Project Information
environments)
Proposed Project: Ausome Smiles – Special Learning
and Therapy Center for Children with Autism: Elevating
Cognitive Learning and Intervention through Sensory
Design Integration and adopting ASPECTSS™ in Special
School Design
Brief Context:
“In a culture that believes great minds think alike, people
whose brains work differently are often ignored or
excluded.” – Unknown Author
Explanation:
The statement, addresses the occurrence of binary
neurodevelopmental frameworks or what we called
neurological differences; the existence of Neuro-Typical
(Allistic) and Neurodivergent individuals.
Neurodivergence or Neurodiversity is a nonmedical term
which describes individuals whose brains develop,
function, work or adapt differently. This means that
people in the category have different “strengths” and
“weaknesses or struggles” from the people whose brains
develop, function, work & adapt ‘typically’.
Neurodiversity is a concept that values various human
brain processes and recognizing that such normal
human differences as a natural variation. Autism is one
of the conditions that fall under the neurodivergent
umbrella.
• What is Autism Spectrum Disorder (ASD)?
Autism is defined as a lifelong neurodevelopmental
condition which occurs in the early stage of development
manifested by deficiencies in three cores or triad areas;
Social Communication, Social Interaction, and
Restricted/Repetitive Behaviors & Interests (American
Psychiatric Association, APA 2013). It affects how a
person communicates, understands, interact with others,
and experiences the world.
• What does Spectrum Disorder mean in Autism?
“Autism isn’t a Monolith, it is a Spectrum.”
Autism is referred to as a “Spectrum Disorder” because it
can affect individuals in different ways and to different
degrees. The symptoms of Autism can vary but can be
manifested in common signs such as;
• Difficulty in Initiation & Involvement in Social
Interactions
• Difficulty in Non-Verbal Communication
• Limited Eye Contact
• Unresponsive when name being called
• Difficulty in Paying Attention
• Auditory & Sensory Processing Difficulties
• Hypo- & Hyper Sensory Sensitivities (such as
when exposed to intense light, sounds &
• Hyper Fixation or Intense Interests
• Repetitive movements or action (such as Echolalia,
hand flapping, object lining up, spinning around,
oral stimming – Stimming or Self-Stimulating
Behaviors) as a coping mechanism to anxiety and
which helps them counteract or adapt to
environments
• Struggle in changing routines & environment
• Agoraphobia or afraid to leave environment that is
considered to be safe
• No sense of Danger
Not to be misconceived, Autism individuals with sensory
and auditory processing difficulties can clearly hear their
surroundings, but in ‘All-In-One Volume’. Refrigerators,
Aircons, Fluorescent Lights, Humming, People Talking,
Phones Ringing, Plates and Glasses Clinking, it is all this
loud pile up of noise.
• Learning Characteristics
Despite having such difficulties, individuals with Autism
benefits in many fields as well such as being gifted in
music, great pattern recognition, visual and auditory
acuity. Some common learning characteristics
associated with ASD students include:
• Virtual Learning and Modeling
• Haptic Modality
• Assessing Oneself
• Step-by-Step Process
• Present and Projects Ideas Literally
• Consistency and Accurate
• Simple and Direct Verbal Instructions
• Handwriting and Arts
• Singing
It is important to acknowledge that individuals with
Autism possesses unique strength and ability especially
when provided with appropriate support and
accommodations. Having an Autism can cause people to
experience the world differently, but it doesn’t make them
any less valuable or capable.
It is also very important to recognize that Autism is a
“Spectrum Disorder” and that individuals with Autism can
experience a range of abilities and difficulties. Not all of
individuals with Autism struggles with same symptoms or
conditions stated. People in the Spectrum are unique or
different which means there is “No One-Size-Fits-All” or a
single or personal experience with Autism is not the only
experience that exists.
• Is Autism a Disability?
One of the many questions about Autism. First let us take
a look in the definition of disability.
a) Defined by Oxford English, Disability is a physical or
mental condition that limits a person’s movements,
senses, or activities.
Additionally, according to the Centers for Disease
Control and Prevention (CDC), a disability is “any
condition of the body or mind that makes it more difficult
for the person with the condition to do certain activities
and interact with the world around them.”
b) Whereas Autism, according to Centers for Disease
Control and Prevention, is characterized by differences in
the way an individual interacts in terms of communication
and information processing which significantly impact an
individual's ability to navigate social interactions,
understand social cues, and form relationships.
c) Therefore, Autism can be acknowledged or considered
as a disability since it disables and causes impairments
in such a way that makes it difficult for a person to
navigate neurotypical norms and affects such lives in the
spectrum due to certain limitations and reductions in
ability in performing things and meeting conventional
expectations.
• Severity Levels of ASD
According to American Psychiatric Association’s (APA)
Diagnostic and Statistical Manual (DSM-5) published in
2013, it is stated that autism severity is described in 3
levels:
• Level 1: Requiring Support – A person who meets
the criteria for level 1 may face social challenges
that require some support. They may find it difficult
to:
- Initiate conversations with others
- Respond as others would expect
- Maintain interest in the conversation
- Feel a need to follow behavioral patterns
- Uncomfortable with changing environments
- Need help with organization and planning
• Level 2: Requiring Substantial Support – People
who meet the level 2 criteria need more support
than those with level 1 autism. Social challenges
can make holding a conversation very difficult. Even
with support, the person may find it hard to
communicate and they are more likely to respond in
ways that neurotypical people consider surprising or
inappropriate. The person may:
- Speak in short sentences
- Only discuss very specific topics
- Have difficulty understanding or using nonverbal
communication, including facial expression
• Level 3: Requiring Very Substantial Support – It
is stated that among autistic people, those with level
3 Autism will need the intensive support. They will
find it very difficult to use or understand verbal and
nonverbal communication. They may:
- Face extreme difficulty in changing their daily
activities or routine
- Follow repetitive behavioral patterns such as
flipping objects, to the point that it affects their
ability to function
- Experience a high level of distress if a situation
requires them to alter their focus or task
Types of Autism Spectrum Disorder (ASD)
• Autistic Disorder/Classic Autism: Students with
autistic disorder usually has significant language
delay, communication and social challenges with
unusual behavior and interest. Most students in this
group is intellectually disabled.
• Asperger Syndrome: Students with Asperger
syndrome do not have language problem or
intellectual disability but they may have social
challenges and unusual behaviors and interest.
• Pervasive Development Disorder: This is also
called atypical autism, Students with PDD-NOS
meet some of the criteria for autistic disorder or
Asperger but not at all. They usually manifest milder
symptoms which may cause only social and
communication challenge.
Admission Process (School) for Sped Schools
According REACH Sped Center and Cainta Sped Center
(DepEd Order 44 section 2021);
• Identification Process – Recognizing learners who
exhibits atypical needs and appropriate intervention
and shall be referred to an appropriate specialist
• Doctor and Developmental Pediatrician’s
Assessment – Malalaman if ano ang deficits,
strength and weaknesses, and therapy needs
• Enrollment – Birth Certificate (PSA), Class Report
Card, Enrollment Form, Assessment Forms
• Evaluation through Assessment Tool such as Multi-
Factored Assessment Tool (MFAT), Early
Childhood Care and Development (ECCD)
Checklist, etc. (5 Domains: Cognitive, Motor, Daily
Living Skills, Communication, Socio-Emotional)
• Conduct Test – To know more about the strengths
and weaknesses of the child for provision of
learning styles tailored to student, Individualized
Educational Plan (IEP). “Mind & Skill Assessment”
Diagnostic Exam for Cognitive Level.
• Individualized Educational Plan (IEP)
Is a planned curriculum designed for individual
learners in relation to their learning goals and
development, preparation for grade transitions,
constantly monitored and ensure learner’s progress
is met. Set goals, targets, objectives. According to
their needs and possible doctor’s recommendation
 • Why School not Home-Based – Evident exclusion
& indirect discrimination in society. People will think
they are dangerous and must be contained only
Note: For transferees, grade levels must be instilled, No
demotion.
Monitoring Process (School)
• Progress Reports
• Checklists
• Therapist Report
Note: Reports are being evaluated every end of the year.
• The Project
The proposed project, “Ausome Smiles Learning &
Therapy Center” is a one stop shop facility specially
designed and intended mainly for children and youth with
Autism Spectrum Disorder (ASD). The proposed project
will be composed of a Pre-school, Elementary, and
Highschool educational facilities and will cater children
from ages 4-18 years old. Other amenities include the
assessment/diagnosis & therapy center, indoor
gymnasium, outdoor physical sport, sensory rooms, aqua
therapy building, sensory playscape, sensory garden,
and skill simulation building as well as seminar rooms
and a resource library. The project primarily intends to
provide an environment that will address the children
with autism’s educational and early intervention needs,
early assessment (screening & diagnosis), social and life
skill development, and a range of therapeutic services,
all within a tailored multi-sensory and responsive
environment for children with Autism.
This initiative aligns with the broader goal of improving
the school design in the Philippines and ensuring that
every child, regardless of their unique needs, receives
the intervention, support, and opportunities they deserve.
• Statement of the Problem
Neurodevelopmental disorders affect a significant
number of pediatric populations in the Philippines, with
autism amongst the most common diagnosis. It is
estimated by the WHO that about 1 in 100 children
worldwide has autism. The figure is way above 0.5 in
every 1,000 children in the 1980s and 1 in 110 children in
2008. In the Philippines, it was estimated by the experts
that there are close to 1 million people with autism.
According to Department of Health (DOH), the number of
people with autism ballooned to 500,000 in 2008 and
doubled after a decade however, it is estimated that only
10% of Filipinos with autism are diagnosed and only 5%
are receiving appropriate interventions.
• Autism Prevalence
According to the Philippine Registry for Persons with
Disability of Department of Health (DOH), Region IV-A
(CALABARZON) has a combined total population of
142,064 individuals with autism. In the said province,
Laguna accumulated the highest number of cases
garnering a total of 42,109 individuals, followed by close
gaps of Batangas with 32,904, Cavite with 27,696, Rizal
with 27,152, and Quezon with a least number of 12,203
autism cases.
With the increasing population, the availability and
adequacy of Special Education Centers (SECs) in some
regions remain a pressing concern. SECs in some
regions are scarce and existing ones are mostly ill-
equipped or having a poor learning environment
incapable of managing learners with disabilities,
exacerbating the challenges these children encounter
most especially in mainstream schools. In mainstream
setting, individuals on the spectrum are usually ignored
in planning and design despite the current tendency to
create designs that focus on persons with special needs.
In mainstream setting, individuals on the spectrum are
usually ignored in planning and design despite the
current tendency to create designs that focus on persons
with special needs.
There are binding recommendations and laws on
designing buildings that respects and cater mostly on
physical disabilities, and the field is rich in design
applications for physical needs. Children with autism has
behavioral, social, psychological and sensory processing
difficulties which create challenges in understanding their
surrounding environment, thus affecting them negatively
(Sánchez et al., 2011). Children with autism has
behavioral, social and sensory processing difficulties,
which create challenges in understanding the
surrounding environment, thus affecting their behaviors
negatively (Sánchez et al., 2011). Sensory processing
problems – such as auditory issues established including
tactile, olfactory and visual dysfunction, agoraphobia and
difficulty transitioning through spaces or changing
routines – are some of the key challenges faced by
individuals with ASD who have restricted behavior. The
built environment that is not tailored on their special
needs and can cause extra confusion, high anxiety and
meltdowns, which negatively impacts children with due to
the challenging developmental disorder of the ASD. Ika
nga, “It’s not what the fish was built for, it’s not what the
fish made to do.”
There is too little attention given to enabling people with
neurologically different minds like Autism to discover and
celebrate their strengths and to find a place in society
that values their differences.
Also, one of the many struggles of individuals with
Autism with sensory processing differences is going to
modern indoor sensory environments especially places
where many humans will tend to gather under one roof
such as public gathering spaces and general classroom.
They tend to be extremely distressed, overwhelmed,
overstimulated and agitated which can be describe as
Sensory Overload triggered by the busy and chaotic
environment. Therefore, the environment can play a
huge role in determining their comfort and ability to
thrive.
Despite the government’s initiatives to promote inclusivity
by placing these children in mainstream, there persists a
lack of understanding regarding the different challenges
individuals with autism face in their learning environment.
• Existing Special Education Centers (SECs)
Also, despite the obvious need to reach out to these
children, there are only 891 SPED Centers nationwide. In
comparison of two regions with the most cases of autism,
NCR has a total of 247 SPED Center whereas
CALABARZON has a total of only 94 SPED Centers.
According to the National Council on Disability Affairs, in
NCR with the most cases of autism, there are 71 SPED
Centers within Quezon City and 23 SPED Centers in
Manila whereas in CALABARZON Region, Rizal
Province has the fewest number of SPED Centers with a
total of only 15 schools resulting to these schools’
inability to cater more children with disabilities particularly
individuals with autism.
• Student to Teacher/Classroom Ratio
Actual Student to Teacher/Classroom Ratio = 1:25
Ideal Student to Teacher/Classroom Ratio = 1:3 – 1:6
With the Inclusion of Assistant Teachers
- exceeds, crowded, congestion in schools resulting to
poor educational environment for autism individuals
• The Impact of the Built Environment on Autism
The built environment continues to be designed following
universal codes which may include the consideration to
disabled bodies. When designing, there is always a
desired atmosphere or perception created. However, the
perception desired commonly lacks the consideration of
users with non-visible impairments. The cognitive
process of perception has an enormous effort to gain
understanding of the environment, through the
overwhelming amount of sensory information needing to
be processed. This struggle often results in self-
stimulatory behavior, such as repetitive movements or
utterances which is used as a coping mechanism to
endure this sensory overload (Smith as cited in Pilar et
al, 2011)
• Sensory Overload/Overstimulation
Sensory overload is when the environment becomes too
unbearable for the individual and is unable to take in all
the information. The nervous system of an individual with
autism does not function fully to filter out irrelevant
information such as patterns on walls, feeling of clothing
or people moving. The brain processes all the
information at once therefore creating a sensory
overload.
Sensory overload for autistic individuals can be triggered
by “bright lights, flickering lights, colors and patterns
makes the body react as if being attacked or bombarded,
resulting in such physical symptoms as headaches,
anxiety, panic attacks or aggression”.
• Existing Autism Design Guidelines and Criteria
• Sensory Design Integration
A space is much more than just its appearance. Textures,
smells, and sounds can strongly affect the user's
experience. Based on this, sensory architecture can
transform the interaction between people and the built
environment into something even deeper.
Sensory design is design for living which how a space
feels, sounds, looks, smells and functions can be
incredibly affecting one or more of the seven senses
which can have an overwhelming effect on their life
(Society, 2015). Sensory design is the orchestration of
spatial stimuli in built environments, regulated to lift the
quality of experience for the occupants they serve
cumulatively. It is a user-centric design which
intentionally incorporates and modifies the sensory
experiences into the design of built environments which
tailors to the needs of children especially in the
spectrum. This approach recognizes that architecture
can impact not only visual aesthetics but also the way
people experience and interact with a space through
their senses, including sight, sound, touch, taste, and
smell. Sensory design aims to create environments that
are not only visually pleasing but also engage and
enhance the overall sensory experience for occupants.
• ASPECTSS™ Design Index by Magda Mostafa
Magda Mostafa, Professor of Design in Architectural
Department at American University of Cairo (AUC)
The ASPECTSS™ Design Index, developed by Dr.
Magda Mostafa, is the world’s first based design
framework for autism worldwide and pioneering
framework specifically designed to aid in the architectural
design of spaces for individuals with autism. The Autism
ASPECTSS™ Design Index was developed specifically
to address the gap in the educational environment for
individuals with autism spectrum disorder. The index is
based on the Sensory Design Theory, which
hypothesizes that by altering the sensory environment
using specific design interventions, as manifested
through input from the built environment, autistic
behavior can be altered positively (Mostafa, M. 2008).
The 2013 Autism ASPECTSS Design Index is a pivotal
benchmark in autism-centric architectural design.
Introducing seven design principles, including Acoustics,
Spatial Sequencing, and Safety, this index has
significantly influenced global architectural practices. By
integrating these autism-focused concepts, the
ASPECTSS framework enhances architectural
knowledge and practice (Gaines et al., 2016). The
ASPECTSS™ Design Index is a significant contribution
to the field of architecture and design, offering a
structured approach to creating environments that are
more accommodating and supportive for individuals with
autism. Below is the Aspectss framework that will serve
as a guide for different projects around the world
specifically designed for children in the autism spectrum.
• Acoustics - This criterion proposes that the acoustical
environment be controlled to minimize background noise,
echo and reverberation. The level of such acoustical
control should vary according to the level of user-focus
required within the space, as well as the skill level and
severity of the autism of its users. For example, activities
of higher focus should be allowed a higher level of
acoustical control and be part of low-stimulus zones.
The index criteria emphasize partial soundproofing using
cavity walls, sound-absorbing materials, and
configurations to minimize echoes, along with avoiding
noise-emitting fixtures. Rather than complete
soundproofing, the objective is to offer varied noise-level
areas, aiding students in adapting to diverse noise
backgrounds and promoting skill transfer to standard
real-world spaces.
• Spatial Sequencing - This criterion is based on the
concept of capitalizing on the affinity of individuals with
autism to routine and predictability. It requires that areas
be organized in a logical order, based on the typical
scheduled use of such spaces. Spaces should flow as
seamlessly as possible from one activity to the next
through one-way circulation whenever possible, with
minimal disruption and distraction.
• Escape Space - The objective of such spaces is to
provide modest, defined respite or sensory neutral
spaces for the autistic user from the over-stimulation
found in their environment. Such spaces may include a
small partitioned area or crawl space in a quiet section of
a room, or throughout a building. These spaces should
provide a neutral sensory environment with minimal
stimulation that can be customized by the user to provide
the necessary sensory input. They aim to relieve autistic
users' sensory overload from the physical and social
world. Similar to Anderson's sensory diet, sensory kits
can help users rebalance their senses.
• Compartmentalization - The philosophy behind this
criterion is to define and limit the sensory environment of
each activity, organizing a classroom or even an entire
building into compartments. Each compartment should
include a single and clearly defined function and
consequent sensory quality.
Spaces are organized into mono-functional
compartments for single activities and fewer people. This
architectural alternative to the universal open-plan
environment reduces sensory and social input for autistic
users to the minimum needed to perform their tasks. A
complete enclosure using walls and partitions, moderate
enclosure using carefully placed furniture and variances
in levels, or minimalistic definition using color, pattern,
and finishing material can define each compartment.
• Transitions - This criterion, together with Spatial
Sequencing and Sensory Zoning, facilitates sensory
shifts between activities or sensory levels, preventing
abrupt function and stimulation changes. It helps
promote seamless zone-to-zone circulation before
transitioning from an area of high-stimulus to one of low-
stimulus
• Sensory Zoning - This criterion proposes that when
designing for autism, spaces should be organized in
accordance with their sensory quality, rather than typical
functional zoning. This requires grouping spaces
according to their allowable stimulus level, into “high-
stimulus” and “low-stimulus” with transition zones aiding
the shift from one zone to the next.
For example, high-stimulus functions like music, art,
crafts and psychomotor therapy, requiring a high level of
alertness can be grouped together, while low-stimulus
functions or “high focus” areas like speech therapy, one
to one instruction and general classrooms, requiring a
high level of concentration, can be grouped together.
Services, which are usually high-stimulus, including
bathrooms, kitchens, staff-rooms and administration,
should be separated from the student areas. Buffer areas
such as gardens, free-play, sensory curriculum rooms
and some other open spaces may act as transitional
areas between the low-stimulus “focus” zones and the
high-stimulus “alertness” zones.

• Safety - A point never to be overlooked when designing

environments for children, safety is even more of a
concern for children with autism who may have an
altered sense of their environment for example using hot
water safety fittings and avoiding sharp edges and
corners.

• Way-finding, Navigation, Visual Aids, Circulation &

Spatial Sequence

The ASPECTSS™ framework, like any design approach,

requires a balance between specialized needs and
broader architectural principles. Its effectiveness largely
depends on how well it's tailored to the users of the
space and integrated within the context of the building's
design and function.