by physical and motor differences. Although these
individuals show some difficulties in social interaction, they do not show
the entire diagnostic pattern of autistic disorder.
Childhood disintegrative disorder
Shows a persistent decline in social, motor, and/or language skills after a
few years of normal development.
Pervasive developmental disorder not otherwise specified
(PDD-NOS) pertains to individuals who show patterns of the autistic
syndrome but have a later age of onset than three years old, and/or
only some of or less severe symptoms. Sometimes this is referred to as
atypical autism.
CHARACTERISTICS
The characteristics of autism are often categorized as either behavioural
excesses or behavioural deficits. Behavioural excesses are characteristics
that may get in the way of learning, cause the child to be punished, or
make it difficult to deal with the child in normal situations (Scheuermann
& Webber, 2002). Therefore, it is a goal of therapy/education to
eliminate these behaviours. Examples of behavioural excesses are
aggression, self-abuse, and tantrums.
In addition, children with autism often do not have essential skills for living
such as talking, dressing, and playing. Without these behaviours or
abilities, the child is severely handicapped. These characteristics are
called behavioural deficits and believed to be directly related to
behavioural excesses (Scheuermann & Webber, 2002). In other words,
the more skills or abilities that a child lacks the more likely it is that he/she
will resort to behavioural excesses to communicate and function with
others in the world.
BEHAVIORAL DEFICITS
Individuals with autism exhibit
Social deficits
That make it difficult for them to relate to others. For example, many
individuals with autism avoid direct eye contact some turn their heads
and look out of the corner of their eyes while others seem to look right
through. Some but not all may also be unable to tolerate physical
contact and may even avoid it. When a child with autism sees a parent
or family member they may show no special recognition of them. And
her own childhood play (1992). She recalls her play at the age of six:
Other children played school, mothers and fathers, doctors and nurses.
Other children skipped ropes and played with balls or swap-cards. I
had swap-cards.
I gave them away in order to make friends, before learning that I was
supposed to swap them, not give them away (22).
I often played alone, swinging on the monkey bars, looking at my
cards, climbing trees, pulling flowers apart, spinning around and
around as I stared up into the sun.
I would fall to the ground and watch the world spin. I was in love with
life but I was terribly alone (24).
Individuals diagnosed with autism often experience language
problems. Many do not speak at all and for those who do their speech
is very limited. Following are some specific language characteristics
related to autism. Some children with autism are mute and possess
little or no verbal skills. When verbal language is present, it may be in
the Form of echolalia preservation. When children with autism use
echolalia, they repeat words and phrases that have been spoken by
someone else, even with the same intonation. Echolalia can be used
to ask for something or to communicate a response to a question. A
preservation is the repetition of the same words or phrases over and
over.
This may occur when the child experiences high anxiety or is
frightened. The following example is from the author’s own teaching
experiences.
Stephen is a six-year-old child with autism who shows little desire to
speak.
With prompts from his teacher or parents he has learned to finish
greetings or supply information such as his name, address, and
telephone number.
However, when Stephen wants something, he has learned to mimic
others’ words (in the form of echolalia) to get his needs met. He will
mimic half of his teacher’s question (Teacher: “Do you want milk?”
Stephen: “…want milk.”) To get what he wants or needs. When
Stephen gets excited or stressed he will perseverate and/or make
strange high-pitched sounds by curling his tongue as if to make the
rolling “r” sound in the Spanish language and screeching.
Because children with autism have limited interests, they show few
reasons to communicate. Therefore, their language usually lacks
communicative intent or, in other words, desire to communicate for
social purposes. These children use language to make requests or
protests, not typically to converse or explore ideas. The speech of
individuals with autism is immature made up of short phrases or
sentences. “Outside” or “…go outside” may be the only way the child
is able to make that request. Often the speech of individuals with
autism contains pronoun reversals. The request “Do you want to blow
bubbles?” may really mean “I want to blow bubbles.” Or the child may
use his/her name instead of the pronoun “I”. (“Jacquie want to blow
bubbles.”) Comprehension may be limited although this population
seems to understand a great deal more language than they speak.
And understanding may be in a very literal sense. Remember Dustin
Hoffman’s character Raymond in Rain Man, who stopped in the middle
of the street when the sign said “Don’t Walk”. These problems alone
could make communication and social interaction difficult. However,
the individual with autism also has difficulty understanding subtle and
complex non-verbal interchanges with people. And facial expressions,
body language and intonation of voice are all missed cues.
. Therefore, they have trouble perceiving emotional expressions.
Because so much information is missed, they cannot interpret social
cues and therefore do not learn what to do in social situations, have
difficulty inferring the intentions of others, and cannot seem to
empathize with others or see another point of view (Fullerton et al,
1996).
Sensory Processing Deficits
Another characteristic of autism is difficulty with sensory processing
(how auditory, visual, tactile and other stimuli are perceived).
Researchers speculate that individuals with autism may have
differences in their sensory systems.
Auditory
For example, some individuals may report being hypersensitive to noise,
while others may report being hyposensitive to noise. The following is
from the author’s personal experience:
Stephen avoided the boys’ bathroom and would often have accidents
in his pants. When the teacher escorted him to the bathroom he would
put his hands on his ears when he walked in and almost exhibit a fear
reaction. Stephen was hypersensitive to the sound of the flushing toilets
and noisy fan that ventilated the boys’ bathroom. Even when he was
allowed to use
a smaller, more private bathroom, he would put his hands over his ears
whenever he flushed the toilet. Temple Gradin (1992) describes her
hearing: My hearing is like having a hearing aid with the volume control
stuck on “super loud”. It is like an open microphone that picks up
everything. I have two choices; turn the mike on and get deluged with
sound, or shut it off… It is impossible for an autistic child to concentrate
in a classroom if he is bombarded with noise that blasts through his
brain like a jet engine… (Quoted in Fullerton et al., 1996, p. 5).
Tactile
As with auditory input, individuals with autism may report being
hypersensitive to tactile stimuli, while others may report being
hyposensitive to tactile stimuli. For example, when the door slammed
on Stephen’s hand, he barely reacted, seeming to feel no pain.
However, Temple Gradin (1992) reports otherwise, stating that it was
even difficult to get used to new clothes, which could take three or
four days. Some persons with autism may also have resisted being
picked up or held as a child. Temple Gradin (1992) gives new insight to
what this may have felt like: …it was an approach-avoid situation. I
wanted to feel the good feeling of being hugged, but when people
hugged me the stimuli washed over me like a tidal wave. When I was
five years old, I used to daydream about a mechanical device I could
get into that would apply comforting pressure. Being able to control
the device was very important. I had to be able to stop the stimulation
when it became too intense. When people hugged me, I stiffened and
pulled away to avoid the engulfing tidal wave of stimulation (quoted in
Fullerton et al., 1996, p. 6).
Olfactory and Gustatory
Individuals with autism may exhibit hyper- or hyposensitive olfactory
and gustatory systems. Therefore, they may not be able to tolerate
certain fragrances or flavours, such as strong perfumes or strong tasting
foods.
Vestibular
In addition to the five senses of taste, touch, smell, hearing, and vision, the autistic
individual exhibits differences in the vestibular and proprioceptive systems. The
vestibular system is regulated by the inner ear and provides us with a sense of
balance. Just as with the other sensory systems, the autistic individual may be
hypersensitive to sensory input, hyposensitive, or display evidence of both. Persons
who have under aroused vestibular systems may seek increased movement and
engage in rocking, pacing, spinning, or bursts of running and exhibit a “floppy” or low
body tone. This system also regulates movements of the eye when the head moves.
This may affect coordination of the head and body movements, thus affecting motor
skills, such as writing or catching a ball. Those who over-register vestibular input may
dislike excessive movement. Tasks or activities that require excessive head
movements may tax these individuals or may even make them uncomfortable.
Proprioceptive
This system receives information from the muscles, tendons, and joints. It gives one
the perception of movement and awareness of the body in space. It acts as our
internal eyes and allows for accurate motor planning. Proprioceptive problems may
cause a person to be clumsy, bump into things, and inaccurately judge the distance
between self and others.
Self-help skills may be affected, such as being able to dress oneself. Oral motor
difficulties may occur too, which impacts speech and/or feeding.
Cognitive Deficits
Because these individuals have language and perceptual problems, it is
difficult to determine the level of cognitive functioning through
intelligence tests. Results from this type of assessment are not accurate
and may not indicate specific forms of intelligence.
Many children with autism have functional retardation. Others may show
areas of giftedness, what Scheuermann & Webber call “splinter skills”. For
instance, a child may be able to compute large numbers very quickly
but not be able to determine whether he has enough money to make a
purchase. The following example is from the author’s own teaching
experiences:
Jacquie is a nine-year-old girl who likes to play solitaire on the computer.
She has become quite good at it and will play for her teacher. Jacquie
sees the desired card and moves it at lightning speed. She then moves
equally quickly on to the next. The teacher is amazed at the speed with
which Jacquie is able to see the cards, choose the correct card, and
then move on to the next play. The teacher is unable to keep up with the
dizzying speed that Jacquie is able to do this. Because the sensory
processes and cognitive processes are directly related, differences in
one will affect the other. Since individuals with autism have differences in
their sensory systems, they will take in different information about the
world than others. Therefore, they will probably make different
conclusions about the world as well.
In addition, it is thought that individuals with autism have different
cognitive styles, too. Jan Janzen compared the brain of an autistic child
to a video camera. Since most children with autism have excellent
memories, their brain takes in every sight, sound, touch, etc. in minute
detail. But then the child has trouble editing out information that is not
important. Sometimes the child turns the camera on and records
everything. Other times, the child becomes overwhelmed and
temporarily shuts it off losing valuable information. On other occasions,
the child does not turn it on at all, or focuses on the wrong thing. This
affects the information that is collected and how it is stored for future
use.
Later the information must be retrieved for problem solving. However,
persons with autism may not understand the meaning of the information
to use it to solve a task. They may not be able to generalize the
information over a variety of contexts either. And even though they can
memorize large amounts of information after hearing and seeing it only
once, they may assign no meaning to the information or they may
encode it so precisely that it is difficult to retrieve when necessary. Donna
Williams describes her thought processes: He thought he could help me
find different ways to tackle various problem situations. I couldn’t really
see how he could help though.
BEHAVIORAL EXCESSES
When children with autism lack the necessary skills to communicate
their wants and needs, they often resort to other behaviours to make
these known. Examples of these behavioural excesses follow.
Self-Stimulation
Often individuals with autism engage in self-stimulation. It is believed
that the autistic individual craves sensory input and that these
behaviours meet this need. Self-stimulation behaviours are usually
repetitive and stereotypical in nature. Examples include: spinning and
rocking themselves, hand flapping, humming in a monotone, arranging
and rearranging objects, moving their hands between their eyes and a
light to achieve a strobe effect, gazing up at the ceiling or lights, and
smiling or laughing when there seems to be no stimulus. Self-stimulation
seems to be a preferred activity and the individual with autism may
engage in one of these for long periods of time. The following example
is from the author’s own teaching experiences:
Each child in the class had a different preference of self-stimulation.
Lorenzo’s activity of choice was to hum and smile to himself for
seemingly no apparent reason. Isaiah looked up at the ceiling lights out
of the corner of his eyes and it was difficult for him to attend to the task
at hand. Stephen liked to spin and spin or flap his hands.
While Jacquie liked to manipulate small objects or pieces of ribbon in
her hands. (She often tried to stash these in her socks and she would
come to school with her socks bulging).
Resistance to Change
Due to the cognitive processing deficits mentioned above, children
with autism may show aversion to change. Often new stimuli are
difficult for this child to comprehend and he/she relies on rote memory
to create understanding (Scheuermann and Webber, 2002). Therefore,
change can cause frustration, confusion, and anxiety. The child then
prefers to do things in a repetitive manner and to maintain a strict
schedule to help him/her make sense of the world (Matson, 1994). If
change must occur, the child with autism handles the change better
when he/she has been previously prepared (Scheuermann and
Webber, 2002). For example, if there is to be a field trip in the
community on Friday, the students should rehearse what they are to do
and know what is to be expected of them. Visual schedules and
calendars should be highly visible to remind the students about the
upcoming field trip
TREATMENT
As of the present date, the exact etiology of autism has yet to be found.
However, much research has addressed the neurological (Minshew,
Sweeney, & Bauman, 1997), neurochemical (Anderson & Hoshino, 1997),
and genetic (Rutter, Bailey, Simonoff, &
Pickles, 1997) abnormalities present in autism. Current treatment
approaches are based on three main theories (Fisher et al., 1991;
Scheuermann & Webber, 2002). The first theory, a perceptual/cognitive
theory, is based on the premise that individuals with autism have
differences in their thinking ability and the way they receive input. Those
that adhere to this theory believe that the autistic child is over-stimulated
by auditory, visual, and tactile stimuli. If the child cannot make sense of
this overload of information, the child may withdraw. Therefore, treatment
would include methods that would help the child make sense of his/her
seemingly chaotic world. The environment would be uncluttered and
organized in such a way as to give the child visual clues as to where he is
to go and what he is to do. Highly organized and predictable visual
schedules would be used to keep the child on task and directions would
be given in brief short steps, including instructions on how to attend and
communicate in socially appropriate ways.
An example of intervention based on this type of theory is the TEACCH
program. The
TEACCH program will be discussed at the end of this section.
Followers of the developmental theory contend that the child with autism
has failed to meet developmental milestones in language, social,
cognitive, and motor domains.
Therefore, these children must progress through the sequenced
experiences that their peers have already mastered to acquire these
skills. The therapist or special educator follows the child’s interests and
encourages more play and interaction based on these interests. The
teacher/therapist places stimulating toys, objects, and people in the
child’s environment to encourage interaction and growth. It is also
suggested that gross motor opportunities and sensory stimulation be
provided. Examples of interventions based on this type of theory are Play
Therapy and Sensory Integration. These will be discussed at the end of this
section.
The behavioural theory suggests that the autistic disorder has prevented
normal learning from occurring and resulted in behavioural deficits and
excesses. Proponents of this theory believe that through identification of
the deficits and excesses that are present and direct training appropriate
behaviour can be taught. A discussion of intervention based on his theory
follows.
Applied Behaviour Analysis
Individuals with autism exhibit many behavioural characteristics that
interfere with normal functioning. Behavioural therapists have developed
behaviour modification techniques, known as applied behaviour analysis,
that are effective with this population. These techniques are used to
decrease inappropriate behaviours, increase desired behaviours, and
teach new behaviours to persons with autism.
This type of therapy is based on the assumption that the biological make-
up of the child as well as past learning contribute to present behaviour.
And that behaviour, whether appropriate or inappropriate, is governed by
two principles. First of all, the behaviour must serve some purpose for the
child. That is why the child continues that behaviour. The following
example is from the author’s own teaching experiences: For example,
Isaiah wants cereal for breakfast. He is not able to speak, so he does not
ask for the desired cereal. Instead, he must come up with another way to
let his mother know that he wants cereal. He stands by the cupboard that
contains his favourite cereal. Still mom does not comply. He makes
grunting noises to let her know that he wants something. However, she is
attending to her other children and does not hear him. Finally, Isaiah hits
his mother on the leg and pulls on her clothes. This gets her immediate
attention. Because it is morning and time for breakfast she realizes what he
wants. Immediately she gives it to him. Isaiah has learned that hitting and
tugging gets him what he needs.

Isaiah’s mother will have to teach him a better way to communicate that
he wants cereal or he will continue to resort to hitting to get what he
wants. The second principle that governs behaviour is that behaviour is
related to the environment in which it occurs. In an earlier example,
Stephen was often non-compliant when asked to use the bathroom. The
environment (noise from the fan and flushing toilets) affected Stephen’s
behaviour. Instead of punishing Stephen for being non-compliant, the
environment could be altered so that he was less fearful. Perhaps if
Stephen were allowed to listen to his favourite CD on a headset, he would
be less fearful and more compliant.
In applying behavioural techniques, there are several steps or procedures
that guide the practitioner in his/her approach. Before attempting to
make any changes, the therapist/special educator must first identify
behavioural excesses and behavioural deficits. A variety of assessment
methods are used for this purpose. In addition to these, direct observation
and/or checklists may be used. After identifying what the target
behaviours are it is important to determine why the student engages in
these behaviours. Therefore, information is gathered about the student’s
behaviour, including the contexts in which they occur and the
antecedents and consequences associated with each. From the
information gathered, a hypothesis is formulated. Then an intervention is
developed based on that hypothesis. The therapist must choose one
behaviour at a time as the target behaviour. The target behaviour is the
one that should be diminished, increased or taught. Then the target
behaviour is measured prior to intervention to set up a baseline by which
future measurements will be compared. Interventions are then designed
and set up and data collected to determine if the intervention is working.
Behaviour does not occur in isolation. Most of the behaviours that occur
are related to events in the environment that occur either before the
behaviour (antecedents) or after the behaviour (consequences). This
model (Antecedent – Behaviour – Consequence) is called the A-B-C
Model. Antecedents occur before a behaviour is exhibited. These can
serve as cues for appropriate behaviour or cues for inappropriate
behaviour. It is important to determine the relationship between the
antecedent and the behaviour so that the antecedent can either be
eliminated or modified to get the desired behaviour. Using specific
antecedents to cue specific behaviours is called stimulus control. The
following example is from the author’s own teaching experiences: At the
beginning of the year, when the teacher asked the students to line up,
they did not line up but milled around instead. The teacher determined
that the term “line-up” was too abstract for the children to comply.
Therefore, she changed her directions to include a more visual mode
that the students could understand. The teacher put a line on the floor
out of electrical tape. Along the length of the line the teacher put sets of
footprints in different colours. Then she put each child’s name under a set
of footprints so that there would be no confusion as to where each child
should stand. The next time she asked the children to line up it was easier
for them to comply. The teacher changed the antecedent. She
changed her directions as well as the environment.
Another part of the A-B-C Model is consequences. If the child’s behaviour
is followed by a consequence that he likes or enjoys, then he is more likely
to repeat the behaviour. However, the behaviour will not be repeated if
the individual does not like the consequence. An example of a
consequence is a lollipop that is given to a child when he cooperates
during his visit to the doctor. In addition to the strategies mentioned
above, shaping, chaining, generalization training, and milieu teaching,
which are also based in applied behaviour analysis, can be used.
However, I will not go into these here.
Sensory Integration
The theory of Sensory Integration was developed by an occupational
therapist, A. Jean
Ayres. “Sensory Integration Theory was developed to explain an
observed relationship between deficits in interpreting sensory information
from the body and the environment, and deficits in academic or
neuromata learning in some individuals who demonstrate learning
disabilities” (Fisher, Murray, and Bundy, 1991). She hoped to identify
subtypes or patterns of dysfunction for which she could develop specific
treatment strategies. Ayres (1972) first described the sensory integration
process as “the ability to organize sensory information for use”. Later
(1989) she stated that sensory integration is the neurological process that
organizes sensation from one’s own body and from the environment
and makes it possible to use the body effectively within the environment.
The spatial and temporal aspects of inputs from different sensory
modalities are interpreted, associated, and unified. Sensory integration is
information processing…The brain must select, enhance, inhibit,
compare, and associate the sensory information in a flexible, constantly
changing pattern; in other words, the brain must integrate it. Sensory
integration theory has three components: (1) normal sensory integrative
functioning, (2) sensory integrative dysfunction, and (3) intervention
programs that use sensory integration techniques. Each of these
components has a major postulate. The first postulate is that learning is
dependent on the ability of normal individuals to take in sensory
information derived from the environment and from movement of their
bodies, to process and integrate these sensory inputs within the central
nervous system, and to use this sensory information to plan and organize
behaviour. According to the second postulate, when individuals have
deficits in processing and integrating sensory inputs, deficits in planning
and producing behaviour occur that interfere with conceptual and
motor learning. The third postulate that guides intervention hypothesizes
that the provision of opportunities for enhanced sensory intake, provided
within the context of meaningful activity and the planning and
organizing of an adaptive behaviour, will improve the ability of the
central nervous system to process and integrate sensory inputs and to
enhance conceptual and motor learning
(Fisher et al., 1991, p.11).Sensory integration is the organizing of all the
information that comes in from the senses. However, there are more
than the five standard senses of vision, hearing, touch, taste, and smell.
There are two other sensory systems: vestibular and proprioceptive.
These two systems along with the tactile system provide body-oriented
sensory input and perception.
The tactile system provides the individual with information about the
environment and serves two functions. The tactile protective
component provides information about the environment that is
necessary to our survival. It registers temperature changes, light touch,
and general contact with the skin. The tactile discriminative component
allows us to differentiate between various textures and contours by
touch. We rely on this component to plan movements to adapt to the
environment and to manipulate objects. The vestibular system is
composed of three structures in the inner ear, the semi-circular canals,
the saccule and the utricle. These register the speed, force, and
direction of head rotation and the force of gravity. The vestibular system
regulates muscle tone and coordination, balance and equilibrium,
ocular-motor control (visual skills and the movements of the eyeball),
arousal and attending level, and emotional state (Anza lone, M.,
2002).The proprioceptive system includes the receptors in the muscles,
tendons, and joints that provide the perception of movement and
position of the body in space.
“Proprioception provides information regarding the orientation of the
body in space and the relation of body parts to each other; the rate
and timing of movements; the force exerted by muscles; and how much
and how fast a muscle is stretched (Fisher et al,1991). Proprioception
helps us to develop a body scheme, which is an awareness of our body
parts, how they relate to the whole, and how they move through space.
This system also allows an individual to plan, organize, learn and
remember movements.
When we process sensory input, it is not processed in isolation but rather
it is cumulative in that it is added to the sensation that came before it.
This combined sensory information is processed until it activates the
central nervous system. When this happens the individual’s sensory
threshold is affected. A person’s threshold will modulate between the
mid, low, and high ranges depending on the individual’s current level of
arousal, previous sensory and affective experiences, and expectations.
Most individuals will maintain their sensory threshold in the mid-range of
the scale. However, some children may remain in the extreme ranges of
the scale (low or high) which may indicate dysfunction.
A child with sensory integration dysfunction usually demonstrates
problems in two ways. The first involves sensory threshold and is exhibited
in the child’s inability to recover or return to a baseline level of arousal
after the sensory event. The second problem involves praxis or the ability
of the individual to plan and sequence unfamiliar actions. Praxis consists
of three different components, ideation, motor planning, and execution.
Ideation involves formulating a goal for action.
Play Therapy
Although “play therapy” is rooted in the psychoanalytic tradition,
there are different forms of play therapy. The idea of traditional play
therapy was to draw the child out of his/her “autistic state” by working
through internal conflicts stemming from a dysfunctional mother-child
relationship (Wolfberg, 1999). Fortunately, however, physicians,
psychiatrists, and psychologists no longer believe this to be the case.
And as mentioned earlier, research has focused on an organic cause
for this disorder. Therefore, the focus of play therapy has changed to
reflect the current thinking and research.
Adult-Directed Approach
This approach requires direct prompting on the part of the adult.
According to Wolfberg
(1999), this approach reduced play to a series of operationally defined
behaviours taught in a “task analysis” fashion. Later this approach
included socially competent peers who were trained to prompt and
reinforce specific social and play responses of the peer with disabilities.
This increased the frequency and duration of social interaction. But the
child with autism did not generalize the skills taught.
Child-Centred Approaches
Research has suggested, however, that adults should limit the amount
of direct support and structure they provide in order to promote play
(Meyer et al., 1987; Shores, Hester, &
Strain, 1976; Wolfberg, 1999). A number of developmental interventions
to play attempt to do just that and are referred to as child-cantered
approaches. These interventions focus on the child’s interests,
vocalizations, and spontaneous initiations to encourage socialization.
Studies by Dawson and Adams (1984) and Tie German and Primavera
(1981) have used imitative behaviour to increase attentiveness, eye
contact, and play in children with autism with success (Wolfberg,
1999). The “Floor time” approach is an example of a child-centred
approach where the adult follows the child’s lead. “The adult treats
each of the child’s actions as purposeful thusencourages the child’s
attention. Once the adult has the child’s attention he engages him/her in more
complex communicative and emotional exchanges and symbolic activity”
(Greenspan & Wider, 1997).
Integrated Play Groups Model
In her book Play and Imagination in Children with Autism, Pamela Wolfberg describe
san integrated play group model. In these play groups, children with autism (who are
Scribed as novice players) participate in play activities with socially competent peers
(who are described as expert players) while being guided or supported by an adult
(who is referred to as the play group guide). The goal is to encourage a mutually
enjoyable experience, while increasing the novice player’s social and play skills
(Wolfberg, 1999).
Treatment and Education of Autistic and Related Communication
Handicapped
Children (TEACCH) Program
With recent reports of major progress in the research and treatment of
very young individuals with autism (Lovaas, 1987), a variety of preschool
projects have been developed around the country. In their book,
Preschool Education Programs for
Children with Autism, Sandra L. Harris and Jan S. Handle man (1994) give
an overview of several of these programs. One program of importance is
the TEACCH program. It was founded by Eric Schopler in 1972 as a
division of the Department of Psychiatry,
University of North Carolina at Chapel Hill. Dedicated to improving the
understanding and services for children with autism, TEACCH is a state-
wide, comprehensive, community based program in North Carolina.
Catherine Lord and Eric Schopler give an excellent overview of this
program in Harris and Handle Mann’s book. Gary B. Mesibov also gives
an overview of this program in Matson’s book, Autism in Children and
Adults.
The TEACCH curriculum is of importance to this thesis because it is used
across the country, including here in Louisiana. A central aspect of this
curriculum is structured teaching. Children in the preschool program are
taught how to be students and the appropriate social and
communicative behaviour to be successful in a regular classroom
environment. The children work on fine and gross motor skills, self-help
skills (such as toileting, eating habits, washing hands, wiping tables,
hanging up coats), expressive communication, receptive language, and
social interaction. They work individually, one on-one with a teacher or
therapist, in small groups, and in larger groups. Individual daily schedules
help to prevent frustration and behaviour problems. The number of
student’s to one teacher with an assistant should not exceed six.
Emphasis is placed on the physical structure of the curriculum and the
layout of the learning environment. This is illustrated in the floor plan of a
preschool class Suggested teaching activities and strategies for parents
and teachers are published in:
 CHAPTER-3

AUTISM AND ARCHITECTURE

Architecture : does it matter?

Architecture is the frame which we live in. we don’t just look at

architecture, we live in it. It isn’t a static view, freezing transient moments
of light, dark, season, weather, approach, life or its context.
Architecture is like a tool that is capable of generating human
responses, emotional and psychological. And a powerful tool at that,
devastating for the user when not used sensitively but potentially, health
giving, when conceived with a thought in the good of the user. Most
building makers tend to design to satisfy a varying spectrum of criteria,
may be the imagery or may be the form, except funnily, the occupants.

Architects tend to think that architecture matters. Not everyone else

does. To most people, especially in a country like ours, buildings are
expensive but not interesting. It’s simply what goes on inside them that
matters.

As a student, one is fed to design with function as the generator of the

structure, giving little or no thought as to ‘’how?’’. one is compelled to
deliberate that if, for the same typology of a building, say- a school like
in our case, if the end user group is changed, from the sound and fit
children to the specially abled/disabled children of the same age
group, is the change in bye-laws and space-volume standards all the
designer need to incorporate in the same piece of design?? Afterall, a
school is a school and serves the same function!! Architecture vogue
and fashion is guided by what is individualistically new, a tendency
intensified by architectural magazines. These portray buildings as
dramatic, as if unpeopled objects, though they are rarely used that way
by the people who use them. Magazines, usually the most visual and
widely influential media, have greater influence on our choices as
designers and give us a striking end product to work our design process
towards. Sadly, they do little to focus on user – centric concepts.

The argument extends that it is better to have a good teacher in an

ugly shed, barrack, hut etc than a poor one in a beautiful room? A
satisfying lead would be, that none of us are exceptionally good or
hopeless. Human resource like the teacher in this case, associated with
the function of a space, remains middling and needs support. So how
supportive is the space to a middling teacher? Ultimately, how good is
the teaching (that is a result of the teacher and the space)?

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 Consequently, we analyze for ourselves, how much is a good design
worth? I came across a survey, establishing that hospitals wth improved
environments reduce treatment times by 21% and use of class A
analgesic use by 59%.!

A lot of people complain about modern architecture, they complain

about performance aspects of old buildings and environmental aspects
in new ones. Other than architects few people really think about
architecture, yet everyone feel it. In most people aesthetic senses have
been blunted and in cases, obliterated – and architecture carries the
blame for it.

“small wonder that soo much architecture is sick! It can make people
feel ill and be ill. Quite a lot of the forms, spaces, shapes, lines, colours,
relationships between the elements around us don’t nourish us; indeed
many are life sapping, dead in quality. Add to this the air quality, electric
fields, noise and so on. In the absence of aesthetic nourishment, the
emotional part of a human beingis left to seek fulfillment by indulgence in
desires.”

“whatever we do unavoidably affects the human being, the

surroundings an dthe spirit of places and the wider world. It has human
social, biological and ecological implications. We only need to live briefly
in a different environment to recognize how much our surroundings have
formed us and our society in sensitivities, values, in way of life.”

Christopher day, places of the soul.

A hundred years ago, Rudolf steiner remarked that there is ‘as much lying
and crime in the world as there is lack of art’. He went on to say that if
peole were to be surrounded by living architectural forms and spaces
these tendencies would die out. This holds true, because the roots to all
gray activities are not only complex socio-economic under-privileges, it is
about tendencies. Animals respond unvaryingly to the environmental
stimuli. Whereas humans have the ability to transcend the situation. Most
people tend to react to stimuli in predictable ways. The problem starts in
our tendency to nt notice our surroundings. Because then our
surroundings work upon us without any consciousness on our part,
acceptance or resistance. As these surroundings are mostly built
environments, architecture can significantly affect us.

Without consciously looking at them, we breathe in our surroundings with

all our sense. In some places, or for place that make the user feel out-of-
place, the world only makes us feel exhausted and unwell.

Now then, what happens when we focus on the younger users? De-level
the users age group to 3- 18.

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 The school.
“children use environments to improve themselves, adults
use themselves to improve the environments”
paula lillard, 1972.
Developemnet wise, children are on a journey from energy-driven to
thought directed, but never at either extreme. Paralleling this, their
building needs also need to evolve from form-mobility to structural-
clarity. Space- needs and social-supportive aspecst of designs are also
age- related. A critical progression is that from nurturing to inspiring
environments. Hence, one can safely say, that quality architecture is at
the heart of the education for child development.
The spatial container regulates human activities and deeply influences
the thoughts and actions of the users. In urban centres this cause and
effect is more emphatic the scarcity of land makea the designed ‘built’
very controlled and specific.
“we shape our buildings and afterwards our buildings shape us.”
Winston Churchill, 1948
“That human behavior is shaped by the nature of the physical
surroundings has been proven beyond doubt. Architects and planners
the sculptors of spaces thus have a very responsible role to play since
their creations exert great influence on the people who dwell in them.
This constant spatial experience promotes perpetual lifelong learning.
Since the relationship between the built and the living which is nurtured
within it is soo intrinsic, it goes without saying that positive humanistic
experiences promotes learning of enduring humanvalues. At the same
time the contrary also holds true.
Environ-behaviour studies give an insight gives an insight into the deep
influences that built environs have on users. The child is a complex user,
since the various stages of development require various inputs. The
ground reality being that most designers of child-centric spaces,
unaware of their role in shaping the child, assume it as a fact that the
child is in a transient phase of learning, that is of little permanence and
yet the built space is contructed to be non-responsive as the age group
can eventually “grow out “ of it. In addition, due to their inability to to
exert influence and make their own space in the social setup , their
unique needs and concerns , run the risk of being neglected, thus
making them a marginalized section of the society.
The tender impressionable minds absorb silent lessons from their spatial
experiences, thus requiring a lot of sensitivity on part of the architects.
This is specially truw in typologies uniquely meant for the growing young,
exemplified by the school.

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 Environ-behaviour parameter and pertinence in physical design.

Need for child-centricity

As an integral part of the society, children have never been given due
importance. Thi surmise eis specially true in designing of spatial
environments, where considerations for their spatial needs are
overlooked or discounted. It has been , for long, an erroneous
assumption that, “ they sail along’. The actual concepton of the
spaces, public places, hosuing colonies, restaurants, recreational
spaces, educational facilities are inclusive in the least.

Childhood memories of being intimidated by the sheer size of the

spatial volumes of public places, of a sense of feeling lost, and over-
powered by the bare stretches of the playgrounds, to a sense of
unease and apprehension in use of public facilities like public toilets,
staircases and so on are memories tucked in the recesses of the human
mind; awaiting to be forgotten. Society despite all its advancements still
discounts this phase of the human life.

Shaping child responsive responsive environments

The child as a growing human is a natural phenomena with unique

physical and behavorial needs. A cognizance of its spatial requirements
is an integral and significant phase of early learninf experience of a
child.

“learning refers to acquisition and retention of specific facts about a

particukar space. Development on the other hand, describes changes
in the organization of behavior, including learning, that produce a
capacity to understand space.’’

La gory and pipkin, 1981. Page no 123

Most basic children requirements are non-physcal in ature, at the

foremost are : warm reassuring love and a sense of security. These
anchor basic development- emotional and physical.

“from the environmental experiences the brain learns how it needs to

develop.”

Christopher day, places of the soul.

Child centric environs need to revolve around these basic pre-requisites

A progression from the nutruing to the inspiring, to stimulating and

substantial for the adolescent. Spaces accommodative of explorative,
offer experimentative possibilities for the teacher and the children.

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 Identification of child-centric parameters.

 Child scale and visual expression.

 Spatial cognoscibility and legibility

 Hierarchy and defensible space

 Interior aesthetic and ambience

 Personal and social space

Now then, these parameters, in cases of normal children may be

inculcated in basic design criteria.

We can now safely say that spaces have heavy influences on their users,
more so when the user is of an impressionable age group. But what
happens when our user has some natural aberration, disability, or
handicap-mental or physical and belongs to the young user group ??

Let us now modify our user attributes to those discussed n chapter 2.

A more attention intensive user.

As discussed earlier (page no. chapter ) autism is a developmental
disorder that leads to a different and characteristic pattern of
perceiving, thinking and learning. This thesis attempts to establish a
relation between their learning behaviors, teaching strategies, and
explore their implication in designing educational spaces

HEALTH IMPAIRMENT
DISABILITY HANDICAP
CONDITION

“If universal design is to achieve goal of making settings

that are usable by all people it must go beyond simply or
primarily by eliminating physical barriers for people with sensory
and physical impairments .It must also address the cognitive
barriers that affect in decision making process of individual
with memory impairments.”
.
Ar. Rachana khare lists 18 design parameters in her research
on design of inclusive educational spaces for autism.
Namely,

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 1. Provide physical structure

2. Maximize visual structure

3. Provide visual instructions

4. Offer opportunities for community participation

5. Present opportunities for parent participation

6. Present opportunities for inclusion

7. Maximize future independence

8. Offer generous space standards

9. Provide withdrawal spaces

10. Maximize safety

11. Maximize comprehension

12. Maximize accessibility

13. Provide assistance

14. Maximize durability and maintenance

15. Minimize sensory distractions

16. Provide sensory integration

17. Provide flexibility

18. Provide monitoring for assessment and planning

Environmental Adaptations by Teachers and Therapists:-

The ‘triads of impairments’ expressed difficulties in three area of

development as indicative of autism and no one area can be taken on
its own to be autistic. These three areas are difficulty with ‘social
communication’ (difficulty with verbal and non-verbal communication
,for example appearing aloof and indifferent to other people),difficulty
with ‘social imagination ’ (difficulty in the development of interpersonal
play and imagination.)
 Impairment in social interaction.
 Impairment in communication.
 Restricted ,Repetitive and Stereotyped pattern’s of behavior ,
Interests and Activities.
Sensory Dysfunctions .
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 Ar. Rachana khare lists 18 design parameters in her research
on design of inclusive educational spaces for autism.

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 Physical structure
Physical structure sets clear physical and visual boundaries to segment the
environment so that each activity is clearly associated with a physical
space. For example, by strategically placing furniture to define individual
or group activity, play, reading, snack and other areas in a classroom. The
segmented areas are further organized for the activities to be performed
in that area for example the independent area of work may also be
organized further so that a child clearly knows ho to begin and end an
activity.

Physical structure is extensively used by the teachers and therapists as a

teaching tool in the environment. The physical structure helps children by
simplifying environment, improving clarity increasing predictability and
thus reducing anxiety and problem behaviors in children with autism. It is
helpful for these children as :

 Establishes contexts, like what activities are to be reformed in what

areas or where an area begins or ends.

 Minimizes distraction as similar activities are grouped together

without clutter

 Helps teachers in supervising and organizing activities

 Reduces dependence on verbal communication or instruction

 Reduces social demands and expectations by depending on the

system of spaces rather than on an individual.

 Promotes independence in children, free from adult’s instructions

 Increases predictability, and a defined system helps them with

transition and decreases resistance to change

 Reduces the child's tendency to wander from area to area or to

engage in repetitive behaviors as the activities and boundaries are
well defined.

Physical structure is obtained in the environment using physical markers

like furniture pieces, book shelves, partitions etc. or visual markers like
colored carpets, tapes, floor tapes, rugs etc.

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 Visual structure
Visual structure is incorporating concrete visual cues in the environment,
to utilize visual strengths of individuals with autism, to make them more
independent. The visual structure includes the following components -
visual organizations and visual dominance.

“visual organization” refers to the way a physical space is rganized for

visual clarity to increase an individuals understanding. This may be dne
using color coding, numbers, symbols, picture labeling etc.

“visual dominance” draws individuals attention to most relevant and

useful information in a space for example using illuminated sign boards,
highlighters, colours.

It helps people with autism as it :

 Responds to their vidual strengths and sets a visual world for them

 Reduces their dependence on verbal information

 Is not transient like verbal information that sits their short term
memories

 Promotes independence

 Increases understanding and thus reduces stress and problem

behaviors in children

Helps them develop alternative mode of communication using picture

cards or picture based assistive devices to indicate their needs and
choices

Visual instruction
It is a way of giving necessary instructions or sequence of steps to follow
an activity, using visual mode. Depending upon an individuals ability, it
may be given in the form of written instructions, photographs, pictures,
line drawings or visual schedules in the spaces where activities are to be
performed. The instructions may be presented both in structured and
naturalized teaching environments, and other areas in the school
building.
• Visual instructions are based on their strength to process visual
information better; it improves comprehension, increases compliance,
promotes independence and reduces problem behaviors. It works
better with children as they have difficulty in :
• Taking in and processing transient verbal information
• Shifting and re establishing attention when instructions are given
• Memorizing entire verbal instruction
• Following a multi-step instruction
• Understanding written messages
• Understanding rules and expectations

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 Community participation providing the opportunities

For many pupils wit autism the educational curriculum includes everyday
occupations such as shopping, crossing the street, going to temple or
using public transport; hence a location close to community activities is
an advantage for educational spaces. This leads to integration with
community , as well as job opportunities for the children. Interaction with
community :

 Creates awareness amongst people for their needs

 Develops competitiveness in in children

 Helps them to understand social rules and expectations

 Helps in identifying and developing skills needed for future

independence and employment

 Reduces stress in their families for daily living

 Minimizes provisions required for community integration

 Leads to the development of a compassionate society

 Shows a way for normalization rather than institutionalization

present opportunities for parent participation

this ensures long term benefit to the wholesome education of autistic

students. Participation is necessary for goal selection in individualized
educational plan to address their individual educational needs. Parents
may assist the school to work on their child's specific difficulty.

Involving parents also helps children to connect home and school

environments. Most schools benefit from providing spaces set aside for
parents to meet informally and socially. In some cases, children get
distracted to see their argents at school; possibility to watch without
distraction is very helpful for parents, to collectively address the issue
together with teachers and therapists.

Present opportunities for inclusion

Segregation of children with special needs is harmful. it promotes

isolation, alienation and social exclusion. Such children should be given
opportunities in their educational environments to interact with their
peers who have lesser impairments. Educational approaches that may
demand architecture design modifications consists of (a) selective
inclusion by subject matter or class (b) partial inclusion, half day
included-half day separate instruction (c) full/radical inclusion with no
exception. With inclusive education in least restrictive environment,

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  Autistic pupil learn to cope up with demands in the community

 Receive more opportunities for role modeling, social interaction

and friendships with typically developing peers

 Benefit children with autism who cognitively match classmates

with better abilities of the same

 It is cost effective and more number of children with autism can

be included

 peers also develop greater understanding for tolerance to

differences that may arise to difference in levels of impairments

Maximize future independence

Education in its broader sense means providing environments and opportunities to
students to acquire knowledge and skills to lead a productive and independent life in
the society. The same goals are applicable to children with autism.
An environment that supports self help skill training helps children with autism to be
independent and live with dignity in future. Since most children with autism do not
learn these skills like their regular developing peer, they have these goals in their
educational curriculum. Self help skill training includes skills like toilet training,
eating, drinking, dressing, brushing, bathing and so on. And vocational training
includes skill development for the future like sorting, packing, assembling, money
concepts and many others. Environment supporting independent skill development
also include spaces supporting such training in the classroom and other ancillary
spaces
Generous space standards

People vary in their attitude to the threat that loss of personal space or
proxemics induces. People with autism can be sensitive about this,
and get threatened by crowding and react accordingly. A generous
space standard may help them deal with social stimulus comfortably.

The building should be such that it incorporates both large common

areas where people can mix, and places that allow residents or users
to withdraw, so that the unnecessary anxiety can be avoided. Building
design can assist in avoiding unnecessary stress in socially demanding
spaces or common areas by ;

 increasing the width of the corridors

 providing extra space in the common rooms

 providing common rooms with high ceilings

 providing space needed for assistance and aide while teaching

various activities.

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 Withdrawal spaces

Some people with autism are social isolates; many have difficulty in
handling socially demanding situations and prefer to operate on
fringes of social groupings. Providing quite areas that allow autistic
pupils to withdraw is helpful for children, to avoid unnecessary stress
and anxiety in socially demanding spaces. Withdrawal area is used as
a place for particular students to get away from distractions and
stimulations and regain some self control. Building deign can assist in
avoiding unnecessary stress in social setting by :

 providing quite corners in the classrooms and other spaces used

bby children's where pupils can choose to work with their own
pace, without separating from the group.

 Providing safe and low arousal withdrawal rooms that allow

children to be away from a pressured social environment for
sometime.

 Designing large common areas in a way, that incorporates both

space where people can mix and withdraw

 Providing single person alcoves in public areas like cafeteria, gym

etc.

Maximize safety

Children with autisms are not aware of dangers in their environment

due to their impaired communication and imagination. With their
short memories it is difficult for them to read and remember safety
related instructions. Moreover their sensory dysfunction attracts them
to different objects, equipment's and fittings in the environment and
get engaged or sometimes obsessed with those, forgetting their own
safety. An environment conducive and accommodative of safety
measures compensates for the impossibility of constant supervision.

Examples ; escapes, railings, heights, sharp edges, non-slippery

surface, electrical outlets, breakable items, on-toxic materials etc.

The environment should offer :

 Safe use of fixtures, equipment's and fittings

 Controlled access to the high risk areas in the buildings

 Secured boundary to the site

 Supervision and ease of observation

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 Maximize comprehension

Complexity is not harmonious; it causes stress to everyone. For low

functioning children with autism, confusion easily takes over, with
complexity in layouts, spaces, shapes and form. Children with autism
have problems with organization or orientation; because of the receptive
language difficulty they do not understand instructions or ask for
directions, as others. A clear layout, organization of spaces, clear zoning,
simple forms and no visual clutter ,ay assist children with autism to
perceive the built environment easily.

 Such settings lead to reduced level of stress and anxiety

 Sense of clarity has calming effect on children and they show

reduced level of challenging behaviors

 Pupils are more independent and safe in the environment

 Good lighting enhances visual understanding of a space.

 Some other iconographic features help a pupil to find their way are
signage's, landmarks, identifiable differences between areas in terms
of style, color, size, smells.

Maximize accessibility

Conditions in autism also include selective hearing and limited

communication skills. With box vision and poor attention span, when they
see they miss important details in the environment. They have poor
coordination and balance and need assistance in spaces. The elements
of accessible environment include :

 Guide blocks, large lettering, contrasting colors, warning blocks,

orientation cues, use if different textures, higher illumination, clear
walking space, removal of protruding objects, audible information as
used for people with vision impairment.

 Color cod information boards, illuminated signage, layout diagrams,

presenting auditory information in visual or tactile form as used for
people with hearing impairment

Wide circulation spaces, space for assistance, ramps, non slip floor fnishes,
handrails, avoiding complex or compound grasps and manipulations, use
of communication devices as used for people with physical impairment

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 Provide Assistance

When teaching a new task or skill to low functioning children with autism,
it is broken into smaller units smaller units that are chained together an
detach unit is taken up step by step. The child's behavior is then gradually
shaped for the desired / wanted behavior and he/ she is rewarded for
every desired response. A good number of teaching assistants are
present in the teaching spaces with the lead teacher. Thus, extra space
for assistance is extremely helpful
Durability and maintenance

Overall we see a pattern in the autistic children but individual behavior

may vary a lot. They may be accidentally or deliberately heavy on the
built environment. Hence it is important that the building design
reflects this without mirroring the institutionalized feel. This is achievable
when architects design easy to clean surfaces, robust finishes, strong
furniture and equipment fittings which are serviceable easy to
maintain and cheap to replace.
Minimizing sensory distractions

It is believed that autistic behavior is a form of sensory malfunction

when assimilating stimulatory information, from surrounding physical
environment. Providing calm and low sensory arousal settings away
from sensory distractions is helpful. It improves concentration, increases
attention span and reduces behavioral tantrums in teaching spaces
Provide Sensory integration

sensory dysfunction is the “inability to modulate, discriminate,

coordinate or organize sensation adaptively.” No matter where they
fall in the autisms centrum, sensory dysfunction makes these children
either rover sensitive or under sensitive to the sensory inputs, this affects
their perception and understanding to the surrounding environment.

Sensory integration rooms or sensory areas provide multi-sensory

opportunities in the environment, like opportunities for rolling, jumping,
music and so on that help children to integrate these senses for better
understanding. Such spaces enhances the sensory integration process
that in turn calms children with under reactive senses and develops
tolerance in over reactive children.

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 Provide flexibility

Flexibility in designing educational environment helps to :

 Include individual educational needs of children instead of following

single candid approach for everyone

 Work with different experts along with regular teachers like speech
therapists, occupational therapists and parents

 Rearrange classrooms for 1:1, group and parallel teaching sessions

 Teach diverse skills along with academics like slef help, vocational,
domestic, painting etc. in limited space, to sustain their interest and
promote independence.

 Use multi sensory communication while teaching and also in the

environment

 Incorporate new ideas with new research field, like music therapy,
dance therapy, doctor dog and yoga.

Monitoring, assessment and planning

Responses to these educational efforts and behavioral intervention plans

by the teachers are responded to by the child, and his responses are then
recorded and reviewed by teachers regularly to assess the effectiveness
of teaching.

Environmental design that supports the need of documentation without

distracting children is extremely helpful for successful learning

If the environmental setting is congruent with the human behavior, there is

achieved a balance between environment and behavior. Environmental
considerations for children with autism are collection of such “fits” where
behavior arising out of their complex conditions and deficits are in state of
equilibrium with the environment and pattern observed in these
‘environmental fits’; this is the basis for preparation of the design
parameters. these parameters have a strong relation between deficits,
teaching strategies, environmental design; are well supported by the
literature and field studies. These parameters provide a framework for
designers, within which they can create an environment helpful for
children with autism, without impeding their own creativity.

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 Further thoughts on space design

Quoted from “places of the soul” by Christopher day.

“if you want to institutionalize abuilding, you need corridors. But to raise
movement from A to B so it becomes a renewing, preparatory
experience. Quality can be built into the passageways so that future
destination can take second place to the experience of where you are
now. How else can eternity live in every moment?”

“the sequence of preparatory experiences we pass through to

approach, enter and use a building do more than affect our experience
of it. They change our inner state, which can both enhance our
receptiveness to health-giving qualities in our surroundings and triggers
transformative processes in our inmost being. All healing is founded on
such inner transformations, albeit initiated by outer agents. Threshold,
sequence and ‘oasis’ have, therefore important health giving functions.”

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 Chapter4
comparative analysis
The basis.

1. Functional differences

2. User differences

3. Requirement differences

4. Educational system differences

5. Design process in both

6. Evolution of spatial planning

7. Conceiving volumes

8. Transition spaces

9. Details- color and texture

10. Building typology differences

• Functional differences

a school : activity areas are the usual requirements; those required for,
teaching, play, co-curricular activities, maintenance area, canteen,
green spaces and may be imaginative spaces like sitting areas, water
body and park areas and so on.

An autistic school : as against the stereotypical assumptions of function of

a school building, an autistic school also needs to incorporate areas for
teaching, sensory stimulation and sensory Integration. Therauptic spaces
and sensory gardens that are modeled to serve the autistic child.
Withdrawal spaces and quiet rooms, ancillary spaces, inspection rooms
are other additions in the considerations as seen previously.

 User differences

A school : is designed to cater to children with normal I.Q levels, sound

senses, predictable growth patterns, socially active or socially sound and
fall within safe spectrum of behavioral characteristics.

A autistic school : as discussed in chapter 2, the users have various levels

and advancements of impairments and are sub divided into stage as
1,2,3. Hence, the space also needs modifications or alterations to the very
basic approach of designing spaces.
 Requirement differences

A school : the user of such building adapts- gets familiar to his

surroundings-accepts wholly or attempts to adjust to the areas, children
are capable of impressions- they tend to absorb and learn from the silent
spaces. Moreover, this typology of school has evolved around him- a
supposed perfectly fit user child as the singular most important user.

An autistic school : the requirements for such a structure, are born out of
user centric as well as functional requirements. As seen in chapter 3, there
is a remarked difference between conceiving buildings that are solely
function specific or user centric. The Space should speak for itself. Spaces
have visual cues. This may govern to large extent, the designing.

 Educational system differences

A school : curriculum and its transfer to the child consists of Parallel

teaching and interactive teaching. Apart from these, children in these
spaces are subjects to the process of Self learning i.e. what the pupils
learn out of instinctive curiosity.

An autistic school : education is more whole some and includes life skills,
even social interaction is to be taught. Parallel teaching comes at a later
stage and shall be of use when the child is equipped better with his own
senses and has achieved stability from his previous condition. Therapy is
also a part of curriculum.

Subsequent- life skills and then parallel teaching. Therapy simultaneous.

 Design process

A school : while starting to conceive a design for a school, one can afford
to be iconic and bold; with the form reflecting a particular ideology of
thought or imaginative concepts. This freedom is a result of a adaptive
user.

A autistic school : form cannot be created independently. Any progress

should keep in mind that activity areas are to be clearly marked. Spaces
have to be deliberately constructed so that they express hidden logics
with obviousness which the child unconsciously understands. This is done
using visual cues. Circulation pattern- Only one way.

Evolution of spatial planning

A school : as seen earlier all liberties can be assumed even at the

planning stages, in terms of circulation, openings, size and space
standards transition spaces etc., after giving due importance to design
parameters of this typology.

An autistic school : in a school the plan generally is developed from a

corridor and subsequent hierarchy of open and closed spaces
Circulation concept :on way clear orientation.

For placement of openings, unlike the former case, little need for visual
connectivity is required as it becomes a source of distraction and acts
deterrent to the learning.

Modular planning : according to derived design parameters, (refer

chapter 3 on autism n archicture and design parameter consolidated in
design guidelines) open spaces also respond to modules.
 Volumes and hierarchy of spaces

A school : designer can afford flowing volumes where spaces merge

into each other, and are connected visually and physically. Even the
exposure to larger and smaller volumes may be found governed by
various factors as per the designer to alter the settings, mood or set the
backdrop of the core activity. Such decisions in shaping the volumes
may not have a rigid set of well calculated measures in their formation.
Volumes may have cut outs in roof profiles, or wall openings to expose
vistas beyond the confines of the walls. Space standards may be strictly
as per minimums set by the bye-laws or may be as per the activity
requirements.

An autistic school : Generous space standards to shape the volumes, to

accommodate the aides of the teachers and support various side-
activities that are imperative to teach one child. The volumes shall range
from - Semi open, semi opened and defined, open defined, covered,
covered and defined to the transition spaces yet open or semi covered.
Volumes cannot be flowing in nature, otherwise they tend to confuse
the user; they have to be clearly defined using landmarks, physical marks
or visual cues so that each activity has a recognizable identity to its area.

Heights. 4m and longer rooms 5.5m. (as per chapter setting the
guidelines and parameters of design )

Proxemics

Seminar 1.

Preparation spaces before two volumes : the child in this case is unable
to adapt to change in environment easily and tis is a conscious effort for
him. To ease the burden on him, volumes have been provided with
“preparation spaces”. These are smaller areas that speak to the user
about the next zone he shall enter on crossing this area. Such spaces
shall be found before entering classrooms or any defined activity area. A
concept, wholly absent in a school without autistic users
 CHAPTER-5

CASE STUDIES

CASE STUDY -1

Name of the school :-

Manav Seva Sangh .

Location:- Manav Seva Sangh,Sion (e) ,Mumbai,400016,India.

Type of school:- Elementary School, For children from age of 3years to

8years
Type of case study:- live case study.

System of •It is the first stage unit for autistic children.

education •When a child is got to the school he is first
adopted in the diagnosed whether he actually suffers from
school. autism or some other learning disability.
•Then the child is let free for almost 15 days
may even vary in some cases and the triads of
the child are marked and a curriculum is
prepared by the experts for the child.
•At the early stages the duration of studies are
as per the child’s capability.
•At early intervention the child’s fine motor
senses are stimulated and the child attention
span is increased which helps him for the later
stages of the education system.
•Sooner the occupational and the speech
therapy are commenced followed by the
speech therapy.
•In the span of 8years with the help of the
special educator , speech therapist,
occupational therapist the child is made
capable of going to a normal or an inclusive
school.
•The success result of this type of educational
system is almost 70 to 80%.
Environmental
Considerations Taken In Account In the Given
Design
Example.
Parameters.

•Provide •Physical boundaries in form of partitions to

physical segregate different activities.
structure •1to 1 chamber for special education.
• interactive and circulation spaces separated by
furniture placement .
•Visual structure •Color coded and number coded storage areas.
•Use of different colors of laminate for different
activities.
•Color illustrative chart showing daily activity chart.
•Visual •Boards showing the different activity areas.
instructions. •Illustrative charts showing how to eat in the eating
area.
•Community •Located in proximity of community hall where a lot
participation. of inclusive programs for children keep on
happening.
•Located in proximity to king circle station and
approachable by other modes of public transport
too.
•Parents •Access to public transportation encourage parent
participation participation.
•Mid height partitions makes easy for the parents to
overview the child without disturbing him. This help
the parent to understand in a better way to get the
work done from the child.
Environmental
Considerations Taken In Account In the Given
Design
Example.
Parameters.
•Generous •The density is appropriate with higher ceilings
space making the space look more roomy.
standards
•safety •Padded floor in soft play area.
•The edges of the furniture and the partitions are
rounded.
•Controlled axis with a central walkway and
spaces kept along the walkway.
•Use of railing and ramps of appropriate design.
•The furniture is robust and fixed either to the
ground or to the wall.
•comprehensio •Use of proper lighting system.
ns. •Easy to navigate and simple planning
•Use of curved partition walls and pop ceiling with
makes the space more welcoming and less
stressful for the user.
•Smart use of colors make the space more vibrant
and user supportive
•Small interactive spaces along the walkways give
opportunities for interaction
•Sensory •The semi open partitions do not avoid the audible
distractions. distraction .
•The chambers place away from the windows
reduces distractions by outside elements.
•Use of low arousal colors in the study area.
Environmental Considerations Taken In Account In the Given
Design Parameters. Example.

•Accessibility •Use of ramps lifts .

•Proper marking of the entry to the centre with
the help of white marble strips along the lobby to
guide children properly.
•Assistance •1to 1 discussion chambers .
•Interactive spaces for informal discussions.
• proper circulation space around all the O.T
equipments for proper assistance during training.

•Durability and •Robust and fixed furniture.

Maintenance •Laminated partitions and equipments which are
easy to clean.
•Kota stone flooring.
•Sensory •Speech therapy chamber.
integration •use of boards, equipments for sensory
integration at various places.
•Withdrawal •Withdrawal spaces were provided in all areas
spaces. but the school did not have a quiet room which
is also an essential of an autistic school
•Monitoring •Use of space puzzles.
,assessment and •Spaces for interaction.
planning. •Special chambers for discussions.
•Soft play area.
•O.T area, Lunch areas.
•Mid height partitions.
CASE STUDY -2
Name of the school :-
Sun field Residential School.

Location:- Sun field research institute , . west midlands , u.k.

Type of school:- Residential Special School

Type of case study:- book case study.

System of •Sun field provides 52 weeks of educational
education training and residential care for an autistic child .
adopted in the •The child is made independent in order to
school. function daily activities on own . The child after
this training can function in an inclusive school
for further academics.
Design principles •A sense of calm and order.
followed by the •Good level of natural light and ventilation.
architect •Reduction of complex details.
•Good proportion.
•Proxemics.
•Containment.
•Good observation.
•Good acoustics.
Design elements •Single storey building.
used by the •Single occupancy rooms.
architect as per •Interactive circulation space.
the literature and •A range of communal area.
consultation with •Outdoor spaces.
the client. •Curved walls.
•High level windows.
•Soft, non-flickering compact lights.
•Under floor heating.
•Floor coverings.
•Acoustical ceilings.
•Proper color scheme.

No straight corridors
avoid running
SECTION opportunities.
Plan
 Environmental
Considerations Taken In Account In the Given
Design-
Example.
Elements

•High level •Are provided to allow additional lighting and

windows ventilation with eliminating the chances of
children climbing out of the windows in personal
spaces.
•Use of skylights for additional ventilation and
lighting.
•Floor coverings •Use of floor coverings which are easy to clean,
provide warmth and also reduces noise.
•The soft floor coverings also increase safety.

•Bedrooms •The layout of the bedroom wings follow zigzag

pattern .this enables every child to have view
from their window without being overlooked.
•All bedrooms open into the circulation space.
•Windows fixed with special security fitting and
restrictors.
•Bedroom doors are set back and only reveal
when you walk through the space.
•Bathrooms •Equipped with bath ,showers, toilet and hand
basin. Showers are without trays and curtains for
easy movements .
•Use of time press tabs for avoiding flooding
•A third toilet for disable.

Calm, composed and non All fixtures properly fixed either to flooring or
confusing environment. wall for security with ventilator at higher sill.
Environmental
Considerations Taken In Account In the Given
Design-
Example.
elements
•Heating •Use of heating systems to maintain the
temperature to ideal temperature as it is very
cold in u.k and low or high temperature may
lead to sensory overload in an autistic child
•Use of floor and ceiling radiators to avoid
accident due to burn.
•Color •Use of calm and low arousal colors in the
classroom and other habitable spaces .
•Use of brighter color in the entrance .
•Color help in making a space more accusable
and self explanatory.
•The are used as the visual instructions to make
the children aware of change in space.
•A range of •Lounge , dining areas, living areas, sensory
communal spaces rooms ,activity room at the end of all the rooms
at end of circulation spaces and affords an
excellent view of the courtyard.
•Outdoor spaces •Covered play area and the courtyard with the
defined boundaries makes the space more safe
and user friendly.
•Curved walls •Curved walls to control the stress levels in an
autistic child and makes the spaces more
informal and welcoming towards interactive
spaces.

Sensory rooms. Curved wall in

Use of non stimulating
circulation areas.
colors and considerations
for artificial and natural
lighting.
CASE STUDY -3

Understanding the Methodology adopted for

user categories . .
designing

Statement no.4 – I like bright lights, I don’t like

bright lights .

Statement no.1 – I like bright colors, I like soft colors .

Statement no.4 – I like bright lights, I don’t like bright lights.

Statement no.3 – I like to look out of window. Statement no.5 – I like eat alone, I
like to eat with others .

Statement no.1 – I like bright colors, I like

soft colors. Statement no.5 – I like eat
alone, I like to eat with others.

Statement no.2 – I like to see others playing and play by myself.

Statement no.5 – I like eat

alone, I like to eat with
others .
Statements. Considerations derived from the statements.

•I like soft colors', I •The colors in space should match the rest of the
like bright colors. school.
•Bright colors seems suitable at the entrance of
the resource base.
•Bright colors to be avoided in classrooms.
•They were not keen on magnolia.
•It is nice to have a bit of colors but not too
much.
•The colors has to be subtle , not too strong or
fussy with patterns.
•I like to look out of •It can trigger day dreaming.
window •Blinds seems preferable.
•They like to look out of the windows, the frame
needs to be neutral color along with blinds, it
should not stand out.
•They don’t like people to look inside from
outside but they like to see the activities outside.
•I like to see what •It is nice to see the landscape outside.
people are doing •Seeing other students can be distracting.
outside and like to •They do not like people to look at them when
play outside by they are outside.
myself. •They do not like to be outside by themselves
unless they have chosen to have a quite
moment alone.
Statements. Considerations derived from the statements.

•I like bright ,I don't •The students were not concerned by bright

like bright colors. fluorescent lights in the classroom where we were
sitting.
•They had preferred natural light over artificial lights.
•The glare can upset them and their concentration in
a learning environment.
•I like to eat by •The students like to eat undisturbed but have others
myself , I like to eat around them.
with others. •Social interaction during meal time is important.
•It is also important to have flexibility to be alone or to
socialize depending upon the mood.
•It would be nice to have bean bags or soft chairs in a
corner so one can be alone if needed.
•They do not like high pitched screaming or shouting.
•Noise is ok if you are socializing.
•Seating with the same people is important.
•I like to be by myself •Mixtures of room sizes with optimum room sizes to
make the place feel comfortable cozy and also
generous.
•Like the idea of interactive circulation spaces .
 CHAPTER-6

DESIGN GUIDELINES
 Chapter7
Design proposal
Policy
The ratio of autistic children to the normal children is a1t 1:150. For every 150
children there is one autistic child. The capacity of a module has to be
restricted 300 pax. per module as if the capacity of the module is increased
the school will not be manageable because of the high teacher to student
ratio of 1:4 .So as to make a city autism free I derived a policy which could be
applied throughout India in any city .the policy is explained through example
of Nagpur city . The policy goes as stated below.
•First find the overall population of the city.
•Then find the ratio of the children to the elder in the city.
•Get the total children population of the city and then find the population of
the autistic children in the city with help of the ration of 1:150
•Find the total number of units required by dividing the total population by the
capacity of a single unit.
•Then find the total number of wards in the city.
•Then find out the zones by dividing the total number of wards divided by the
total number of unit.
•Then mark the zones in the city.

Policy applied to the city of Nagpur.-

 Site selection

Site details:-
Site location The site is located in Anand Nagar opposite the Datta Mehge
School.
Site area 42,875 SQ MTS
Latitude 21°06’54.73” N.
Longitude 79°03’42.47” N.
Context The site is located in a residential colony with Datta Mehge school
exactly opposite to it. .
Axis road Site is accessible by ring road is near the major node of Khamla and
also connected to the Pratap Nagar vnit road.

Ward name and Pratap Nagar, ward no.81

number
Ward numbers Ward no.80, ward no.81, ward no.45, and ward no.50.
which would be
catered
Topography of the It is a flat land with gradual slope
site
Ground cover and No ground cover as the site is being used as parking for the buses
vegetation. and a slight of vegetation to the east of the site.

Nearest bus stop Pratap nagar bus stop ,khamla square bus stop ,

Nearest market Khamla market , Pratap nagar

Nearest communal Community hall at Pratap nagar and Savarkar nagar, N.T.T park at
spaces Savarkar nagar.
Scope of inclusion The open spaces or the interactive spaces can be shared with the
Mehge school across the road.

Why this site and The selected set of wards for the first intervention are Pratap
this group of wards nagar, khamla, Anand nagar,Dev nagar , Chatrapati square . This
areas are later developed densely populated area with literate
people and would be open to the experiment for the betterment
of the children and also the proximity and the services are quite
good .other reason for the site is the opportunity of inclusion and
the variety of communal space around.
 Design Process
The building typology being different form a normal building there were
set of standards for the activity structure and the area calculation.
Firstly from the case studies and the literature studies I got a set of
guidelines and the activity structure.
This activity structure lead to area calculation which help me to design
the typical plan forms of the various rooms.
After this the planning started with marking the major axis on to the site.
Then the internal streets which are the interactive corridors and one may
say the life of the structure which would promote the social development
of the children. Then the green courts were place at strategic places
which has calming effect on the children in the process of movement
through the streets. This open space also convey the transition from asset
of activity to the other set of activities. Then the room were paced around
the central internal streets and to mark the change in the activities and
the user sub type. The plinth has been divided into three parts marking the
changes in the activities and the user typology.
The texture and the colours given in the building are as per the colour
wheel suitable for autistic children. The changes in the texture and the
colour and the tonal variation convey the characteristic and the activity
of the space and would help in making the changes acceptable. The
transition is gradual and mellowed down and acceptable with the help
of transitional spaces.
The random rubble masonry conveys on the outer faces conveys exterior
faces of the building.
The external faces opening into confined open spaces are faced with
coursed ashlar masonry facing.
The Internal street colour in purple colour with rougher texture.
The therapy spaces in green colour.
The management in grey.
The classrooms in blue.
The toilets and stores in orange.
The green walls in therapy spaces for calming effect.
The north light and long ribbon ventilators for filtered natural lighting.
The guiding strips for marking the change in levels.
Design Process-
The building typology being different form a normal building there were
set of standards for the activity structure and the area calculation.
Firstly from the case studies and the literature studies I got a set of
guidelines and the activity structure.
This activity structure lead to area calculation which help me to design
the typical plan forms of the various rooms.
After this the planning started with marking the major axis on to the site.
Then the internal streets which are the interactive corridors and one may
say the life of the structure which would promote the social development
of the children. Then the green courts were place at strategic places
which has calming effect on the children in the process of movement
through the streets. This open space also convey the transition from asset
of activity to the other set of activities. Then the room were paced around
the central internal streets and to mark the change in the activities and
the user sub type. The plinth has been divided into three parts marking the
changes in the activities and the user typology.
The texture and the colours given in the building are as per the colour
wheel suitable for autistic children. The changes in the texture and the
colour and the tonal variation convey the characteristic and the activity
of the space and would help in making the changes acceptable. The
transition is gradual and mellowed down and acceptable with the help
of transitional spaces.
The random rubble masonry conveys on the outer faces conveys exterior
faces of the building.
The external faces opening into confined open spaces are faced with
coursed ashlar masonry facing.
The Internal street colour in purple colour with rougher texture.
The therapy spaces in green colour.
The management in grey.
The classrooms in blue.
The toilets and stores in orange.
The green walls in therapy spaces for calming effect.
The north light and long ribbon ventilators for filtered natural lighting.
The guiding strips for marking the change in levels.
 Management Social spaces Management
spaces spaces

Physical therapy
Social spaces Social spaces

Internal street
Internal street

Connecting street

Physical therapy

Behavioural Behavioural
therapy therapy

Social spaces
Management
Physical therapy

Physical therapy

Behavioural therapy
Drawings
The main corridor is a metaphor for the real street , a place that leads you
from one point to another ,but also a social place
Along the “street” there are various destination points, and various visual
cues that facilitate orientation .the visual connection with the outer
gardens and the change in the textures and the transitional spaces and
the changes in the levels guide the through the street.
The activities in the therapy area are grouped accordingly with respect
to the degree of stimulation that they offer.
Semi-public areas such as green pockets , gardens , library ad the
canteen occur along the streets and help the children orient themselves.
Texture and colour on outside and inside are used in order to facilitate
orientation.
The therapies extend out into the play areas and the sensory gardens.

SPACE GRADIATION-

Public, semi-public, individual spaces .

INDIVIDUAL
PUBLIC

SEMI PUBLIC

RETREAT

PUBLIC

PUBLIC
 CHAPTER8
CONCLUSIONS
As with any project of this nature, the researcher starts out with an idea
that is somewhat undefined. Initially, questions are raised and many
doubts surface that cloud thinking and impede progress. Since there is
no cure for autism, how can I create a “healing spaces” for them? And,
if all of the literature encourages inclusion and least restrictive
environment, is it appropriate to create an exclusive school for the
autistic child? These questions nagged at me as I perused the ever-
widening body of literature on school as a typology.
I was relieved to discover that the emphasis of a healing spaces was on
relieving the stress associated with an illness, reducing awareness of the
symptoms of the disease, and increasing overall well-being. In addition,
when studying articles about autistic school that had already been
implemented, I learned that these school were designed for a variety of
users, patients, staff, and visitors alike. Therefore, I realized that the
spaces that I proposed could be created for all children with the needs
of the autistic child kept in mind.
Teachers and therapists are constantly improving and revising their
methods and strategies. And I wanted to provide another environment
where these strategies could be worked on and refined. Once I
clarified my research topic, finding the relevant background material
was not difficult. Several published works exist on the topics of design
and healing spaces, children’s environments, autism, and treatment
strategies (such as applied behaviour analysis and sensory integration).
The problem would be in synthesizing all of the pertinent information. In
further assessing my experiences, methodology, and approach, I turn to
the interviews of the professionals. Although, I arrived armed with a list
of questions to ask each professional, I found that by letting the experts
speak freely about their experiences, strategies, and children I
gathered much more information than I expected to. This open-ended
approach led to discussions of treatment strategies and approaches of
which I was not aware. As a result, I returned to the literature to get
more information. Since then I have revised my list of interview questions
to include topics of which I had not previously thought. These interview
questions can be found in the appendix.
Even though I feel that these interviews were very successful, one
limitation of this study is the number of interviews that took place..
However, it is important that the purpose of the study and a thorough
definition of a healing spaces and its purpose be included with this
survey. The field study was also an invaluable addition to this thesis. My
visits to the Manav seva sangh were both productive and enjoyable.
The director, teachers, therapists, and staff were all hospitable,
enthusiastic, informative, and open to new ideas and possibilities.
This professional staff was eager to offer assistance and often
contributed ideas of their own. Because of the nature of autism, some
programs may not be as eager to have intrusions or disruptions of their
day. Therefore, it was my intent to observe and absorb as much
information as I could on my visits without being disruptive.. This was
indeed a positive experience.
Frequently, in addition to answering questions, a study of this nature
raises new questions for future study. The following research topics
uncovered during the thesis would be useful for those interested in
pursuing this topic further. First, it would be extremely beneficial to
complete a therapeutic garden for autistic children to test the
guidelines that have been established in this study. Further, it is
important that a post occupancy study be completed on the project
to determine its success in meeting the needs of students, parents,
teachers, therapists, and staff. From this post occupancy evaluation,
further recommendations could be made regarding the design of
future therapeutic gardens for autistic children.
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Archnet-IJAR, International Journal of Architectural Research - Volume 2 -
Issue 1 - March 2008

A Thesis
Submitted to the Graduate Faculty of the
Louisiana State University and
Agricultural and Mechanical College
in partial fulfilment of the
requirements for the degree of
Master of Landscape Architecture

Christopher Beaver
ga architects
email: c.beaver@ga-architects.com

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