Neurotypical Realm for Children With Autism Spectrum Disorder Through

De La Salle - College of Saint Benilde
School of Design and Arts

Architecture Program
The Kaleidoscopic Leap

Achieving Transition Towards The Neurotypical Realm for
Children With Autism Spectrum Disorder Through A Transitional
Rehabilitation Community Motivated By Experiential Learning
By:
CASTRO, KIARA MURIEL L.

00011836179
Thesis Proponent
ARCHITECT NOEL E. NICOLAS, MSAR, UAP

ARCDS09 & ARCDS10 Thesis Mentor
The Kaleidoscopic Leap:
Achieving Transition Towards The Neurotypical Realm for Children With
Autism Spectrum Disorder Through A Transitional Rehabilitation Community
Motivated By Experiential Learning
De La Salle – College of Saint Benilde

School of Design and Arts
Architecture Program

By:
CASTRO, Kiara Muriel L.
00011836179
Thesis Proponent
ARCHITECT NOEL E. NICOLAS, MSAR, UAP

Approved for Execution by the Thesis Board
Ar. Noel E. Nicolas, MSAR, UAP

Juror 01
Full name, Signature, and Date of Signing
Juror 02
Juror 03
Juror 04
Ar. Harvey Vasquez, M.Arch, UAP

Architecture Program Chairperson
Table of Contents
1 Introduction .................................................................................... 2
1.1. Background of the Study ........................................................ 2
1.2. Statement of the Problem ...................................................... 4
1.3. Research Questions............................................................... 4
1.4. Research Study Goal ............................................................. 5
1.5. Research Study Objectives .................................................... 5
1.6. Rationale ................................................................................ 6
1.7. Significance of the Study........................................................ 7
1.8. Scope and Limitations ............................................................ 7
1.9. Assumptions........................................................................... 8
2 Review of Related Literature ....................................................... 10
2.1. Autism, Behaviors, and its Effects ........................................ 10
2.1.1 What is Autism Spectrum Disorder? .................................. 10
2.1.2 History of ASD ................................................................... 11
2.1.3 Deficits and Developmental Challenges ............................ 14
2.1.4 Effects of Autism Toward an Individual .............................. 17
2.1.5 Children with ASD .............................................................. 19
2.2. Family and Peers ................................................................. 21
2.2.1 Lay Perceptions Of Autism ................................................ 21
2.2.2 Families with Autistic members .......................................... 22
2.2.3 Familial Coping and Support.............................................. 23
2.2.4 Autism and Teachers ......................................................... 25
2.3. Education for Children with Autism ...................................... 25
2.3.1 Temple Grandin’s Types of Specialized Minds .................. 26
2.3.2 Special Education .............................................................. 26
2.3.3 Special Education in the Philippines .................................. 27
2.4. Comprehensive Treatment Models for Autistic Children ...... 28

2.4.1 Behavioral Approaches (Applied Behavior Analysis) .........28
2.4.2 Educational Approaches ....................................................29
2.4.3 Therapy-based Approaches ...............................................31
2.5. Architectural Interventions for Autism ...................................33
2.6. Architectural Approaches to Autism .....................................35
2.6.1 Sensory Design and Neurotypical Design Approach .........35
2.7. Design Parameters and Materials for Autism .......................39
2.7.1 The Learning Environment .................................................39
2.7.2 Importance of Home Interventions .....................................40
2.7.3 Reducing Sensory Stimulation Within Spaces ...................40
2.7.4 Intelligible Environments for Convenience and Security ....45
2.7.5 Visual Assistance as Means to Aid Navigation ..................46
2.7.6 Ensuring Safety and Security .............................................47
2.7.7 Flexibilities In Activity and Choice ......................................48
2.7.8 Socialization Opportunities ................................................49
2.7.9 Play as Active and Social Spaces ......................................50
2.7.10 The ASPECTSS Design Index .........................................51
2.7.11 The Walking Loop ............................................................53
2.8. Implemented Design Theories .............................................54
2.8.1 David Kolb’s Experiential Learning Theory ........................54
2.8.2 Deci and Ryan’s Self-Determination Theory ......................57
2.8.3 Gibson’s Bottom-up Theory ...............................................60
2.8.4 Sociocultural Theory ..........................................................60
2.9. Review of Related Structures ...............................................61
2.9.1 Related Educational Structures..........................................61
2.9.2 Related Residential Structures...........................................83
2.9.3 Inclusive Structures: An Overview of Programs .................99
2.10. Establishment and Build up of Premise .............................. 108
3 Frameworks ................................................................................ 112

3.1. Declaration of Thesis Statement ........................................ 112
3.1.1 Thesis .............................................................................. 112
3.1.2 Anti-Thesis ....................................................................... 112
3.1.3 Synthesis ......................................................................... 112
3.1.4 Thesis Statement ............................................................. 113
3.2. Translation of Sensory and Neurotypical Design ............... 113
3.3. Experiential Learning Theory Design Translation............... 115
3.4. Theoretical Framework ...................................................... 117
3.5. Conceptual Framework ...................................................... 119
3.6. Methodological Framework ................................................ 121
3.7. Methodology....................................................................... 123
3.1.5 Method ............................................................................. 124
3.1.6 Survey Results................................................................. 125
3.1.7 Interview Results ............................................................. 162
4 Design Proper ............................................................................ 175
4.1. Site Criteria ........................................................................ 175
4.1.1 Site Selection ................................................................... 175
4.1.2 Site Selection: CALABARZON ......................................... 176
4.1.3 Site Analysis .................................................................... 182
4.2. Design Proper .................................................................... 192
4.2.1 Design Translations of Theories and Precedents ............ 192
4.3.1 Final Design Plans and Diagrams for the Autism Community
197
4.3. Renders and Perspectives ................................................. 246
4.4. Floor Plans and Technical Drawings .................................. 254
4.3.2 Floor Plans....................................................................... 255
4.3.3 Sections and Elevations................................................... 260
4.3.4 Mechanical, Electrical, Plumbing, and Structural Plan ..... 265
4.3.5 Bay Section and Detaill .................................................... 269
5 Conclusion and Recommendations ......................................... 271

5.1. Conclusion ......................................................................... 271
5.2. Recommendations ............................................................. 271
Bibliography ..................................................................................... 273
Appendix .......................................................................................... 294
Area Tabulation .............................................................................. 294
Survey Questionnaire for Teachers and Therapists ....................... 300
Survey Questionnaire for Parents and Caregivers ......................... 310
Written Interview Form ................................................................... 320
List of Figures
Figure 2.1 Parenting A Child With Autism............................................ 22
Figure 2.2 Temple Grandin (2006) Types of Specialized Minds by author

....................................................................................................................... 26
Figure 2.3 The Walking Loop ............................................................... 53
Figure 2.4 Experiential Learning Theory .............................................. 54
Figure 2.5 New Struan School – Interior .............................................. 61
Figure 2.6 New Struan School for Autism ............................................ 62
Figure 2.7 New Struan School – Classrooms ...................................... 64
Figure 2.8 New Struan School - The Street ......................................... 65
Figure 2.9 New Struan School - Life Skills Room ................................ 66
Figure 2.10 New Struan School - Food Technology ............................ 66
Figure 2.11 New Struan School - Outdoor Play ................................... 67
Figure 2.12 Advance Center for Special Needs – Perspective ............ 68
Figure 2.13 Advance Center for Special Needs – Zoning .................... 70
Figure 2.14 Advance Center for Special Needs – Interior Spaces....... 72
Figure 2.15 Advance Center for Special Needs – Courtyard ............... 75
Figure 2.16 Stepping Stone - School façade ....................................... 77
Figure 2.17 Stepping Stone - Occupational and Speech Therapy Room

....................................................................................................................... 79
Figure 2.18 Stepping Stone - Physical Therapy Room (1/2)................ 80
Figure 2.19 Stepping Stone - Physical Therapy Room (2/2)................ 80
Figure 2.20 Stepping Stone - Performing Arts Hall (1/2)...................... 81

Figure 2.21 Stepping Stone - Performing Arts Hall (2/2)...................... 81
Figure 2.22 Stepping Stone - Culinary Center ..................................... 82
Figure 2.23 Stepping Stone - Barista Center ....................................... 82
Figure 2.24 Sweetwater Spectrum ...................................................... 83
Figure 2.25 Sweetwater Spectrum – Section....................................... 84
Figure 2.26 Sweetwater Spectrum – Community ................................ 85
Figure 2.27 Sweetwater Spectrum - Site Plan ..................................... 86
Figure 2.28 Sweetwater Spectrum - Sustainability Practices............... 87
Figure 2.29 Sweetwater Spectrum - Community Plan ......................... 89
Figure 2.30 Sweetwater Spectrum - Residential Plan ......................... 89
Figure 2.31 Project Happy Homes ....................................................... 90
Figure 2.32 Project Happy Homes - Tanza, Cavite ............................. 91
Figure 2.33 Project Happy Homes Housing (1/3) ................................ 92
Figure 2.36 Project Happy Homes - Commercial Space (1/2) ............. 95
Figure 2.37 Project Happy Homes - Commercial Space (2/2) ............. 95
Figure 2.38 Project Happy Homes – Café ........................................... 96
Figure 2.39 Project Happy Homes - River Bank .................................. 97
Figure 2.40 Project Happy Homes – Garden ....................................... 97
Figure 2.41 Project Happy Homes - Interior (1/3) ................................ 98
Figure 2.42 Project Happy Homes – Interior (2/3) ............................... 98
Figure 2.43 Project Happy Homes - Interior (3/3) ................................ 99
Figure 2.44 LifeTown - 3D Plan ......................................................... 100
Figure 2.45 LifeTown – Streets.......................................................... 102
Figure 2.46 LifeTown - Sensory Playground...................................... 103
Figure 3.1 Autism - Sensory and Neurotypical Design Translation by

author ........................................................................................................... 115
Figure 3.2 Translation of Design - Experiential Learning Theory by author

..................................................................................................................... 116
Figure 3.3 Theoretical Framework by author ..................................... 118
Figure 3.4 Conceptual Framework by author ..................................... 120
Figure 3.5 Methodological Framework by author ............................... 122
Figure 3.6 Family and Caregivers: City of Residence ........................ 125
Figure 3.7 Family and Caregivers: Type of Residence ...................... 126
Figure 3.8 Family and Caregivers: Residing with Child ..................... 126
Figure 3.9 Family and Caregivers: Child Age ................................... 126
Figure 3.10 Family and Caregivers: Child relationship ...................... 127
Figure 3.11 Family and Caregivers: Social Behaviors ....................... 127
Figure 3.12 Family and Caregivers: Restrictive and Repetitive Behaviors

..................................................................................................................... 127
Figure 3.13 Family and Caregivers: Other Behaviors ........................ 128
Figure 3.14 Family and Caregivers: Personal Stress......................... 128
Figure 3.15 Family and Caregivers: Precautions Results (1/5) .......... 129
Figure 3.20 Most Effective Intervention (1/5) ..................................... 131
Figure 3.25 Family and Caregivers: Importance of Awareness ......... 133
Figure 3.26 Family and Caregivers: Neurotypical Treatment ............. 133
Figure 3.27 Family and Caregivers: Future of Autistic Individuals ..... 133
Figure 3.28 Family and Caregivers: Importance of Environment ....... 134
Figure 3.29 Family and Caregivers: Home Environment ................... 135
Figure 3.30 Big Spaces (1/5) ............................................................. 135
Figure 3.35 Small Spaces (1/4) ......................................................... 137
Figure 3.39 Unpredictable Spaces (1/4) ............................................ 139

Figure 3.43 Family and Caregivers: Stress Within The Home ........... 141
Figure 3.44 Family and Caregivers: Stress From Outdoor Spaces ... 141
Figure 3.45 Family and Caregivers: Importance of Home Improvement

..................................................................................................................... 142
Figure 3.46 Family and Caregivers: Home Improvements ................. 142
Figure 3.47 Family and Caregivers: Necessity of Transitional Community

..................................................................................................................... 142
Figure 3.48 Family and Caregivers: Proximity to Therapy and SPED

Center .......................................................................................................... 143
Figure 3.49 Family and Caregivers: Proximity to Regular and Medical

Institutions .................................................................................................... 143
Figure 3.50 Family and Caregivers: Preference To Reside in an Autism

Community ................................................................................................... 143
Figure 3.51 Teachers and Therapists: City of Residence .................. 145
Figure 3.52 Teachers and Therapists: Occupation ............................ 145
Figure 3.53 Teachers and Therapists: Current Student Handling ...... 145
Figure 3.54 Teachers and Therapists: Age of Child .......................... 146
Figure 3.55 Teachers and Therapists: Common Social Behaviors .... 146
Figure 3.56 Teachers and Therapists: Restrictive and Repetitive

Behaviors ..................................................................................................... 146
Figure 3.57 Teachers and Therapists: Other Behaviors .................... 147
Figure 3.58 Teachers and Therapists: Stress .................................... 147
Figure 3.59 Teachers and Therapists: Formal Training and Seminars

..................................................................................................................... 149
Figure 3.60 Teachers and Therapists: Importance of Autism Awareness

..................................................................................................................... 149
Figure 3.61 Teachers and Therapists: Importance of SPED ............. 150
Figure 3.62 Teachers and Therapists: Effectivity of SPED compared to

Regular Education ........................................................................................ 151
Figure 3.63 Teachers and Therapists: Importance of Parent interventions

..................................................................................................................... 151
Figure 3.64 Teachers and Therapists: Relevance of Therapy ........... 151
Figure 3.65 Teachers and Therapists: Effective Therapy for Autistic

Children ........................................................................................................ 152
Figure 3.66 Teachers and Therapists: Interventions Outside The School

and Therapy Environments .......................................................................... 152
Figure 3.67 Teachers and Therapists: Neurotypical Treatment ......... 152
Figure 3.68 Teachers and Therapists: Future of Autistic Individuals . 153

Figure 3.69 Teachers and Therapists: Importance of Environment ... 154
Figure 3.70 Teachers and Therapists: Provision of a Good Environment

..................................................................................................................... 154
Figure 3.71 Teachers and Therapists: Stress Within The Facility ...... 156
Figure 3.72 Teachers and Therapists: Essential Spaces for Learning

..................................................................................................................... 157
Figure 3.73 Teachers and Therapists: Essential Improvements ........ 157
Figure 3.74 Teachers and Therapists: Essential Spaces ................... 157
Figure 3.75 Teachers and Therapists: Importance of Facility

Improvement ................................................................................................ 158
Figure 3.76 Teachers and Therapists: Sensory-sensitive and Sensory-

stimulating environments .............................................................................. 158
Figure 3.77 Teachers and Therapists: Experiential Learning ............ 158
Figure 3.78 Teachers and Therapists: Necessity of Transitional

Community ................................................................................................... 159
Figure 3.79 Teachers and Therapists: Proximity to Residential Spaces

..................................................................................................................... 160
Figure 3.80 Teachers and Therapists: Proximity to Non-autistic

Communities ................................................................................................ 160
Figure 3.81 Teachers and Therapists: Proximity to Regular and Medical

Institutions .................................................................................................... 160
Figure 3.82 Teachers and Therapists: Preference To Work in an Autism

Community ................................................................................................... 161
Figure 3.83 Interview - City of Residence .......................................... 163
Figure 3.84 Interview - Occupation .................................................... 163
Figure 4.1 Barangay Bayanan Site .................................................... 177
Figure 4.2 Barangay Salawag Site .................................................... 178
Figure 4.3 Buhay na Tubig Site ......................................................... 180
Figure 4.4 Imus Map .......................................................................... 182
Figure 4.5 Imus Age Group ............................................................... 183
Figure 4.6 Barangay Buhay na Tubig within Imus, Cavite ................. 184
Figure 4.7 Buhay na Tubig Age Group .............................................. 184
Figure 4.8 Site Location ..................................................................... 185
Figure 4.9 Land Use Map .................................................................. 186
Figure 4.10 Sun and Wind Diagram................................................... 186
Figure 4.11 Land Use Map – Imus..................................................... 187
Figure 4.12 Proximity Map 5 km Radius – Imus ................................ 188

Figure 4.13 Traffic and Vehicular Accessibility .................................. 188
Figure 4.14 Views .............................................................................. 189
Figure 4.15 Noise Map ...................................................................... 190
Figure 4.16 Flood Risk Map............................................................... 190
Figure 4.17 Earthquake Risk Map ..................................................... 191
Figure 4.18 Translation of Experiential Learning Theory into Design 195
Figure 4.19 Reducing Overstimulation Through Compression and

Release ........................................................................................................ 197
Figure 4.20 Site Development Plan ................................................... 198
Figure 4.21 Final SDP - Bubble Diagram........................................... 199
Figure 4.22 Formulation Process - Spaces and Their Transition ....... 199
Figure 4.23 Formulation Process - Base Form .................................. 200
Figure 4.24 Formulation Process - Sensory Stimulation .................... 201
Figure 4.25 Formulation Process - Establishment of Built Structures 201
Figure 4.26 Final SDP – Built Structures ........................................... 202
Figure 4.27 Final SDP – Open Spaces .............................................. 202
Figure 4.28 Final SDP - Parking Spaces ........................................... 203
Figure 4.29 Final SDP – Zoning ........................................................ 204
Figure 4.30 Final SDP - Sensory Zoning ........................................... 205
Figure 4.31 Final SDP – Circulation .................................................. 205
Figure 4.32 Final SDP - Emergency Vehicle Circulation.................... 206
Figure 4.33 Final SDP - Street Lights ................................................ 206
Figure 4.34 Final SDP - Play and Social Opportunity ........................ 207
Figure 4.35 Final SDP - Signages and Landmarks ............................ 207
Figure 4.36 Final SDP - Heat Map at 7AM ........................................ 208
Figure 4.37 Final SDP - Heat Map at 12PM ...................................... 208
Figure 4.38 Final SDP - Heat Map at 5PM ....................................... 208
Figure 4.39 Final SDP - Vegetation and Hardscape Plan .................. 209
Figure 4.40 The Autism Residence - Form-Finding ........................... 210
Figure 4.41 The Autism Residence - Floor Plan ................................ 210
Figure 4.42 The Autism Residence - Sensory Zoning ....................... 211
Figure 4.43 The Autism Residence – Circulation ............................... 212
Figure 4.44 The Autism Residence - Roofing Structure..................... 212
Figure 4.45 The Autism Residence - Clerestory Windows................. 213
Figure 4.46 The Autism Residence – Activity .................................... 213
Figure 4.47 The Autism Residence – Flexibility ................................. 214

Figure 4.48 The Autism Residence – Outdoor................................... 214
Figure 4.49 The Autism School - Form-finding .................................. 215
Figure 4.50 The Autism School - Ground Floor Plan ......................... 216
Figure 4.51 The Autism School - Second Floor Plan ......................... 216
Figure 4.52 The Autism School - Ground Floor Plan Sensory zoning 217
Figure 4.53 The Autism School - Second Floor Plan Sensory Zoning
..................................................................................................................... 217
Figure 4.54 The Autism School - Compartmentalization of Spaces ... 218
Figure 4.55 The Autism School – Circulation ..................................... 219
Figure 4.56 The Autism School - Learning Spaces (1/3) ................... 219
Figure 4.59 The Autism School - Roofing Structure........................... 221
Figure 4.60 The Autism School - The Open Space ........................... 221
Figure 4.61 The Autism School - Facade .......................................... 222
Figure 4.62 The Autism School - Clerestory Windows....................... 223
Figure 4.63 Community Daycare - Form-finding ................................ 223
Figure 4.64 Community Daycare - Ground Floor Plan ....................... 224
Figure 4.65 Community Daycare - Second Floor Plan....................... 224
Figure 4.66 Community Daycare - Ground Floor Sensory Zoning ..... 225
Figure 4.67 Community Daycare – Second Floor Sensory Zoning .... 225
Figure 4.68 Community Daycare - Focus Spaces ............................. 226
Figure 4.69 Community Daycare – Circulation .................................. 226
Figure 4.70 Community Daycare - Indoor Play Area ......................... 227
Figure 4.71 Community Daycare – Outdoor Play Area ...................... 227
Figure 4.72 Community Daycare - Roofing Structure ........................ 228
Figure 4.73 Community Daycare - Clerestory Windows .................... 228
Figure 4.74 Community Daycare – Façade ....................................... 229
Figure 4.75 The Medical Facility ........................................................ 230
Figure 4.76 The Medical Facility - Circulation .................................... 230
Figure 4.77 Therapy Building #1 - Ground Floor Plan ....................... 231
Figure 4.78 Office Building - Ground Floor Plan ................................ 231
Figure 4.79 Therapy Building #2 - Ground Floor Plan ....................... 231
Figure 4.80 Therapy Rooms - Sensory Zoning .................................. 232
Figure 4.81 The Medical Facility – The Outdoor Space ..................... 232
Figure 4.82 The Medical Facility - Therapy Rooms ........................... 233
Figure 4.83 The Medical Facility - Roofing Structure (1/2)................. 233
Figure 4.84 The Medical Facility - Roofing Structure (2/2)................. 234
Figure 4.85 The Medical Facility - Clerestory Windows ..................... 234
Figure 4.86 The Medical Facility - Leading Lines .............................. 235
Figure 4.87 The Parks ....................................................................... 236
Figure 4.88 The Parks - Three Typologies ........................................ 237
Figure 4.89 The Parks - Circulation ................................................... 238
Figure 4.90 The Sensory Garden – Sensory Experiences................. 239
Figure 4.91 The Sensory Garden - Vegetation Elements .................. 239
Figure 4.92 The Sensory Garden - Hardscape Elements .................. 240
Figure 4.93 The Playground .............................................................. 240
Figure 4.94 The Playground - Vegetation Elements .......................... 241
Figure 4.95 The Playground – Hardscape Elements ......................... 241
Figure 4.96 The Community Garden ................................................. 242
Figure 4.99 The Community Plaza .................................................... 245
Figure 4.100 Community Plaza - Vegetation & Hardscape Plan ....... 245
Figure 4.101 Renders & Perspectives - Site Development Plan Isometric

..................................................................................................................... 246
Figure 4.102 Renders & Perspectives – The Parks Orthographic ..... 246
Figure 4.103 Renders & Perspectives – Aerial Shot (1/2) ................. 247
Figure 4.104 Renders & Perspectives – Aerial shot (2/2) .................. 247
Figure 4.105 Renders & Perspectives – School ................................ 247
Figure 4.106 Renders & Perspectives – School & Daycare............... 248
Figure 4.107 Renders & Perspectives – Autism Homes (1/2)............ 248
Figure 4.108 Renders & Perspectives – Autism Homes (2/2)............ 248
Figure 4.109 Renders & Perspectives – Medical Facility Exterior ..... 249
Figure 4.110 Renders & Perspectives – Community Plaza ............... 249
Figure 4.111 Renders & Perspectives – The Playground .................. 249
Figure 4.112 Renders & Perspectives – Sensory Garden (Sound) ... 250
Figure 4.113 Renders & Perspectives – Community Garden ............ 250
Figure 4.114 Renders & Perspectives – Daycare Indoor Play Area .. 250
Figure 4.115 Renders & Perspectives – Home Sensory Playroom ... 251
Figure 4.116 Renders & Perspectives – Medical Facility Therapy Rooms

(1/3) .............................................................................................................. 251
Figure 4.117 Renders & Perspectives - Medical Facility Therapy Rooms

(2/3) .............................................................................................................. 252
Figure 4.118 Renders & Perspectives - Medical Facility Therapy Rooms

(3/3) .............................................................................................................. 252
Figure 4.119 Renders & Perspectives – Autism Classroom (1/2) ...... 252
Figure 4.120 Renders & Perspectives – Autism Classroom (2/2) ...... 253
Figure 4.121 Renders & Perspectives – Open Space ....................... 253
Figure 4.122 Renders & Perspectives – Waiting Area ....................... 253
Figure 4.123 Renders & Perspectives – Art Room ............................ 254
Figure 4.124 Ground Floor Daycare Plan .......................................... 255
Figure 4.125 Second Floor Daycare Plan .......................................... 255
Figure 4.126 Medical Facility – Therapy Buildings & Office Building

Ground Floor Plan ........................................................................................ 256
Figure 4.127 Autism Residence – Ground Floor & Second Floor

Residential Plan ........................................................................................... 256
Figure 4.128 School – Ground Floor Plan ......................................... 257
Figure 4.129 School – Second Floor Plan ......................................... 257
Figure 4.130 Community Plaza Plan ................................................. 258
Figure 4.131 The Parks Plan ............................................................. 258
Figure 4.132 Site Development Plan ................................................. 259
Figure 4.133 School – Front Elevation............................................... 260
Figure 4.134 School – Cross Section ................................................ 260
Figure 4.135 Medical Facility – Front Elevation ................................. 261
Figure 4.136 Medical Facility – Cross Section ................................... 261
Figure 4.137 The Community Daycare – Front Elevation .................. 262
Figure 4.138 The Community Daycare – Cross Section .................... 262
Figure 4.139 Autism Residence – Front Elevation ............................. 263
Figure 4.140 Autism Residence – Cross Section .............................. 263
Figure 4.141 Transitional Autism Community – Longitudinal Section 264
Figure 4.142 Electrical Plan – Ground Floor ...................................... 265
Figure 4.143 Electrical Plan – Second Floor ...................................... 265
Figure 4.144 Sewage Plan – Ground Floor ....................................... 266
Figure 4.145 Sewage Plan – Second Floor ....................................... 266
Figure 4.146 Plumbing Plan – Ground Floor ..................................... 267

Figure 4.147 Plumbing Plan – Second Floor ..................................... 267
Figure 4.148 Structural Plan – Ground Floor ..................................... 268
Figure 4.149 Structural Plan – Second Floor ..................................... 268
Figure 4.150 Autism Residence – Bay Section.................................. 269
Figure 4.151 Autism Residence – Window and Roof Detail .............. 269
List of Tables
Table 1 Sensory Design Considerations by Gaines, Bourne, Pearson &

Kleinbrink (2016) by author ............................................................................ 37
Table 2 Site A Analysis by author ...................................................... 178
Table 3 Site B Analysis by author ...................................................... 179
Table 4 Site C Analysis by author ...................................................... 181
Table 5 Site SWOT Analysis by author.............................................. 192
Table 6 Design Parameters by author ............................................... 195

Abstract
According to Avendaño (2018), ASD is a long-term developmental

impairment that affects 1 in 68 children and has qualities that are detrimental to
social and communication skills. One of the numerous characteristics of people
with ASD is sensitivity, particularly to the spatial aspects of their environment.
Being unable to express their needs effectively strains the communication
barrier between the person and the neurotypical environment, resulting in
aggressive actions that might be challenging for their peers, resulting in stress,
weariness, isolation, and concerns about safety (Hodgetts, Nicholas &
Zwaigenbaum, 2013). A lack of awareness impacts the relevance of medical
specialists, accurate diagnoses, families, and suitable spatial therapies for
children with ASD. The autistic community is better understood and supported
in Western and European cultures (Ilias et al., 2018). Although countries like
the Philippines have acquired treatment and diagnostic tools from other
countries that acknowledge and acknowledge ASD, these countries do not
exhibit the same assistance for the autism community. Insufficient access to
appropriate interventions may jeopardize the development of children with
autism and impede their chances of achieving an inclusive environment and a
"typical" lifestyle. With neurotypical circumstances, children with ASD struggle
daily. Children have struggled at home and school due to social situations, and
a lack of awareness of autism can negatively impact a child's chances of long-
term development. Being in unfit surroundings prevents them from achieving
healthy skill development. Spatial environments that balance sensitive and
desensitized spaces are lacking in design. Both locations are essential in
helping children with ASD to use their talents and develop them beyond by
achieving generalization. By incorporating the family, teachers, professionals,
the public, and environments that balance sensory needs and neurotypical
exposure, the proposed Transitional Rehabilitation Community for autistic
children and their families offer a gradual and comprehensive approach to
transition and development for children with ASD. By integrating the
Experiential Learning Theory into the daily lives of children with ASD, the autism
community seeks to decrease the challenges associated with ASD while
advancing ASD capabilities to give children the opportunity and skills they
require to thrive in the real world. ASD characteristics, strengths, and abilities
are more widely known by the autism community, which also offers favorable
perspectives and shared pleasant experiences for autistic children, their
families, caregivers, and others in their community.
Key words: Autism Spectrum Disorder (ASD), Children with ASD, Family,
Therapy, Education, Neurotypical, Sensory, Learning, Child Development,
Special Education, Transition, Social Interaction, Experiential Learning Theory,
Self-Determination Theory, Bottom-up Theory, Sociocultural Theory, Inclusion,
Quality of Life
Acknowledgements
Initially, I would like to acknowledge Sir Noel Nicolas, my ARCDS09
mentor, who has effectively and tirelessly guided me up to this point in
formulating my study. My perseverance to continuously grow and acquire new
knowledge and skills would not have made this study possible without the
mentors who have guided me as an architecture student – the same ones who
have taught me to think rationally, benevolently, and creatively.
I would also like to acknowledge my thesis respondents who have taken

the time to respond to my surveys, despite the study being quite a sensitive
topic to disclose. I am grateful for their cooperation, advocacies, and willingness
to share their experiences and knowledge regarding the autism community.
My gratitude is also given to my fellow thesis friends who have become

my family, especially Kristine, Venise, Dorothy, Angelica, Janika, and Jasmin,
who have pushed with me to continue, especially during the most challenging
and confusing of times. Barbra, my CAS-MAC half and the best partner in
everything, has been my driving force and source of motivation. Our
synchroneity in creativity and wonder has driven us to paths that have not
always been the easiest but the most rewarding at best. My friends, Kenneth,
Jolo, JJ, Kathryn, and Yasuka, for lending me their time, their ears, and advice
when I am frustrated, and my talented artists Jasper and Bea for giving their
time, effort, and creativity. My family and Kyle - my inspirations, who have
continuously showered me with support, this study has been made possible
through their love.
And at last, all the gratitude I can extend is all for my dad – the one who
has taught me to think outside the box and the person that has been my one
and only true inspiration and motivation ever since. Even though he is no longer
beside me to see me grow, I know he is watching me from above as I grow
because of him.
CHAPTER 1:
INTRODUCTION
Page 1 of 351
Kiara Muriel L. Castro
Ar. Noel Nicolas
1st Term
AY 2022-2023
1 Introduction
1.1. Background of the Study
ASD is now considered a common disorder (Dante, 2020) and has

become common knowledge in society. But because autism is a ‘spectrum,’ it
is difficult to pinpoint a single set of qualities, making it difficult for people to
discuss the disorder holistically. Furthermore, despite ASD being called a
neurodevelopmental disorder, the diagnoses required to identify individuals with
such are mostly based on behavioral attributes. Unlike other developmental
disorders, there is no unifying set of behaviors that could consolidate the
characteristics of ASD (Verhoeff, B. (2012).
Sensitivity towards their environment is one of the many traits that

individuals with ASD possess. Routine changes can be difficult to comprehend
for individuals with ASD who may refuse to conform to such changes (Sterling-
Turner & Jordan, 2007). The elements found in the spatial environments may
be the reason behind their resilience. Individuals with ASD vary in
environmental stress. In the study by Mayes et al. (2013), children with ASD
possess fears and phobias that exhibit their sensitivity toward their
environment. A report of the fears and phobias of children with ASD shows a
list that consists of but is not limited to toilets, elevators, vacuum cleaners,
thunderstorms, tornadoes, heights, anxiety towards death, escalators, steps,
being alone, wind, balloons, etc. Stresses towards certain activities and
environments may lead to tantrums that may cause strains in social
relationships and their personal development.
Individuals with ASD struggle with physical environments such as their

homes. A home environment is supposedly a safe place. Yet, their tendencies
of aggressive behaviors can be difficult for the families living with ASD, leading
them to exhaustion, isolation, and safety concerns (Hodgetts, Nicholas &
Zwaigenbaum, 2013). In a study by Nagib and Williams (2018), families living
with individuals with ASD face psychological, social, and physical challenges
that affect their everyday lives in a typical home environment. The behaviors of
individuals with ASD in an unsettling environment not only affect the individual
himself but other individuals who live with the disorder as well.
Being unable to communicate their needs properly creates a strain on

the communication barrier between the individual and the neurotypical
environment. Rogers (1998) has stated that children with ASD may fail to
properly express their emotions to their peers, especially in a social situation.
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Ar. Noel Nicolas, MSAR, UAP
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Their lack of ability to express appropriate facial expressions, relational

responses, and the lack of sensitivity toward other people's situations and
emotional signals also affect social interactions. This then creates a strain in the
social development of the child.
ASD is a long-term developmental disability that affects 1 in 68 children,

and the attributes that come with the disorder negatively affect communication
and social abilities (Avendaño, 2018). In the Philippines, as of 2019, over 1
million people are diagnosed with ASD (Miguel, 2020). The lack of recognition
affects the importance of the medical professionals, proper diagnosis, families,
and appropriate spatial interventions for children with ASD. Western and
European countries have greater awareness and support for the autism
community (Ilias et al., 2018). However, despite importing treatment and
diagnostic approaches from these countries, countries like the Philippines do
not share the same support for the autism community.
There used to be few to no architectural interventions or guidelines at all

specifically for special-needs individuals (Mostafa, 2008). Interior spaces have
since adapted to become more sensitive to the fears and sensitivities of children
with ASD. Interventions have emerged to cater to their needs to function better
within spatial environments. Architectural design interventions have also
adapted design approaches. Sensitive Design and Neurotypical Design
Approach aim to allow children with autism to be more comfortable in their
environment and, alternatively, expose them to the real-world environment
(Gopal & Raghavan, 2018). Individuals with ASD process their environments
differently from neurotypical individuals due to their unique attributes. It poses
a challenge to designers whether design can create enjoyable and relatable
environments for individuals with ASD. (Kinnaer, Baumers & Heylighen, 2015).
Most of the interventions that cater to the sensitivities and difficulties of

ASD apply in schools and therapy centers. Designers, however, rarely cater
these design strategies to the home environment (Kinnaer, Baumers, &
Heylighen, 2015). It is important to consider better living spaces for families with
children with ASD to be able to have better management of their behaviors and
difficulties, especially in terms of their home environment.
Individuals with ASD are required to exert more effort to be able to

comprehend their surroundings normally. Therefore, it is essential for built
environments specifically designed for ASD to be able to improve their overall
development, especially in developing their deficiencies (Segado & Segado,
2013).
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1.2. Statement of the Problem
There is a significant knowledge gap in the efficiency of handling ASD

for children in the Philippines. The lack of facilities and proper interventions may
pose a threat to the development of children with ASD and may cause a setback
for opportunities to achieve an inclusive environment and a 'normal' life.
Children with ASD struggle with neurotypical environments every day. Children
face challenges both in educational environments and at home, as social
environments and the lack of understanding of autism can greatly influence their
chances of development. Being in unsettling environments, they fail to develop
their skills through a healthy process. Therapy for cognitive, social, and
behavioral developments may be available for the children, but it is uncertain
whether all of the children who are under therapy are able to generalize their
skills in real-world settings. The home environment can also affect the child's
development as there is a lack of architectural interventions provided
specifically to address these difficulties.
In addition, there is a lack of design interventions for children with ASD

in the Philippines, which introduces a problem in creating environments suitable
to prepare them for the real world. Furthermore, the design lacks spatial
environments that create a balance between sensitive and desensitized
spaces. Both spaces are significant in allowing children with ASD to be able to
exercise their skills and develop them further by being able to achieve its
generalization. With this said, architecture can be used as the bridging gap to
be able to contribute to the recognition of ASD, its shortages in architectural
interventions, and the acknowledgment of transitional spaces relevant to
achieve normal lives, developing relationships and expanding opportunities for
children with ASD.
1.3. Research Questions
The research shall be grounded through the research questions such as

the following:
1. How can the development of a transitional rehabilitation

community create capacities that strengthen the development and
transitional capabilities of autistic children?
2. How can the built environment motivate autistic children in

generalizing their skills and maximizing their capabilities within the
transitional rehabilitation environment?
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3. How can the spaces within the transitional rehabilitation

community achieve an interwoven, progressive approach for child
development and transition toward the real-world setting?
4. How can architecture complement sensory and neurotypical

design to establish a comfortable living and educational
environment for the autistic children and residents within the
transitional rehabilitation community?
1.4. Research Study Goal
The research aims to provide an autism-friendly, transition-oriented

community that utilizes the home, educational, therapeutic, and public
environments to achieve a progressive approach to development for children
with ASD. The creation of an inclusive environment for children with ASD will
take into consideration the qualities of the disorder, its strengths, and
weaknesses altogether to facilitate psychological, social, and behavioral
development to achieve adaptability to the real-world environment.
Through human-environment relatedness, the transitional rehabilitation

community is geared towards building familiarity and a sense of belongingness
between the children, their peers, and their environments, achieving a cohesive
transitional environment that promotes better quality of life for autistic children.
The proposed autism-centered community will achieve its goal of transition and
child development through administering proper autism-friendly interventions,
motivational learning spaces, and social opportunities for skill enhancement,
skill generalization, and self-discovery. Overall, the creation of a Transitional
Rehabilitation Community for autistic children shall prepare them for regular
society by aiming to decrease their sensory and behavioral difficulties while also
providing opportunities to enhance their basic skills and unique abilities. The
aim is to support the children to be the best that they can be so that they will be
able to adapt and succeed in the stimulating environments of the real world.
1.5. Research Study Objectives
The objectives of the research are:
1. To introduce an autism-centered transitional rehabilitation

community that embraces their differences and enhances them
for a better quality of life
2. To implement necessary interventions for the home, educational,

,therapeutical, and public environments by understanding the
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behaviors and characteristics of autism in children
3. To be able to integrate sensory and neurotypical design methods

within the transitional rehabilitation community in order to catalyze
transition and development for autistic children.
4. To be able to translate experiential learning into effective

architectural interventions that aim toward progressive learning,
knowledge formation, and skill generalization.
5. To be able to translate Bottom-up theory into functional elements

and spaces that can contribute to the development of autistic
children.
6. To be able to translate Self-Determination Theory into

architectural elements that motivates autistic children to learn and
be present in environments necessary for growth and transition.
7. To be able to translate Sociocultural Theory into architectural

elements that allow autistic children to learn effectively from
experienced individuals within the transitional autism community.
8. To be able to include families, therapists, teachers, and other

communities within the autism community to achieve a
progressive approach to child development.
1.6. Rationale
Improvements in living environments for ASD have significant

breakthroughs in psychological well-being (Nagib & Williams, 2016). The role
of architecture in the improvement of the quality of life is important to be able to
provide appropriate interventions for autism, its difficulties, and its capabilities.
An individual with ASD deserves to have designs catered to their likes and
dislikes just like any other human being (Kinnaer, Baumers, & Heylighen, 2015).
Furthermore, there is a big possibility that children with ASD will be able to adapt
to the neurotypical realm as Gopal and Raghavan (2018) stated that children
with autism were able to overcome their autistic attributes by slowly exposing
them to desensitized environments through proper design interventions with the
assistance of multidisciplinary fields. If children with ASD receive early
interventions, there is a significant decrease in their psychological and cognitive
difficulties (Qiu et al., 2019). Proper environmental interventions will not only
develop the difficulties that children with ASD undergo, but they can also
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develop their relationships with their family members and provide relief and
better control of their behaviors.
Social interventions from their peers such as families, therapists, and

teachers are as equally important in achieving child development. The need for
the proper establishment of peer relationships can allow external social
interventions to assist in proper child development, especially in guiding them
through social and academic problems (Blacher et al., 2014) and collaborating
in medical efforts (Kerns, Collier & Storch, 2017).
1.7. Significance of the Study
The architectural research will explore a distinctive and innovative

approach to autism-related interventions that incorporates the concept of multi-
environmental spaces for the transitional development of autistic children. It
shall provide autistic children with a constructive and progressive
environment that enhances their experiences, opportunities, and quality of life.
In order to alleviate the restrictive behaviors of autistic children and inculcate
motivation for development at an early age, it shall take advantage of sensory
and neurotypical spaces. This research intends to expand the growing
knowledge of autism interventions to contribute to raising awareness of autism
and its capabilities and promote the development of more Philippine
architectural designs suited for people with unapparent mental illnesses.
1.8. Scope and Limitations
The study aims to design an avenue of transition for children with ASD
challenging the built environment to create a safe and healthy environment for
social and psychological development for each child to prepare them for real-
world environments. Through this, the study allows the children to be well-
equipped for opportunities and experiences, overall instilling confidence and
proper development through spatial interventions The proposed layouts of the
spaces will be represented through architectural drawings and perspectives.
Therefore, the research is limited to:
1. The scope of the study is limited to the Philippines.
2. The proposed transitional rehabilitation community will be

limited to its allocated site in the Philippines.
3. The age group of autistic children catered for in the transitional

rehabilitation community school will be limited to children of
ages 5-12 to achieve effective early intervention.
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4. The transitional rehabilitation community will cater its services

to children with autism spectrum disorder who exhibit mid to
high difficulty levels and sensitivities towards social and built
environments.
1.9. Assumptions
The research deduces that the proposed design for a transitional

rehabilitation community shall be able to become an effective model for better
environments for autistic children. Incorporating sensory and neurotypical
interventions in the community's environments assumes the creation of an
effective, progressive, and healthy method of transition for autistic children.
Consequently, the transitional rehabilitation community also assumes that the
interaction between the community can grow awareness of kaleidoscopic
domains of the autism spectrum disorder, instigating appropriate knowledge,
behaviors, and new perspectives toward ASD. Overall, the study assumes that
autistic children can experience a healthy transition and development, leading
them to experience a good quality of life within the real-world environment.
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CHAPTER 2:
REVIEW OF RELATED LITERATURE
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2 Review of Related Literature
This chapter discusses the literature and studies relevant to reinforcing

the importance of the study presented. This chapter also includes the synthesis
of ideas to provide in-depth knowledge of the study.
2.1. Autism, Behaviors, and its Effects
2.1.1 What is Autism Spectrum Disorder?
Autism spectrum disorder or ASD is distinct and heterogeneous, and the

quality of uniqueness mainly revolves around its diverse symptoms that vary
among individuals with the diagnosis. ASD belongs to the scope of
neurodevelopmental disorders defined by deficits in social interactions and the
characteristics of limited interests and repetitive behavior (Hodges et al., 2020).
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) by the
American Psychiatric Association (APA) is generally used by multiple
healthcare providers to be able to diagnose individuals with the disorder. An
individual diagnosed with ASD often exhibits difficulties in interaction and
communication with others, restrictive and repetitive behaviors, and behavioral
symptoms that hinder proper function in specific environments such as work
and school (National Institute of Mental Health, n.d.).
According to the Autism Society Philippines (2016), 1 in 100 Filipinos has

been diagnosed with autism as of 2016. This would translate to over 1.2 million
individuals in the country who are on the spectrum. Given the large population,
there is still a lack of knowledge about ASD at a societal level. Cultural factors
are essential in understanding ASD, and the absence may cause a lack of
understanding, leading to stress and delayed diagnosis. Unfortunately, there is
a significant knowledge gap in the awareness of ASD between
western/European and Asian countries; the former exhibits greater
understanding and support than the latter, which significantly lacks awareness
of the ASD community (Ilias, Cornish, Kummar, Park & Golden, 2018). Asian
countries, including the Philippines, lack significant knowledge about the autism
community. The unawareness of its significance leads to lesser curiosity and
research, which results in a lack of support and awareness for the autism
community in the Asian regions.
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2.1.2 History of ASD
2.1.2.1 Early Accounts of Autistic Behaviors
Leo Kanner, a child psychiatrist, produced a groundbreaking study in

1943 that popularized the term 'autism' as we know it today. However, before
Kanner, several medical professionals had spoken of autism without referring
to it (Deisinger, 2011).
Victor, the wild child of Aveyron, was a young child identified after
enduring 11 years isolated in the woods prior to 'autism' being used as a
diagnostic term. In 1798, French physician Jean-Marc Gaspard Itard
characterized him as socially aloof, as well as having speech and intellectual
deficiencies. Victor was unlike others of his age due to his development,
according to what he had witnessed. Victor's behaviors, as reported by Itard,
would later be properly categorized as autistic (Cook & Willmerdinger, 2015). A
few years later, Dr. John Haslam wrote his 1809 textbook Observations on
Madness and Melancholy, which includes a narrative of a 5-year-old boy whose
symptoms matched the modern criteria of autism. When the boy reached the
age of 13, Haslam evaluated him once more. He was still a loner enamored with
toy soldiers and military music. The individual was equally fascinated with
frequent religious services but failed to recognize their significance (Deisinger,
2011). A few decades later, in his 1879 edition of The Pathology of Mind, Henry
Maudsley added a chapter to his book ‘The insanity of early childhood.’
Maudsley acknowledged emotional and moral insanity. but he did not mention
someone with conventional autism. Instead, he described a 13-year-old kid who
may have had Asperger syndrome in great detail. This belief stems from the
fact that childhood autism was not included in early descriptions of the
development of child psychiatry (Wolff, 2004).
It was not until 1911 when Eugen Bleuler, a Swiss psychiatrist, coined
the term autism, taken from Greek words about the condition of the self. Bleuler
coined the term autism to define a self-absorbed withdrawal into a distinctive
mental state of fantasy, and he initially used it to describe schizophrenia
(Deisinger, 2011). Up until the 1950s, fundamental concerns in child
development were reframed using the concepts of childhood schizophrenia and
autism based on the notion of infantile hallucination (Evans, 2013).
2.1.2.2 Autism in the Early and Mid 20th Century
In the early 20th century, the dominant theories on autism managed to

take a psychogenic approach, which claims that autism is caused by
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psychological or emotional characteristics rather than biological or physical

ones. Some of this was based on accepted Freudian psychoanalytic theory at
the time. These psychogenic theories for autism were generally accepted in the
medical field and lasted as a result of a lack of scientific study into the origin of
autism (Cook & Willmerdinger, 2015).
In the renowned 1943 article ‘Autistic disorders of affect contact,’ by Leo

Kanner and published in a special issue of the journal The Nervous Child, he
presented the first comprehensive account of autism (Harris, 2016). Leo Kanner
declared that he had discovered a distinct mental illness in children that was
marked by ‘severe autism, obsessiveness, repetitive behaviors, and echolalia’.
Kanner observed that the children's relationship with people was ‘entirely
different’ and that occasionally they would hardly notice when other individuals
walked into a room. He also observed that these children lacked a physical
sense of connection with others and tended to use words in a particularly literal
manner (Evans, 2013). In his subsequent remarks, Kanner described autism as
an intense autistic aloneness that, wherever possible, dismisses, rejects, or
shuts out anything that occurs to the child externally (Cook & Willmerdinger,
2015).
Just a year after Kanner’s article in 1943, Dr. Hans Asperger of the
University of Vienna in Austria released an article describing a group of young
children in his clinic who had several of the same characteristics. Asperger
characterized his patients' social and compulsive traits as blending into
what would just be described as eccentricity or expertise. His patients ranged
in age from young children to adults. In contrast to Asperger's work, Kanner's
received numerous citations and media attention (Baron-Cohen, 2015).
Just after Asperger in the 1950s, child psychologist Bruno Bettelheim

popularized the ‘refrigerator mothers’ theory by using the media to support the
notion that parents were the underlying cause of autism. Most significant was
Bettelheim's strategy, which involved taking kids out of their parents' bad
influences and placing them in residential treatment centers (Cook &
Willmerdinger, 2015). Despite the fact that this has lost favor with the majority
of scientists, there are still some people and regions of the world that support
this notion (Egber, 2021).
2.1.2.3 Autism in the 1960s and Onwards
Beginning in the 1960s, a novel approach to autism research started to

emerge. Researchers started concentrating on understanding the molecular
and behavioral underpinnings of autism rather than just the psychogenic and
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emotional aspects of autism (Cook & Willmerdinger, 2015). Consequently, in

the 1960s, a large number of British child psychologists contested Bleuler's
claims about infantile thought and established new techniques, including
epidemiological research, to support child psychology as a science. Such
psychologists also redefined the term ‘autism’. In contrast to its earlier meaning,
they began using the word 'autism' to refer to the full lack of an unconscious
representational existence (Evans, 2013). There was a larger emphasis on
autistic behavior intervention as the emphasis shifted away from psychogenic
factors and toward biological aspects. The basis was built on behaviorist
notions, which Ole Ivar Lovaas promoted in 1965 when he developed Applied
Behavior Analysis (ABA) treatment (Cook & Willmerdinger, 2015).
By the late 1970s, it was evident that autism was a unique illness, and
efforts were made to create more effective diagnostic methods (Volkmar, 2015).
More autism interventions have emerged, such as of Eric Schopler who
established another intervention program at UNC Chapel Hill, the Treatment
and Education of Autistic and Related Communication Handicapped Children
(TEACCH), which is still in full operation. This program uses parents as ‘co-
therapists’ to help treat autistic children and offers interventions, counseling,
and other programs for those with autism.
Before 1980, Kanner's cases were categorized as infantile psychosis or

childhood schizophrenia (Harris, 2016). Autism and schizophrenia were not
officially distinguished from one another until 1980, when the DSM-III classified
autism as ‘infantile autism’ and stipulated six key diagnostic criteria (Cook &
Willmerdinger, 2015).
A 1981 article by child psychiatrist Lorna Wing at the Institute of

Psychiatry in London, UK, brought Asperger's work to the attention of the wider
population. For almost 40 years, the english speaking community had no
knowledge about Asperger’s study, mainly because his text was written in
German prior to Wing. Coincidentally, Kanner stated he was unaware of
Asperger's work. The autism community has believed that for the past 35 years
since Wing's paper, this was merely another odd coincidence of two scientists
identifying the same medical disorder independently, unexpectedly within one
year of each other (Baron-Cohen, 2015).
2.1.2.4 Disproved Assumptions Regarding Autism
Autism was initially assumed to be caused by bad parenting. However,

it has now been established that the atypical characteristics of parents of autistic
children result from shared genes. It was also claimed that autism was a subset
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of schizophrenia. However, this was eventually invalidated because autism is

already recognized as a developmental disorder rather than a psychosis.
Furthermore, autistic symptoms were thought to be due to developmental
receptive language disorder. However, this was later proven wrong as the two
conditions are distinct. Finally, comparisons of the population and family
incidence of autism contradicted the notion that the condition is not raised in
siblings of affected children (Wolff, 2004).
2.1.3 Deficits and Developmental Challenges
According to Harris (2018), DSM-5 contains a collective diagnostic for all

sub-groups previously used in the DM-IV standard. The sub-groups include
autistic disorder, Rett Disorder, childhood disintegrative disorder, and Asperger
Syndrome. With this, the collective terminology autism spectrum disorder is now
widely used to identify individuals with the DSM-5 criteria. In addition, Harris
(2018) also added that the ASD criterion for DSM-5 also included difficulties in
sensory modulation, which sets it apart from the previous DSM-IV criterion. With
the introduction of DSM-5 and the refinement of its criteria for diagnosis, it
became much easier to identify ASD in individuals to receive earlier treatment.
Individuals with ASD who suffer from persistent socializing deficits may
fail to reciprocate emotional, behavioral, nonverbal, and verbal responses
towards other people, which can affect their ability to maintain relationships. In
addition, repetitive, restrictive behavioral patterns may exhibit repetitive speech
and motor movements; resistance to change due to adherence to routines,
ritualized motor behaviors, hypo- or hyper-sensitivities towards specific sensory
inputs, as well as a strong attachment towards specific ideas, objects, and
interests (Carpenter, 2013). Such symptoms would mainly disrupt an
individual’s everyday occupations, making it challenging to function
appropriately in society, especially around other people.
2.1.3.1 Sensory Modulation
Children with ASD may behave out in ways that reflect difficulties in their
sensory processing and reaction. Adults with high functioning ASD have
documented their modified sensory perceptions in their autobiographies,
describing how they felt distressed by common stimuli. They have shed light on
the causes of some of the ensuing behaviors and contend that children who
have these sensory reactivities may exhibit distressing symptoms as well as
possibly problematic behaviors (Adamson, O’Hare & Graham, 2006). Sensory
Modulation is the ability to control the degree and variety of sensory stimuli and
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to generate appropriate reactions in response to incoming sensations. But

occasionally, this does not develop properly as it should (Kern, et. al, 2008).
The DSM-5's most notable observation for individuals with ASD is their
deficiency in sensory modulation or unusual responses to sensory stimuli.
(Hazen, Stornelli, O’Rourke, Koesterer & McDougle, 2014). Sensory
modulation is divided into three categories: sensory over-responsivity, sensory
under-responsivity (SOR), and sensory-seeking behavior (Hazen, Stornelli,
O’Rourke, Koesterer & McDougle, 2014).
2.1.3.1.1 Sensory Over-Responsivity
In parents and self-evaluations of sensory perceptions, hypersensitivity

to sensory input is a prevalent indication of ASD. It has been proposed that such
hypersensitivity is caused by brain hyperexcitability (Takarae, Sablich, White &
Sweeney, 2016). According to Williams, Campi, and Baranek (2021), sensory
over-responsivity, also known as sensory hyperresponsiveness, is an
uncomfortable response to external stimuli. According to them, people who are
overly sensitive to stimuli have more intense startle reactions to sensory input.
Over-responsivity would make them vulnerable to stress and uncomfortable in
particular demanding surroundings. As a result, places like restaurants,
shopping malls, and busy streets are frequently avoided. Due to discomfort,
people frequently avoid hygiene routines. Similarly, people with sensitivities to
odor, taste, or texture may also avoid particular foods (Amos et al., 2018).
2.1.3.1.2 Sensory Under-Responsivity
Hyporesponsiveness is characterized by delayed or more attenuated

responses to stimuli than normal (Patten, Ausderau, Watson & Baranek, 2013).
Individuals who are hyporesponsive to sensory stimuli may lack behavioral
reactions or respond insufficiently to sensory stimuli (Baranek et al, 2013),
which may accompany sensory seeking behavior such as observing items from
multiple perspectives for extended periods of time (Normansell-mossa, et al.,
2021). Higher sensory input is processed at a more extensive level by the
nervous system, which is built to accept and register incoming information in a
graded manner. Individuals with hyporesponsiveness or underresponsiveness
may struggle to detect fresh or important sensory information, making it difficult
for them to control their speed while pouring milk and spilling the milk by
overfilling a cup or watching out for a rapidly approaching car when trying to
cross the street. Given that they are less able to react appropriately to their
surroundings, people with hyporesponsiveness may come out as uninterested
in the activities going surrounding them (Schultz-Krohn, 2013).
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Notably, the hypo- and hypersensitivities of individuals with ASD

towards sensory stimuli can be associated with their behaviors towards their
physical environment, which may be problematic for most, as it is emphasized
as one of the common issues of individuals with ASD (Tola, Talu, Bain & Lindert,
2021). The stimuli their environment provides can be interpreted and felt in
several ways, as they may vary per individual. This variation is why spaces need
to be aware of the stimuli it produces to address these concerns significantly.
2.1.3.1.3 Sensory-seeking
People with autism may engage in ‘sensory-seeking’ activities, which

refer to a desire for lengthy or intense sensory stimuli. This involves an
attraction to moving or vividly colored objects (Pellicano, 2013). When it comes
to interacting with sensory elements of the environment, sensory-seeking
behaviors may be considered unusual and excessive (Kirby et al., 2016), such
as engaging in stimulatory activities including rocking, making noise, and
flicking (Lane, Dennis & Geraghty, 2010).
2.1.3.2 Intolerance of Uncertainty
In neurotypical individuals, intolerance of uncertainty (IU) is a

dispositional risk factor for the onset and management of clinically significant
anxiety. It entails responding adversely on an emotional, cognitive, and
behavioral scale to ambiguous environments and occurrences (Rodgers et al.,
2016). Computational explanations of sensory perception have used the
difficulty in forming expectations about the sensory environment to try and
explain sensory sensitivity in autism. Autistic individuals might find it difficult to
manage the intensity and uncertainty of incoming sensory signals as they rely
less on existing information. They progressively rely more on sensory
information from the ground up. Because they have difficulties constructing
internal representations of the world or efficiently combining them with sensory
inputs, they tend to see the world directly or 'as it is.' (Neil, Olsson & Pellicano,
2016).
IU is a transdiagnostic construct linked to a variety of anxiety disorders.

There is evidence from intervention trials with neurotypical persons that a
decrease in IU is linked to a decrease in anxiety (Rodgers et al., 2016). It is
critical to understand how IU differs from anxiety, which is a three-part construct
comprised of cognitive, physiological, and behavioral elements. IU has been
linked to numerous anxiety-related conditions, particularly in normally
developing (TD) children and adults. When compared to TD populations,
children with ASD seem to have greater levels of IU, and this may be linked to
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the prevalence of co-occurring anxiety. Some researchers have proposed that

IU may be fundamentally linked to specific ASD characteristics and that its
presence at high levels can raise the likelihood of anxiety (Vasa et al., 2018).
Anxiety has been associated with confined and repetitive behaviors,

such as emphasis on consistency, rigid commitment to routines, and trouble
with change, since the disorder's early classifications. These behaviors are
theoretically similar to IU, which is noted for its avoidance of unexpected
occurrences and desire to make life as comprehensible as possible (Rodgers
et al., 2016). The characteristics of IU, such as a propensity for predictability
and an aversion to change, appear to have similarities with certain parts of the
demand for sameness seen in ASD. In addition, IU has recently been identified
as a common mechanism in both anxiety and autism spectrum disorder (ASD),
and a direct pathway from IU to anxiety has been indicated in ASD (Wigham et
al., 2014). In individuals with ASD, IU has been a common occurrence as such
individuals cannot tolerate unforeseen circumstances, leading to anxiety.
Restricted and repetitive behaviors have been linked to IU, as it displays
behaviors of intolerance and the demand for sameness and stability within their
environment.
2.1.4 Effects of Autism Toward an Individual
2.1.4.1 Coping Mechanisms
In order to cope with overstimulating environments, autistic responses

may be through repetitive motor behaviors such as rocking and hand-flapping.
In environments of distress, individuals with ASD tend to look for sameness and
steadiness in ritualized patterns (Tola, Talu, Bain & Lindert, 2021). In these
preferred ritualized behaviors, they seek to manage their overstimulated
senses. Savarese (2019) describes the perseverance of acting out repetitive
behaviors means to display rejection to conform to societal norms; society’s
perspective of its surrounding environment is far different from the perspectives
of the autistic mind, with the former having a more generalized perspective and
the latter having a more detailed approach. Savarese (2019) further added that
this thorough perception can cause overwhelmingness, resulting in fatigue and
anxiety.
However, these patterns, such as hand flapping and rocking, may seem
unusual and disturbing to neurotypical individuals. This is why most individuals
with ASD often refer to themselves as feeling out of place (Davidson &
Henderson, 2016). Their unique way of addressing their sensory processing
difficulties creates further difficulties in their everyday lives and relationships.
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2.1.4.2 Deficits in Joint Attention
According to Ghazali, Sakip, and Samsuddin (2019), individuals with

ASD who seek sensory stimuli from their environment would often leave the
individual distracted and inattentive. For children, it could lead to difficulties in
their education as it could hinder them from performing appropriately towards
tasks given. In addition, Ghazali, Sakip, and Samsuddin (2019) added that the
children would often become distracted by their disruptive behaviors. Without
proper environmental interventions in individuals with ASD, behavioral
management for them would become difficult as specific environments may be
overly chaotic for their senses.
2.1.4.3 Society’s Lack of Autism Knowledge and Its Effects on Autistic

Individuals
Like difficulties in sensory processing, autistic problems with

sensorimotor abilities result in various impacts on an individual’s social
behaviors, such as social withdrawal, unresponsiveness, and struggles with
communication, posture, and skilled movements due to their impairment in
motor functions (Kapp, 2013). However, unlike physical disabilities, ASD can
be difficult to distinguish from a neurotypical individual’s perspective due to the
lack of physical determinants that identify the disorder, except for tantrums and
disruptive behaviors, which are common in children with ASD. The lack of
society’s autism knowledge regarding these behaviors poses a problem for the
individual with ASD’s relationships with family and community members, as they
tend to receive the blame for these violent reactions (Hall, 2012). Stigma is
expected in the autism community, and the children are not the only ones
receiving discriminatory treatment but their close associations as well (Liao, Lei
& Li, 2019).
2.1.4.4 Media and Its Influence
The onset of autism spectrum disorders is thought to be more prevalent

compared to Down syndrome, diabetes, or cancer, yet studies have examined
the perceptions that the general public has of autism, despite the assertion of
many parents that the general public sees autistic children as impolite,
uneducated, and undisciplined (Huws & Jones, 2010). Bullying is a common
form of negative behavior directed against autistic people. According to an
examination of media representations, the media reinforces negative and
inaccurate portrayals of autism, with autistic people frequently represented as
unstable or violent (Wood & Freeth, 2016). The media influenced the Filipino
audience into believing and accepting what was portrayed for them as ‘normal.’
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The disabled became the subject of harsh jokes, a source of cheap amusement,
or were sheltered away from the general public to escape speculations that
having children with some type of impairment was nature's way of inflicting
punishment on the family for its misdeeds (Koe, 2013).
2.1.4.5 Bullying
Children with disabilities are more prone than their peers without
disabilities to be bullied. While bullying is a serious issue for all school-aged
children, it is especially severe for children with ASD owing to their greater
susceptibility. (Forrest, Kroeger & Stroope, 2019).
Bullying has well-documented negative repercussions, with victims

reporting a higher prevalence of psychological and physical problems. Bullied
children frequently suffer from low self-esteem and difficulty developing and
maintaining relationships, which may give rise to sentiments of isolation and
loneliness. Bullying has also been connected to attempted suicide and self-
harm in cases of greatest severity (Zablotsky, Bradshaw, Anderson & Law,
2013). Despite a substantial amount of autism knowledge and acceptance
among peers, children with autism suffered significant instances of isolation,
mocking, and harassment (Dillenburger et al., 2017).
Although any child with special needs may be perceived to be 'different'

by their classmates and so directed for victimization, those with ASD face
additional risks owing to their fundamental deficiencies in socialization
(Kloosterman et al., 2013). Bullying was also highly associated with resistance
to change. It has been suggested that interpersonal and communication
challenges are more common in children who show challenges recognizing
verbal/nonverbal cues of impending changes and difficulties comprehending
spoken/unspoken social rules regarding activity transitions (Forrest, Kroeger &
Stroope, 2019).
It may not be sufficient to depend on communication to resolve bullying

issues. While just telling typically developing classmates about autism does not
result in more favorable attitudes of autistic pupils, true personal interaction is
a more effective approach of comprehending autism and its characteristics
(Dillenburger et al., 2017).
2.1.5 Children with ASD
The average age for a child to be diagnosed with ASD is 60 months, or

five years old (Van’t Hof et al., 2020), but symptoms can be detected as early
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as infancy through displays of behavioral and sensorial impairments (Kodak &

Bergmann, 2020). Children with ASD are most likely to develop multiple
abnormalities in their sensorial domains compared to other children in
comparison, who would usually only exhibit one if there were any (Leekam,
Nieto, Libby, Wing & Gould, 2006). These sensorial abnormalities do not only
affect how they perceive and internalize their environment, but it also affects
how they present themselves and how they are perceived by other people in
social domains.
Social perception is an integral part of socialization, which brings forth

social stimuli to which individuals could respond through the combination of their
own perceptions and action. Children with ASD experience difficulties
anticipating social stimuli which would then lead them to slow and incongruous
responses as they fail to coordinate their own actions towards external
scenarios (Von Hofsten, Adell & Kochukhoya, 2009).
2.1.5.1 Problem Behavior
‘Problem behavior’ as described by Kodak & Bergmann (2020), is a

common behavior for children with ASD affecting social interaction and
communication that is usually the reason behind the family’s need for
professional interventions. Problem behavior mostly consists of excessive
behaviors that may escalate into self-injurious behaviors such as tantrums,
elopement, and property destruction. Soke et al. (2018), stated in their study
that the prevalence of self-injurious behavior (SIB) is reported to be higher in
ASD individuals compared to other developmental delays which can be due to
their frustrations with self-expression. These perceptively negative behaviors
display how children with ASD find difficulty in expressing their emotions; they
externalize expressive, aggressive emotions while internalizing their mental
difficulties such as anxiety and depression. In addition to other ASD symptoms,
such behavioral problems add to the challenges that children with ASD find
difficult to control, which may further lead to stress (Baker, Fenning, Howland &
Hyunh, 2018).
To be able to have a sense of control over their environment, children

with ASD would often resort to repetitive and restrictive interests. However,
these interests may pose a threat to the functioning of children with ASD; too
much involvement with restricted interests and behaviors may cause the
children to miss important details from their environment, causing these to be a
distraction towards social interaction and adaptability (Spiker, Lin, Van Dyke &
Wood, 2011). Arguably, these problem behaviors that children with ASD tend
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to exhibit can be their means of coping, described as ‘coping behaviors’

(Williams, Siegel & Mazefsky, 2018). As children with ASD struggle with their
behaviors, these challenges may be rooted in social and environmental
influences on which a child may be hyper-sensitive, resulting in restrictive and
repetitive behaviors that may be deemed unusual, but is their method of finding
comfort and stability
2.2. Family and Peers
2.2.1 Lay Perceptions Of Autism
Individuals who do not understand autism and its traits sometimes hold
stereotypical notions or have a hard time understanding the behavior of autistic
people. According to research by Huws and Jones (2010), people frequently
struggle to identify ‘mental diseases’ and typically do not comprehend the
concept of psychiatric vocabulary. As a result, people attempt to make sense of
the world by putting fragmented and socially constructed bits of knowledge
together. However, this lack of information can result in problems, such
as breeding bias and discrimination. Huws and Jones further added that lay
interpretations of the cause of autism frequently emphasized genetic and
hereditary elements, and discourses about disorders being passed down
through the generations are common. Another observation was that autism
might be a manifestation of God's will, and people still believe that vaccines
cause autism (Huws & Jones, 2010).
Students believe frequently mentioned features to be unfavorable in

nature. Although perceptions of autistic individuals include poor interpersonal
and social abilities, introversion, challenging personality, and varying degrees
of intelligence, this observed stereotype excludes many positive skills and traits
frequently shared by autistic individuals, such as excellent comprehension of
detail, enhanced perceptual ability, and greater capacity to interpret or develop
systems. (Wood & Freeth, 2016). Children with autism are educated in inclusive
settings more often than before as a result of federal law that mandates
that children with disabilities be educated with non-disabled classmates.
However, recent studies have shown that peers collectively attribute negative
personality traits to children with autism when compared to a typical peer, which
is concerning given the rise of inclusive school environments for children with
autism (Campbell et al., 2004).
Without personal experience, views and impressions of autistic persons

may be primarily rooted in stereotypes. Disability stereotypes generally
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demonstrate a predominately negative stereotype (Wood & Freeth, 2016).

Physical involvement between persons with and without disabilities over
extended periods of time can support the growth of positive conceptualization.
Additionally, the knowledge basis that has led to the creation of lay perspectives
by the general population will also form the foundation for the self-identity of
persons with autism (Huws & Jones, 2010).
2.2.2 Families with Autistic members
Figure 2.1 Parenting A Child With Autism
SOURCE: Aguiar & Ponde (2019)

(https://www.researchgate.net/publication/333057354_Parenting_a_child_with
_autism)
Parents of autistic individuals would often internalize stress, sadness,

and depression as they often experience frustration in parenting a child with
autism and grieve the loss of opportunities they dreamed of for their child’s
future (Aguiar & Ponde, 2019).
Being a parent of an autistic child can be difficult and frustrating

(Hoogsteen & Woodgate, 2013). Children on the spectrum often appear visually
indistinguishable from normal children, but they struggle with significant social,
sensory, and behavioral problems. These internal difficulties can result in
frustrating social situations (Bloch & Weinstein, 2009). Parents expressed
similar sentiments to how they viewed children with autism as ‘living in their own
world,’ as parents would often feel that they had to ‘do it alone’ in all factors of
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their daily lives. When coping with the difficulties of parenting and providing for
a child, parents described their world as ’dwelling in a universe of our own’ that
occasionally made them feel alone (Woodgate, Ateah & Secco, 2008).
Parents reported how their family's life gradually revolved around the
autistic child after the autism diagnosis (Hoogsteen & Woodgate, 2013). After a
child is diagnosed with autism, Bloch and Weinstein (2009) wrote about ‘The
Journey,’ which involves parents going through ‘a journey of broken dreams.’
Despite the depressing news, parents would tend to exhibit generic themes and
patterns to cope, such as moving from social exclusion to social inclusion,
sorrow to acceptance, remorse to parental capacity, a lack of comprehension
of knowledge and skill acquisition, and family conflict to family balance in order
to gather their strength. In order to comprehend their child's behaviors and
requirements, parents were constantly expected to carefully evaluate and
address problems (Hoogsteen & Woodgate, 2013).
While the diagnostic phase is typically challenging, the grieving

period will likely last for a lifetime as it is often not a simple process. Parents
undergo a grieving process as they learn more about their child's condition and
develop a basic knowledge of it (Bloch & Weinstein, 2009). Because parents
devote all of their time and energy to their child, they frequently feel neglected
regarding their personal needs. Parents' sense of hope is reduced due to their
experience of isolation. When they thought that their family, friends, system
professionals, and other people in their lives were not around to reinforce their
sense of hope for their child, parents described feeling discouraged and alone
(Woodgate, Ateah & Secco).
When depressed and under stress, families may experience additional

issues brought on by the family members, such as marital separation, which
could worsen the family's situation. So, in addition to family-implemented coping
mechanisms like obtaining information and adjusting their work hours to
accommodate child and family care, it is crucial to incorporate social support
and professional help when they are available to help with child support (Aguiar
& Ponde, 2019).
2.2.3 Familial Coping and Support
According to Rebosa et al. (2020), Filipino parents of children with ASD

can identify early symptoms of autism and would rather listen to medical
opinions than myths, which would be essential information for their child’s
development and well-being. However, in the Philippines, there is a lack of local
information disseminated that is considered a reliable resource for autism
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concerns. The lack of autism information can significantly affect how individuals
with ASD are perceived and treated in society. Due to cultural influences and
stigma, autism is a negative aspect.
The negative psychological consequences of raising a child with ASD or

the other disabilities have been demonstrated to be significantly alleviated by
social support (Ekas, Lickenbrock & Whitman, 2010). The family system may
feel out of balance and under a lot of stress as a result of raising a child with a
disability. Therefore, it is critical for parents to be equipped with coping
mechanisms; social support has been demonstrated to lessen parental stress
(Boyd, 2002).
Peer support can provide parents with the information, knowledge, and
acceptance they require (Banach, Iudice, Conway & Couse, 2010) as a
significant portion of the external family-coping techniques implicated the use
of a social support system within the family's social network (Twoy, Connolly &
Novak, 2007). In fact, m others of children with ASD are demonstrated to
experience less stress when receiving informal support from relatives and
friends (Ekas, Lickenbrock & Whitman, 2010).
Mothers first turn to their families for informal support and would turn to
parent support groups for the most beneficial type of formal support for mothers,
as they allow them to express their problems about parenting an autistic child
without being judged (Boyd, 2002). Families with recently diagnosed ASD
children face serious challenges characterized by grief and future uncertainty.
However, support groups can assist in alleviating negative emotions by allowing
parents to participate in support groups to gain more knowledge and be more
equipped to help their child (Banach, Iudice, Conway & Couse, 2010).
In addition to social support, receiving medical care and assistance is

one of the primary coping mechanisms for parents of autistic children. Medical
support is characterized as the standard of pediatric medical treatment in terms
of compassion, cultural efficacy, and family-centered service (Hsiao, 2016).
According to a study by Gray (2006), family support and using treatment
services were the parents' most common coping mechanisms. The child was
reported to perform better, and the parents' quality of life improved. Better
behavioral approaches result when a family receives more compassionate,
culturally appropriate, and family-centered treatment from healthcare
professionals (Hsiao, 2016).
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2.2.4 Autism and Teachers
The lack of attention given to ASD can affect other peer relationships of
individuals with ASD, such as teachers. Children with ASD often have language
difficulties which would ultimately compromise their relationship with their
teachers, especially those untrained to handle children with special needs.
Early interventions for student-teacher relationships are significant in building
socio-behavioral and academic abilities in children, especially those with
special needs such as ASD (Feldman et al., 2019), however, due to
hypersensitivities to their environments children would exhibit problematic
behaviors that make it difficult for teachers to handle their students.
Furthermore, in European countries, due to the lack of knowledge regarding
ASD, parents would also pose a problem for the educational domain by failing
to be transparent with the child’s condition and overall uncooperative, affecting
the child’s development. (Raudeliūnaitė & Steponėnienė, 2020). Parent-teacher
coordination is critical, as transparency allows professionals to provide
appropriate interventions for the child with special needs, contributing to a
cohesive approach to child development.
A healthy parent-teacher relationship can be achieved with proper

knowledge and acceptance of ASD. Parents can relay insight into the expected
behaviors of their children, providing teachers with valuable information they
can use as means of intervention in the school environments such as
playgrounds and classrooms (Clark, Barbaro & Dissanayake, 2019).
Coordinating the knowledge of behaviors in relation to the home and the school
is imperative to achieve a continuous effective intervention
2.3. Education for Children with Autism
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2.3.1 Temple Grandin’s Types of Specialized Minds
Figure 2.2 Temple Grandin (2006) Types of Specialized Minds by author

According to Chan (2018), owing to her distinguished career in animal
science, Dr. Temple Grandin is one of the first individuals to address her own
experiences with autism publicly. Dr. Temple Grandin was one of the first
people to publicly discuss her personal autistic experiences and identified the
basic types of specialized brains in autistic individuals. These special minds are
namely the visual thinkers, music and math thinkers, and the verbal logic
thinkers who excel immensely in different fields such as the arts, math and logic,
and journalism and literature respectively (Grandin, n.d.).
2.3.2 Special Education
Special education entails providing and supervising a carefully

developed set of comprehensive, research-based teaching, assessment
techniques, and related services to students with mental or physical disabilities
in order to promote equal access and opportunity in every component of
education, the community, and society. It is distinguished by individual
assessment and planning, targeted and intensive instruction, goal-directed,
researched-based instructional approaches, strategic partnerships, and student
evaluation (Hornby, 2014). The characteristics of effective special education
instructional approaches are that they are specifically defined, explicit, carefully
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planned, and directly connected to the subject material of the instructional

requirement. Although these strategies are not particular to special education
environments, educators, or students, their application should be. For students
with learning disabilities, special education is distinct from regular education as
it is more specific, intensive, and supportive (Vaughn & Linan-Thompson,
2003).
2.3.3 Special Education in the Philippines
Special Education, or SPED, is currently a widely debated subject in

education, particularly in the Philippines. It has generally been referred to as a
new education paradigm to make Philippine society more inclusive, as in
worldwide education (Allam & Martin, 2021). Various provisions have been
enacted in the Philippines to promote inclusive education for children with
disabilities. One of these provisions is the Child and Youth Welfare Code of
1974 states that 'emotionally disturbed' and physically or mentally disabled
children shall receive the care and educational assistance considered
necessary by their particular condition. Furthermore, the Education Act of 1982
states that all citizens, regardless of origin, shall have equal educational
opportunities and benefit from the advantages of education (Inciong & Quijano,
2004).
The educational system's purpose is to produce competent individuals

who have the abilities and awareness to seek individual growth knowledge.
Improving students' self-determined behavior characteristics has been a key
component of policies, studies, and curricular requirements designed to help
students navigate a smooth and effective shift to postsecondary environments.
(Allam & Martin, 2021). However, despite the rise of special education in the
Philippines, obstacles still hinder its significant growth in support and
recognition.
2.3.3.1 Shortcomings of SPED Education in the Philippines
One of the marginalized communities recognized as acceptable

recipients of the state's basic education reforms is individuals with disabilities
(Inciong & Quijano, 2004).
Allam and Martin (2021) observed in Iligan City that most primary school
teachers in the division had inadequate experience with special needs
education with regard to pupils with learning difficulties. Despite the 'Primary
Education Development Plan' (PEDP), which promises educational inclusion,
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the condition of primary schools in Ilagan City remains poor, particularly in

schools for children with cognitive difficulties. (Allam & Martin, 2021).
The education of special-needs students has progressed from special

education (SPED) to integrated education to inclusive education (Allam &
Martin, 2021). Nevertheless, educational institutions, governmental agencies,
and parents still have obstacles and misunderstandings. To ensure that children
with disabilities receive the proper education they require for their primary
education, it is essential to be able to handle these issues.
2.4. Comprehensive Treatment Models for Autistic Children
Comprehensive Treatment Models (CTMs), according to Odom, Boyd,

Hall & Hume (2009), are service delivery models delivered more than 25 hours
per week, longevity, or participation intended to support the growth, functioning,
and well-being of children and youth with ASD and their families. Distinct
acronyms typically designate CTMs, referred to as "branded" interventions.
They consist of behaviors designed to have a broader learning or
developmental influence on the primary deficiencies of ASD (Odom, Boyd, Hall
& Hume, 2009).
Because of the significant need for intervention services, consumers and

professionals are drawn to different forms of interventions and services for
various emotional and cognitive reasons (Romanczyk, McEachin, 2016). The
purpose of Comprehensive Treatment Models (CTMs), which are made up of a
team of multidisciplinary specialists, is to improve behaviors while lessening the
severity of the disability over time. It is comprehensive and aims to treat various
ASD symptoms, such as deficiencies in language, cognition, social interaction,
and play development (Riera & Naguib, 2018).
2.4.1 Behavioral Approaches (Applied Behavior Analysis)
The ABA method teaches reasoning abilities together with social,

physical, and verbal behaviors, and each stage of behavior is prompted or
reinforced with positive reinforcement after careful behavioral observation
(Simpson, 2001).
ABA is the application of behavior analysis research, which can be

beneficial regardless of the developmental stage or capacity of the acting
"organism" (Dillenburger et al., 2012). ABA is not a curriculum or a teaching
method. Most crucially, it was not explicitly created to be utilized with autistic
children; the scientific discipline of applied behavior analysis is concerned with
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applying behavioral concepts to significant social problems of each

individual (Strain & Schwartz, 2001).
2.4.1.1 EIBI
EIBI is the thorough habilitation of young children with ASD using ABA
principles and practices. Treatment generally begins as soon as possible and is
intensively implemented for almost 40 hours per week to treat all compromised
areas of functioning (Granpeesheh, Tarbox & Dixon, 2009). EIBI is notable for
its effectiveness in improving autism-related symptoms, adaptive behaviors,
and the development of language skills for many individuals (Caron, Berube &
Paquet, 2017).
The practice is founded on the fundamentals of Applied Behavioral

Analysis (ABA), a type of behavioral intervention which concentrates on
isolated trial training in order to improve interaction, behavioral skills, social and
practical abilities in children with ASD (Children's Hospital of Philadelphia,
2014). Early therapies can help children with ASD learn skills quicker, allowing
them to promptly catch up with their normally developing peers in regards to
functional capabilities and improve their intellectual ability and adaptability more
promptly (Klintwall, Eldevik & Eikeseth, 2013). Children with ASD can
significantly improve their cognitive and adaptivity within 2 years of EIBI (Smith
et al., 2019). With the assistance of professionals and intensive behavioral
therapy, early interventions for children can yield the best developmental
outcomes (Leaf et al., 2020).
2.4.2 Educational Approaches
Comprehensive educational therapies, as opposed to those which tackle

standalone deficiencies such as communication challenges, joint attention, or
motor planning, comprise treatments that handle each of the core impairments
that characterize autism (Eikeseth & Klintwall, 2014). Behavioral,
developmental, augmentative and alternative communication approaches, and
visual methods are employed in educational strategies to encourage social,
adaptive, academic skills, and the reduction of difficult behavior with the goal to
improve functional autonomy, promote quality of life, and reduce stress in the
child's families (Sengupta, Lobo & Krishnamurthy, 2015).
A personalized program adapted to suit the Individualized Education

Program (IEP) objectives set by the family, student, and educational
collaborators is frequently necessary to teach children with ASD in a setting that
is least restrictive. (Hyman, Levy & Myers, 2019).
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2.4.2.1 LEAP
In order to lessen the autistic symptoms in children that obstruct their

educational opportunities, LEAP based its treatment strategy on a combination
of applied behavior analysis (ABA) and basic early childhood education
(ECE) principles (Boyd et al., 2013). It attempts to improve the social
relationships of young children with special needs through targeted,
individualized classroom activities through peer-mediated methods, systematic
focus on generalization, and intensive interventions through optimizing
instructional opportunities (Siller et al., 2021).
According to the Institute of Educational Sciences et. al (2012), children

with ASD are integrated into preschool classes with typically developing kids as
an aspect of LEAP, while their typically developing peers receive training on
how to engage and communicate with them. Furthermore, children with ASD
receive support and classroom modifications to facilitate this method of
immersion, and their interventions are modified as necessary after teachers
gather and assess data on the children's progress toward generalized
behavioral improvements. LEAP is one of the only early intervention programs
that provide systematic, prolonged exposure to typically developing peers
and is currently the only evidence-based inclusive model for young children
with ASD that utilize public schools (Strain & Bovey, 2011).
2.4.2.2 TEACCH
TEACCH is a comprehensive treatment model based on the cognitive

social learning theory deeply rooted in autism and its identity. It encourages
engagement in child learning by taking inspiration from the child's autistic
behaviors and characteristics and translating it into interventions for the child's
environment, such as visual schedules and work systems (Boyd et al., 2013).
The TEACCH program fosters close collaboration between parents and
practitioners and facilitating a suitable environment for their clients (Virues-
Ortega, Julio & Pastor-Barriuso, 2013).
In delivering a TEACCH program, the TEACCH practitioner would

employ structured teaching techniques to aid in attaining the learning objectives
that comprise the individual's curriculum. To enhance the learning process and
prevent frustration, the systematic teaching component necessitates an
organized system of the individual's environments and activities. (Virues-
Ortega, Julio & Pastor-Barriuso, 2013).
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While this is not a stated premise of TEACCH, it has frequently shown

itself in the setting of schools, with autistic children being schooled together in
classrooms that are separate from their typically developing peers (Boyd et al.,
2013).
2.4.3 Therapy-based Approaches
2.4.3.1 Occupational Therapy
One of the most prevalent treatments among children with ASD is

occupational therapy, which focuses on enhancing proficiency as well as
engagement in everyday tasks, instrumental initiatives, sleeping patterns, work,
school, recreation, leisure, and social interactions for individuals with ASD
throughout their daily lives (Bagatell & Mason, 2015).
Fine motor and adaptive abilities, such as self-care, toy use, and
handwriting, may benefit from occupational therapy (Hyman, Levy & Myers,
2019). Occupational therapy methods vary depending on the individual's needs.
The primary purpose of occupational therapy is to support the person with
autism to improve their quality of life and enable them to engage in everyday
activities (Bumin, Huri, Salar & Kayihan, 2015). Because autistic individuals are
more susceptible to sensory impairments, sensory integration therapy is the
most commonly used intervention in occupational therapy (OS-SI).
2.4.3.2 Sensory Integration Therapy
As part of their intervention strategy, occupational therapists commonly

incorporate a sensory integrative approach (Schaaf, Hunt & Benevides, 2012).
The sensory integration the theory claims that sensory integration is a
neurological procedure that integrates sensations from one's body and the
surrounding environment and allows the body to interact appropriately in the
environment. The intervention comprises of a sensory-rich, engaging, child-
centered strategy that includes delivering a just-right task (scaffolding) and
gradually encouraging higher-level adaptive responses by engaging the child in
personalized, developmental play interactions. (Schaaf et al., 2012). Sensory
integration therapy is frequently utilized in conjunction with an occupational
therapy treatment plan that is holistic and client-centered. Through successful
strategies and techniques in an occupational therapy intervention program, an
individual with autism can be assisted in a wide range of daily responsibilities
and tasks (Bumin, Huri, Salar & Kahiyan, 2015).
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2.4.3.3 Cognitive-Behavioral Therapy
Cognitive Behavioral Therapy (CBT) is a popular educational model for

treating anxiety, mood, and psychotic disorders (Rotherham-Fuller &
MacMullen, 2011). One of the most successful treatments for young people
with OCD who do not have ASD has been shown to include cognitive behavioral
therapy, along with prevention exposure and response, and selective serotonin
reuptake inhibitors (Hyman, Levy & Myers, 2019).
CBT has most commonly been used to treat anxiety and social skills
deficiencies in children with ASD, with treatments associated with enhanced
social communication, motivation, and awareness (Rotherham-Fuller &
MacMullen, 2011). CBT assists individuals in identifying and correcting
cognitive deficits and distortions inherent in anxiety to produce positive changes
in their emotions and behavior. Individuals can then develop abilities to adjust
their perceptions and beliefs and problem-solving techniques to enhance their
connection with other people in appropriate and efficient ways, therefore
promoting self-regulation (Sung et al., 2011). As the individual becomes more
capable of coping with increasingly complex situations, new positive memories
established during treatment become more easily retrievable than prior
memories of unsuccessful coping mechanisms, negative cognitive perceptions,
and problematic instantaneous emotional and behavioral responses. In this
sense, cognitive changes promote behavioral changes (Danial & Wood, 2013).
2.4.3.4 Speech-Language Therapy
Children with Autism Spectrum Disorders (ASD) exhibit a broad range of

language development. To provide an intervention for this, the most significantly
recognized approach for children with ASD is speech-language therapy. SLT is
mostly provided for young children, and the strategies for reinforcing sound
repetition and word usage in children with regular development are frequently
employed such as the sounds of speech and conversational behaviors,
exaggerated imitation, and slower speech pacing (Hymen, Levy & Myers,
2019).
2.4.3.5 Social Skills Training
SST refers to training intended to facilitate the acquisition or

performance of 'social skills' or acquired socially acceptable behaviors that
enable an individual to connect with other people in ways that elicit positive
responses while decreasing negative responses (Bellini & Peters, 2008). SST
can be performed in groups or independently, depending on the patient's age
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and functioning level. It is usually facilitated by a therapist or teacher with the

involvement of trained peers, siblings, or parents to initiate engagement with
the patient in ways that can develop or educate social skills (Bohlander, Orlich
& Varley, 2012).
According to Bellini and Peters (2008), social skills strategies can be

divided into five distinct groups: environmental modifications, which involve
altering the child's social and physical surroundings to promote
socialization; child-specific interventions, which demonstrate specific
techniques for social behaviors; collateral skill strategies, which motivate
socializing through directives; and peer-mediated measures which involve
instructing non-autistic individuals to engage with autistic children. Interventions
concentrating on interpersonal abilities could aid children grasp social behavior
manifestations and provide strategies for resolving social problems (Hyman,
Levy & Myers, 2019).
2.5. Architectural Interventions for Autism
Because of misinformation in society, along with environmental elements

that affect autism, stereotyping has become a common occurrence. Because of
this, behaviors of individuals with ASD are often inaccurately generalized into
behaviors that are not always present in all ASD individuals, such as violent
behaviors, lack of intelligence and independence, and even the possession of
savant skills in higher functioning autistic individuals (Bielak-Zasadzka &
Bugno-Janik, 2018). Though more and more treatments for autism are now
becoming more affordable, appropriate interventions for society and its
prejudice toward autism is still being developed (Pomana, 2015). Kerr (2020)
states that disability can be seen within excluding environments. By challenging
and reimagining these environments, Kerr added that the oppressive nature of
the space could be removed. Designers have been innovating their practice by
challenging the design guidelines to cater to individuals with specific degrees of
disability in sensorial domains. Accessibility is a widely used term to describe
this inclusive attempt to provide for the disabled. However, some disabilities do
not fit in any sensory domain and are deemed less visible such as autism;
designers, in their attempt at inclusivity, often overlook less visible disabilities.
(Arnaiz, Segado & Albaladejo, 2011).
A study by Nagib and Williams (2016) stated that architects lack the
knowledge and interest in creating ASD-inclusive public spaces. It is not a vital
interest for architecture and its multiple fields. However, it is still the
responsibility of architects and designers to build inclusive environments
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(Clouse, Wood-Nartker & Rice, 2019) even for the less visible, less taught
disabilities. Naturally, the built environment is not catered to the needs of the
disabled. Therefore, in achieving inclusivity, especially for disabilities like
autism, understanding the disorder can significantly influence how the built
environment should cater to their needs and sensitivities (Schofield, Scott,
Spikins & Wright, 2020). The built environment, its elements, and surroundings
are essential considerations in designing for individuals with less visible
deficiencies as they can significantly influence their perception and abilities
(Arnaiz, Segado & Albaladejo, 2011).
People interpret built environments depending on their past experiences

and habits. (Baumers & Heylighen, 2010). Moreover, with individuals with ASD
commonly experiencing overstimulation through their environment, sensory
problems for individuals with ASD should be a priority in creating comfortable
and secure spaces catered for them. Being in a suitable environment can
relieve them of toxic spaces, therefore creating spaces that can heighten their
learning development, similar to how designers manipulate the environment to
meet the needs of individuals with physical or sensory disabilities (Pomana,
2015). Individuals with ASD require comfortable and friendly environments for
them to be able to achieve calm and focus. (Bielak-Zasadzka & Bugno-Janik,
2018). With a good environment, individuals with ASD can experience comfort
and safety.
However, in addition to the environment, it is also essential to consider

the social domains that surround individuals with ASD to be able to achieve a
holistic approach to inclusivity. As stated by Pomana (2015), it is vital for society
also to take action in accepting individuals with autism into the community.
Proper knowledge about autism and the environment is essential in allowing
society to be the actors who will interact with individuals with ASD. There should
be a shift in how people perceive the behaviors of individuals with disabilities,
from only having a standard for ‘normal’ behavior to the standardization of
behaving ‘differently’ so that the environment can create more possibilities for
its spaces (Kerr, 2020).
In creating spaces for individuals with ASD, it is essential to have proper

knowledge about their behaviors and sensitivities to have an unprejudiced and
emphatic approach toward autism-friendly design. Without proper autism
education, the gap between the autistic and the neurotypical people will never
cease due to the inclination that autism will always be set apart from regular
members of society (Pomana, 2015). Therefore, in creating inclusive spaces,
inclusivity is achieved not only through creating a safe space for individuals with
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ASD but also through creating an opportunity for society to gain knowledge
about ASD, its true nature, and the capabilities of each individual.
2.6. Architectural Approaches to Autism
2.6.1 Sensory Design and Neurotypical Design Approach
2.6.1.1 Sensory Design Approach
Sensory design is where design utilizes the abilities of the human senses
to create an overwhelming effect on their well-being (Ghazali, Sakip &
Samsuddin, 2018). In creating ASD-centered designs for children, it is important
to consider their behaviors and deficiencies, and use the spaces as means of
experience. (Khare & Mullick, 2009).
In the book Designing for Autism Spectrum Disorders written by Gaines,

Bourne, Pearson, and Kleinbrink (2016), sensory-sensitive design strategies
were enumerated and discussed individually for spatial considerations in
designing spaces for individuals with autism.
Senses Deficiencies Design application
Hyper-sensitive
individuals can be
detail-sensitive and
sensitive to sensory Subdued color palette
stimuli in their
Sight environment Low-level lighting
Predictable spatial
Hypo-sensitive organization and
individuals tend to be escape rooms
unaware of other
people’s presence and
can seek sensory
stimulating elements in
their environment
Hyper-sensitive Segregated quiet and

individuals are easily noisy spaces
irritated by noise and
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Auditory may respond physically Sound-absorbing

to subdue the sound construction materials
Implementation of
Hypo-sensitive
classical music
individuals tend to have
‘auditory filtering’ and Spacious classrooms
prefer excessively loud
Nine to 12 feet (2.7-
noises
3.65m) ceiling height
Hyper-sensitive
individuals do not like
Soft and organic
being touched by
textiles
Touch or Tactile people or clothing and
are hyper-sensitive to Private bedrooms
certain textures and
tactile elements. Heated floor systems
Therapy rooms
Hypo-sensitive
individuals do not Craft rooms
understand the concept

Indoor and outdoor
of personal space and playground
would not react to being
touched or physically
hurt by people or
objects.
Hyper-sensitive Contrasting floor

individuals have materials
difficulties with
Objects that promote
navigation and muscle
movement
movement.
(swing/hammock, pool)
Hypo-sensitive Short corridors

individuals seek
Proprioceptive and Wayfinding techniques
sensory stimuli, exhibit
Vestibular restricted behaviors, yet Wide hallways
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are slow in
responsiveness.
Table 1 Sensory Design Considerations by Gaines, Bourne, Pearson &

Kleinbrink (2016) by author
To create a space that creates a healthy environment for individuals with

ASD, it is essential to be sensitive to the specificity of the needs of their senses
and to be able to provide the appropriate intervention for each. Therefore, it is
imperative to consider an individual’s experiences as the built environment can
conceive different perceptions for each person (Ghazali, Sakip & Samsuddin,
2018), and there is no such thing as a single solution for the autism spectrum
does not exist (Gaines, Bourne, Pearson & Kleinbrink, 2016).
Providing individuals with ASD a quality space that prioritizes the senses
realizes the presence of hyper and hypo-sensitivities that come with ASD as
they do not possess an average range of sensory values (Ghazali, Sakip &
Samsuddin, 2018). As such, it is essential to establish parameters for
individuals with ASD to allow the environment to assist and contribute to
behavioral and emotional control. In a study by Khare and Mullick (2009),
expressing the importance of environmental design considerations for
individuals with ASD by providing parameters influenced by their physical and
sensory deficiencies proved to positively impact their functional performance.
Generally, the recommended strategies in designing for autism concern

a safe and predictable environment that promotes autonomy, proper zoning,
and spatial configurations with appropriate spatial elements to provide comfort
and eliminate distractions. Even though a safe environment for children with
ASD has always been the objective for autism-related designs, the level of
autonomy can be further improved by implementing technological solutions to
reduce the effects of their deficiencies and hone their skills. However, there are
only exist a few studies related to technological and architectural guidelines
(Zaniboni, Marzi, Caniato & Gasparella, 2021).
Sensory design is mainly focused on utilizing and developing the abilities

of individuals with autism. Sensory Design Theory, developed by Magda
Mostafa as the framework for autism therapy, focuses on the manipulation of
environments for the benefit of people with ASD. Sensory Design Theory
creates the most suitable environment for individuals with ASD with spatial
elements adjusted to meet their needs and difficulties; the overall autism-
sensitive space grants safety and comfort to its users (Pomana, 2014).
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Architecture since then has contributed to creating multiple sensory

design strategies and parameters for people with special needs but are all
motivated by autistic sensory issues. Current design parameters for autism
treatment and development focus on the sensory or the neurotypical approach.
Sensory design is aimed toward skill development, while the neurotypical
design is aimed toward adapting to real-world environments and events
(Pomana, 2015).
2.6.1.2 Neurotypical Design Approach
Although sensory-inclined environments are most preferred in dealing

with sensory difficulties, too much reliance on controlled environments may cost
individuals with ASD the opportunity to generalize their skills in non-isolated
environments. In all the difficulties that individuals with ASD experience, their
ability to generalize their skills are considered to be more significant compared
to sensory-related challenges and thus validates the necessity for neurotypical
environments (Mostafa, 2020).
Sensory sensitive design approach aims to develop their skills in

cognitive and social environments by using the built environment to understand
the difficulties and behaviors of individuals with ASD. While the neurotypical
design approach stresses the need for individuals with ASD to confront
everyday environments and assumes that they can better generalize their skills
by being exposed to environments close to the neurotypical setting (Bielak-
Zasadzka & Bugno-Janik, 2018). This highly stimulating approach encourages
individuals to develop over time a sense of adaptability to spaces similar to what
they will eventually encounter in the real-world context. However, there is no
current empirical evidence of the effectiveness of the neurotypical design
approach (Pomana, 2014).
In choosing a design approach for autism-friendly environments, it is

always one or the other. Design approaches would take either the neurotypical
approach, which is more inclined toward adaptability, or the sensory design
approach, which is more inclined toward skill development and isolation from
sensory stimulation. Rather than continuously comparing one from the other, it
would be more beneficial if both design approaches were to be combined in
order to deliver a systematic architectural approach to treatment for individuals
with ASD (Pomana, 2015).
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2.6.1.3 The Greenhouse Effect
The "greenhouse" effect, in which a child grows reliant on the ideal

autism-friendly quality of the space and is, therefore, incapable of performing
and generalizing their talents beyond it (Mostafa, 2008). This term describes
settings that cater too intimately to children with ASD or when activities in a
standard school environment are too unusual. As a result of being unfamiliar
with regular classroom exercises and the organization of mainstream learning,
a child finds it difficult to function in this environment (Giles, 2020). Because
most physical environments are intended for neurotypical individuals, people
with autism must acquire resilience skills to face adversities and escape their
limited comfort zones. Only designing a refuge for those with autism is an
ineffective strategy since the greenhouse effect renders the outside world
appear harsher the longer a person remains in a pleasant environment (Steele,
2020). It is crucial to establish a smooth transition between neurotypical
and autism-friendly environments to enable an individual to generalize the skills
they have attained to more sensory-stimulating environments.
2.7. Design Parameters and Materials for Autism
All the design considerations address the physical aspects of ASD

spaces (e.g., space clarity and sequencing, sensory zoning, color, and material)
concerning the characteristics of autistic people (Chan, 2018). People behave
better when they are happy. It is essential to think about comfortable and
welcoming environments for children to provide them with a sense of enjoyment
and autonomy (Beaver, 2006).
2.7.1 The Learning Environment
The learning environment has the potential to encourage participation in

the learning process for students, influencing student behavior, and assisting in
the development of their skills or cognitive abilities perception. Environmental
stimuli influence children's physical, cognitive, social, and emotional
development and learning (Ghazali, Sakip & Samsuddin, 2019). Spatial
sequencing is essential in determining order within each classroom or any
school-related space as it exhibits predictability and routine. Safety should also
be a priority by proper storage of possibly harmful objects away from children,
and it is also essential to specifically define one function and sensory quality for
each classroom to avoid sensory stimulation from children with ASD (Mostafa,
2014).
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2.7.2 Importance of Home Interventions
Residential design has been the subject of prior research, despite most
studies focusing on learning environments (Mostafa, 2020). Conventional
housing is inadequate for people with severe ASD as it simply is not created or
developed for them which causes the individuals, their families, and caretakers
to experience constant stress and fatigue. Being in an uncomfortable
environment can cause significant problems for the family, which can eventually
ultimately lead to out-of-home placement (Braddock & Rowell, 2011).
Individuals with ASD may find it difficult to comprehend their surroundings,
including the structure and design of their homes (Tukiman, Rahim, Yaacob &
Samad, 2015). Despite readily available information, architecture has yet to
become an evidence-seeking culture in designing ASD-friendly environments.
It is important to be immersed in the behaviors of individuals with ASD to be
able to fully grasp the autistic mind. Specific living environments in the
Philippines have yet to be built (Chan, 2018).
2.7.2.1 Dwelling Preference
According to Nagib & Williams (2016), compared to apartments,

detached/attached homes frequently better suit the needs of people with autism
and their families. Having a sheltered outdoor environment or a backyard is
advantageous for autistic children since it guarantees a lot of chances. The
dwelling also offers more flexibility for improvements and adjustments and it is
not leased such as apartments. The construction of inexpensive apartment
buildings might not have high-quality soundproofing, according to Nagib and
Williams' further explanation. A house has greater area for elements for gross
motor movements, which are significantly more difficult to establish inside of an
apartment. A good outdoor setting, not simply a concrete playground, can be
highly beneficial to children who are hypersensitive or hyposensitive (Nagib &
Williams, 2016).
2.7.3 Reducing Sensory Stimulation Within Spaces
Tola, Talu, Congju, Bain, and Lindert (2021) state that to address the
DSM-5 diagnostic criteria for hyper- and hypo-reactivity to sensory input or
unique interests in sensory aspects of the environment, the built environment's
sensory quality and its impact on sensory stimuli from the environment must be
improved. As a result, to address autism in built environments, low-arousing
environments must be implemented to reduce stimuli and details and thus affect
how people with ASD receive sensory information. Transition spaces can be
constructed to prevent sensory overload and facilitate processing and
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integrating sensory information from their environment. In addition, Quiet zones

can also be implemented where they can go if they are intimidated or in need
of assistance for their academic tasks (Khare & Mullick, 2009). These spaces
can be their refuge when they are experiencing overstimulation from their
current environment (Tola, Talu, Congju, Bain & Lindert, 2021). Furthermore, it
is also essential to highlight the importance of personal space of individuals with
ASD, as they are easily confused by other people's actions and unpredictability.
However, this should not be confused with a request to be alone (Kinnaer,
Baumers & Heylighen, 2015).
2.7.3.1 Visual Elements
A person with autism may be particularly sensitive to specific color

schemes, patterns, or luminance because they have difficulty processing visual
information, and in more extreme situations, this may lead them to perceive the
world as a shattered 2D image. As a result, they require environments that
convey a strong feeling of order, space, and clarity (Kinnaer, Baumers &
Heylighen, 2015). With this, a straightforward visual cue may be a valuable
indication of appropriate transitional behavior (Sterling-Turner & Jordan, 2007).
2.7.3.1.1 Color
To convey information, use contrast in tone and color. People with visual
impairments can learn more from surfaces with texture. The disparity in floor
textures, as well as the distinction between firmness and resilience, might serve
as instructive indicators (Wood, 1999). According to Gaines, Bourne, Pearson
and Kleinbrink (2016), students absolutely hate stark white walls. However, it is
commonly recognized that bright colors can be uncomfortable or distracting for
those who are visually hypersensitive.
2.7.3.1.1.1 Warm Tones
People generally dislike both extremely saturated colored areas and

monotone, colorless settings. Most studies show that neutral, warm, light hues
work best (Gaines, Bourne, Pearson & Kleinbrink, 2016).
2.7.3.1.1.2 Natural Colors
Natural environments, such as gardens, elicit all psychological

processes while limiting overload. Even park-like settings, which are frequently
huge in scale, create a quiet and serene atmosphere so that stimuli are not
overpowering (Gushiken, 2012). Garden visual expression has enormous
possibilities through plants, furniture, and paving choices. Color, composition,
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form, and light all produce diverse emotions for individuals (Gaudion &
Mcginley, 2012).
2.7.3.2 Acoustics
Noise has an impact on the majority of autistic children (hypersensitivity).

Children who exhibit vocal stereotyping (e.g., continuous singing) or
hyposensitivity (e.g., demanding continuous noise) are upsetting other family
members (Nagib & Williams, 2016). People with ASD are more sensitive to
noise than the average individual and often must exert significant effort to
distinguish between distinct sounds. With this, it is necessary to consider the
acoustic characteristics of the materials, construction elements, and systems
(Arnaiz, Segado & Albaladejo, 2011). This reasoning suggests that the
acoustical environment be managed to decrease background noise,
reverberation, and resonance in areas used by individuals with ASD
(Choudhary, 2019).
2.7.3.2.1 Spatial Zoning
By using spatial sequencing or zoning, the house should be divided into

several, more closed-off rooms. The presence of walls or visual partitions
reduces distractions and aids in keeping the child focused on the activity that is
typical in that specific area. Noisier rooms should be kept in a noisy zone, while
the quieter rooms should be placed opposite the noisy zone. Transition rooms
should be placed as the mediator between the noisy and quiet zones to reduce
sensory stimulation and to also buffer loud noises (Gaines, Bourne, Pearson &
Kleibrink, 2017). Furthermore, consistent, sensory-sensitive environments with
sufficient light, acoustics, ventilation, and color and material use can help to
reduce sensory overload (Brand, 2010).
2.7.3.2.2 Soundproofing
During design, it is important to consider pitch, loudness, reverberation,

and signal to noise ratio (SNR). Pitch, which is measured in Hertz, is the
arbitrary perception as to how low or high a sound is. Young people typically
detect sound frequencies between 20 and 20,000 Hz. The frequency range
required to interpret speech is between 500 and 6,000 Hz. To lessen noise and
reverberation, hard surfaces should not be used on the walls, floors, or ceilings.
These surfaces greatly increase the reverberation time (RT) in a room (Gaines,
Bourne, Pearson & Kleinbrink, 2016).
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Vinyl flooring is slip-resistant and can be used on indoor surfaces such

as homes and classrooms. In addition to being slip-resistant, vinyl flooring
decreases impact noise and is easy to clean and attractive. Carpets can also
be used to lessen the impact of noise in rooms (Hariwidagdo & Sahroni, 2019).
In addition, Gaines, Bourne, Pearson and Kleinbrink (2016) suggested

that an additional technique to minimize noise levels is to use sound-absorbing
products during development or renovation. Wood materials are considered to
be more absorbent than that most laminates—furthermore,
curtains inexpensive methods to reduce noise in existing areas.
Acoustic foam is a further acoustic therapeutic intervention that may be

used. Acoustic foam is frequently sliced into wedges to aid with the breaking
down of vibrations. These treatments are utilized in various applications,
including recording and broadcast studios and commercial and industrial
buildings (Elwekil, 2015).
2.7.3.3 Lighting
Typically, children with ASD have trouble processing light. Lighting is

among the essential design elements and among the elements that have the
most significant influence on how a space is perceived; perhaps This is mainly
because lighting makes various portions of an area visible. All types of light in
an environment can be classified as natural or artificial (Gaines, Bourne,
Pearson & Kleinbrink, 2017). Children with autism are more vulnerable to mood
fluctuations brought on by lighting. Smooth-toned lighting, mainly blue, can help
a child relax and stimulate their imagination. However, sparkling lights,
murmuring, or severely tinted can confuse them or even irritate them. Therefore,
it is essential that illumination in children's rooms be regulated and observable
(Choudhary, 2019).
2.7.3.3.1 Natural Light
Natural light has been demonstrated to reduce stress and pain while also
increasing mood and performance. Additionally, natural light has a generally
favorable influence on people. Designers should consider views when adding
windows to a space in order to bring in natural light, as some views could appear
distracting. Clerestory windows can be provided in specific instances or curtains
can be added to existing windows to provide natural light while minimizing
distracting sights from the window. In addition, multiple doors and windows on
all the walls in a space can be irritating but having multiple windows adjacent
was positive and provided an excellent daylight source. This instance could be
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due to excessive information streaming in from windows on opposite walls with

diverse views. Too many windows in space will result in a surplus of natural
light, which can be challenging to control (Gaines, Bourne, Pearson &
Kleinbrink, 2016).
2.7.3.3.2 Artificial Light
The utilization of LED lighting reduced energy consumption by 60% and

shielded autistic students from the flicker typical with fluorescent lights. 3850
lumens of brightness and a color temperature of 3500K were produced by the
panels. The recommended bulbs, according to Winterbottom and Wilkins, have
a color temperature of 3500 K.25 Teachers are said to prefer soft lighting
because they notice more laid-back conduct and improved academic focus in
dark environments. Additionally, shades or drapes that are adjusted to let in the
right quantity of natural light should be installed in classrooms. Dimmer switches
should be available in classrooms as well, if at all possible, to control light levels
(Gaines, Bourne, Pearson & Kleinbrink, 2016).
2.7.3.3.3 Glare
In addition, glare is a circumstance that should be avoided especially if

unwanted due to its tendency to produce excessive and distracting sources of
light. Glazed glass reduces distracting views while allowing natural light into the
interior without introducing harsh shadows or glare (Gaines, Bourne, Pearson
& Kleinbrink, 2016). Painting the walls and work surfaces with a medium-
colored, non-reflective paint can reduce glare. Workstations and lighting must
also be configured to minimize reflected glare on the display panel or adjacent
surfaces. Reflective devices, such as monitors, can be prevented from
projecting overhead light by tilting them downwards (Yadav, 2016). Glare can
also be reduced by using matte surfaces, such as fabric wall coverings, or a
matte carpet (Gaines, Bourne, Pearson & Kleinbrink, 2016).
2.7.3.4 Tactile
Provide a straightforward, quiet, and organized layout with muted colors,

appropriate acoustics, no sudden or background noise, and high-quality,
durable materials (Mcallister, 2010). Tactile is a vital sense to take into account
when designing environments for autistic persons, as tactile hyper- or hypo-
sensitivity constitutes one of the more common symptoms among autistic
individuals. Several autistic individuals prefer high therapeutic stimulation or
desire not to be touched. Additionally, they have a history of sensitivity to even
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the smallest amount of materials touching the skin, such as garment tags
(Gaines, Bourne, Pearson & Kleinbrink, 2017).
2.7.3.4.1 Soft Textures
Autistic individuals prefer their personal environment, such as their

bedroom, to be extensively decorated with plush toys, cushions, and comforters
or decorated with fitted bedding. Whatever their inclination, autistic
individuals value their possessions and covet them in distinct ways that provide
significance through the tactile sense. Most autistic individuals have an affinity
for soft, furry, plush toys and surround themselves with soft clothing and
bedding. Soft textures/surfaces are often more pleasurable and preferable to
hard ones (Gaines, Bourne, Pearson & Kleinbrink, 2017).
2.7.3.4.2 Kinesthetic Needs
In addition to soft textures for sensory stimulation. It is also essential to

consider the kinesthetic needs of autistic individuals as they have the tendency
to stereotypes of body-rocking and hand-flapping (Tse, Pang & Lee, 2017).
Therefore, it is crucial to offer accommodations for their sensory and spatial
needs in the constructed and surrounding settings. The benefits of hammocks
and swings in reducing the desire to rock and swing (Gaines, Bourne, Pearson
& Kleinbrink, 2017).
2.7.3.5 Smell
Olfactory perception is one of the aspects of autism design that is given

the least significance. However, it should still be addressed in sensory design
for autistic individuals, as olfactory stimuli can also evoke negative responses
(Gaines, Bourne, Pearson & Kleinbrink, 2017). Cross ventilation is another
design technique that may be used to lessen fragrances and odors that are
undesirable for individuals who have a hyper-olfactory sense. At the same time,
high enclosure and containment can be implemented to minimize
unwanted olfactory elements through ventilation (Mostafa, 2008).
2.7.4 Intelligible Environments for Convenience and Security
It is critical to design the home environment to accommodate various

therapies and learning activities as children with autism struggle to apply the
generalizations they learn in school or the clinic to other settings (Nagib &
Williams, 2016). In addition, it is also important to allow for convenient
navigation around the space and neighborhood to aid in orientation (Brand,
2010).
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A simple layout with straight-to-the-point elements is highly preferred to

avoid complex designs that might confuse individuals with ASD (Choudhary,
2019). Making architectural environments ‘intelligible’ or convenient so that
individuals with ASD may access them is also essential. A physical environment
must be predictable, have an easy-to-understand spatial structure, and facilitate
convenient orientation. The DSM-5 diagnostic criterion ‘Insistence on
sameness, inflexible adherence to routines, or ritualized patterns of verbal or
nonverbal conduct’ is referenced by this design consideration (Tola, Talu,
Congju, Bain & Lindert, 2021). In addition, areas need to be organized with a
clear physical structure that have designated areas for varied exercises with
concrete, visually obvious signals. Spaces should also be reasonable, safe,
direct, flexible, and readily available, supported by solid structural frameworks
that should not contain elements that could serve as any form of real distraction
(Khare & Mullick, 2009).
2.7.5 Visual Assistance as Means to Aid Navigation
It is essential to implement visual structures and directions as means of

navigation assistance for individuals with ASD (Choudhary, 2019). Because
individuals with autism are insistent on sameness, rigid adherence to routines,
and ritualized verbal or nonverbal behavior patterns, it is crucial to address
these behaviors by providing visual assistance. Visual aids can significantly
assist in potentially harmful circumstances and function as signs and cautions
for various locations with specific spatial activities. Additionally, visual symbols
can make it easier for people with ASD to move around the room independently
and without assistance (Tola, Talu, Congju, Bain & Lindert, 2021).
2.7.5.1.1 Supervision
It is essential to allow parents and professionals the means of

supervising their child without excessively intruding on their activities (Arnaiz,
Segado & Albalejo, 2011). With this, one-way mirrors can also assist with
visibility for moderator and parents as they disclose all meaningful information,
such as the participant's emotional expressions and interactions with the
moderators. Visibility is significant when viewing participants engage with actual
products and move across the room (Sauro, 2016).
2.7.5.1.2 Visual Instruments for Navigation
Clear circulation patterns can be created by paying attention to

uncomplicated navigation techniques, if necessary accompanied by memorable
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edges like curved or half-walls, rather than just marking them with colored tape
or footsteps (Gaines, Bourne, Pearson & Kleinbrink, 2016).
2.7.6 Ensuring Safety and Security
Children with ASD may have the tendency to exhibit violent and
aggressive behaviors within the home. Providing adequate space for common
gross motor behaviors and minimal climbable can allow safety in their burst of
activity (Nagib & Williams, 2016). Furthermore, obsessive tendencies are also
common for children with ASD caused by a lack of executive function. Though
obsessive behaviors may be deemed as a distraction, it can also be perceived
as an engaging factor to allow children with ASD to engage in activities of their
interest (Gaines, Bourne, Pearson & Kleibrink, 2017).
In addition, elopement is a common problem in home design for children

with ASD. It is important to consider sturdy and safe security measures as
children with ASD may lack a sense of danger (Nagib & Williams, 2016).
Furthermore, it is also essential to consider escape spaces or panic rooms
whenever the individual feels overwhelmed or feels the need to withdraw
(Brand, 2010).
It is crucial to create safe spaces to reduce risks, particularly for

individuals with ASD who do not recognize danger (Tola, Talu, Congju, Bain &
Lindert, 2021). When implementing safety, it's necessary to take into account
limiting the access of people with ASD to potentially harmful objects in the area,
like proper allocation of windows at the correct height. This necessitates that
individuals with ASD should always be under regular monitoring and
surveillance to avoid potential accidents and injuries. Additionally, In order to
allow for proper spatial navigation that orders direct and seamless circulation to
and from areas, spaces must always be reasonable and practical (Choudhary,
2019).
2.7.6.1.1 Deadbolts and Locks
An issue for designers and architects is that people with autism do not
perceive danger. Therefore, it is essential to provide security interventions in
autistic environments. Installing locks on windows and doors and retaining them
out of reach of children, installing stair gates, and setting door alarms are all
examples of safety methods.
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2.7.6.1.2 Non-slip Interventions
As autistic individuals fail to comprehend their proprioceptive needs, it is

common for such individuals to encounter injuries due to the material surfaces.
Therefore, the consequences of gradient should be reduced by external
pathways and level changes, and any sloped surface must be properly labeled.
Surfaces should be non-slip and handrails should be available as an alternative
if necessary (Wood, 1999). Furthermore, bathroom and kitchen safety
techniques include floor treatment to prevent sliding, which is especially
important for children with epilepsy and autism (Nagib & Williams, 2016).
2.7.6.1.2.1 Porous Concrete Pavement
Porous pavement is a hardscaping surface that enables water to flow

through it while remaining impermeable and converting the majority of rainfall
to runoff. Porous pavement also improves grip and skid resistance in wet areas
while lowering spray from passing vehicles and noise. In terms of heat, typical
pavement products, which can become warmer than vegetative areas,
contribute to the heat island effect. The heat emitted at night is reduced in
porous pavement applications due to the restricted thermal transfer to the
subsurface layers (Young, 2013). This can be beneficial for installed pavements
for autistic children in order to avoid injuries and accidents in excessive motor
movements such as running and jumping.
2.7.7 Flexibilities In Activity and Choice
The architectural environment can be adapted to accommodate the

needs of individuals with ASD by creating flexible spaces that can be equipped
for a variety of activities. For individuals with ASD, flexible environments can
also enable flexible decision-making that promotes various levels of social
involvement (Tola, Talu, Congju, Bain & Lindert, 2021). Activities might be
associated with particular spaces or even specific objects. One space can
accommodate various activities, provided each has its distinct context.
(Kinnaer, Baumers & Heylighen, 2015). Furthermore, according to Choudhary
(2019), built spaces such as corridors should be designed so that they are no
longer merely utilized for singular activity. Instead, such spaces can be used for
other activities such as play or rest; this methodology adapts to the needs of
the individuals who require sufficient space to develop their activities while
avoiding congestion. Curved surfaces also can be considered, as children can
weave around corners tactilely compared to sharp corners.
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As each space has its own distinct activity, abrupt changes may occur
for children with ASD if no proper transition is applied. Escape rooms are
sensory-soothing spaces for overstimulated senses, but to avoid this, transition
zones can mediate between spaces to allow children to recalibrate their senses
as they move from different spaces. With this, it is also important to strategically
organize spaces in accordance with their sensory qualities for an easier
transition (Mostafa, 2014). Fixtures, equipment, and fittings in a sensory setting
should be safe to use. Supervision in vulnerable and busy areas ought to
guarantee safe usage of fixtures, equipment, and fittings, and emergency gear
should be easily accessible and visible. A sensory garden may also be utilized
as an alternate location for recreation outside of the classroom, and it is an
excellent method to relieve tension while simultaneously encouraging academic
growth and social skills (Ghazali, Sakip & Samsuddin, 2019).
2.7.8 Socialization Opportunities
Individuals with autism may have atypical proximity interactions from

those observed in typical situations. Because of this, people with ASD may
require substantial space for social interactions, which must be considered
when designing spaces such as classrooms, hallways, dining rooms, and other
spaces that may produce opportunities for socialization (Arnaiz, Segado &
Albaladejo, 2011). Additionally, regarding proxemics, spatial sequencing is a
crucial index that designers and architects must be aware of when providing a
supportive environment for individuals with ASD. Routine and predictability are
highly essential for these individuals. When using spatial sequencing, areas
should be arranged logically in terms of definition and organization, simplicity,
security, contentment, predictability, and stability. In light of this, it is crucial to
create enough room to encourage constructive social interaction where users
can engage equally with those around them (Clouse, Wood-Nartker & Rice,
2019). Given enough space, communal rooms can be utilized as social
gathering places, keeping in mind that autistic persons may not perceive
crowding similarly to the designer. Shielded locations that decrease commotion
and crowding can be crucial and beneficial when socially demanding
circumstances become too intense (Kinnaer, Baumers & Heylighen, 2015).
In addition, the difficulty in making friends and the desire to spend time
alone are two typical autism-related difficulties noted by architects. People with
ASD seek inclusion but avoid drawing attention to themselves and prefer not to
take part in group activities. This issue is generally managed in design by
differentiating home spaces or furniture into zones of varying sizes in which a
child with autism can participate in family activities without being the center of
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attention. This can be generally addressed by providing zones that contain

different family or personal activities and furniture in which a child can actively
engage in without attracting too much attention. Spaces must also be
adequately sized for comfort and opportunities for interaction (Nagib & Williams,
2016). Segregated spaces for specific activities (bedrooms, playrooms, garden)
are preferred by individuals with ASD (Cha, 2018) which can provide them a
sense of autonomy, therefore boosting their confidence and self-esteem
(Brand, 2010).
2.7.9 Play as Active and Social Spaces
Stereotypical behaviors are commonly attributed to situations where play

and social interactions are generally expected among children with autism
spectrum disorder (ASD) (Lang et al., 2020). Play is necessary for all children's
social, physical, and cognitive development, and the ability of children with ASD
to participate in recreation in a shared environment with peers is essential for
acquiring future life skills. There are various kinds of play, such as social, active,
and cognitive. The levels of involvement in play range from solitary play and
parallel play to interactive play. Active play includes physical engagement and
is essential for motor skill development and overall health benefits. Cognitive
play includes both imaginative and rule-based games. More complicated
cognitive play, such as dramatic play, is essential for developing complex and
abstract thinking skills (Owen et al., 2016).
It is imperative to develop playgrounds as collaborative tools that may

serve as both a reflective tool that offers quick feedback on activities and a
space for genuine social interaction between peers. Furthermore, using real-
world scenarios can assist autistic children in developing social interaction as it
can effectively incorporate real-life learning circumstances into the learning
environment (Castro, Castro, Lima & Bjorn, 2017). Additionally, playgrounds
must offer activities that can increase flexibility, cardiovascular endurance,
muscle strength, endurance, coordination, and balance by improving
perceptual-motor and object-control abilities. It is also necessary to
organize the activity spaces so that kids may engage in physical activity
individually and groups (Menear, Smith & Lanier, 2006).
2.7.9.1.1.1 Playground Safety
Playgrounds in many countries have indicated that most playgrounds

have surfaces it does not allow accessible routes to and from play equipment.
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In designing playgrounds, firm, flat surfaces are the easiest for their child to
travel. Poured-in-place rubber may be the appropriate playground surface as
this moderately firm and stable profile increases safety and accessibility,
increasing utility and involvement. (Brown et al., 2021). It is essential to allow
children to enhance their experiences safely to be able to continuously act upon
their desired activities without the risk of danger.
2.7.10 The ASPECTSS Design Index
ASPECTSS is a group of design principles that stand for Acoustics,

Spatial Sequencing, Escape Space, Compartmentalization, Transition Zones,
and Sensory Zoning and Safety (Chakrabarti, Poovaiah, Bokil & Kant, 2021).
The ASPECTSS Design Index formulated by Mostafa (2020) are as follows:
2.7.10.1 Acoustics
This criterion requires for the isolation of sound-emitting building

systems, strategic spatial configuration to minimize echoes, the installation of
cavity walls, soundproofing and sound absorbent materials, as well as the
avoidance of sound-emitting fixtures like fluorescent lighting. These measures
are all intended to reduce internal and exterior noise sources. However, this
criterion does not require total soundproofing of spaces. Rather, it advises
providing noise-reduced spaces at varying levels to allow students to adapt to
various surrounding levels of noise and minimize their dependency on this
accommodation. As a result, skills could be generalized in nonacoustically
regulated areas in the real world (Mostafa, 2020).
2.7.10.2 Spatial Sequencing
The sequential organization of the space and the users' daily

routine must be in accord with this requirement. This requirement should be
performed in a sequence of seamless transitions from one section to another,
keeping in mind the users' usual daily routines and allowing them to provide the
most undisturbed and sensory nondisruptive flow feasible (Mostafa, 2020).
2.7.10.3 Escape Space
This criterion requires that autistic individuals have immediate access to

small, defined, and identifiable sensory-neutral spaces throughout the building.
These spaces should be on an intimate scale and can range from adequately
physically and visually confined to discreetly defined. They aim to provide
autistic individuals with a sensory respite where they can escape sensory
overload caused by their social and physical environments (Mostafa, 2020).
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2.7.10.4 Compartmentalization
This criteria specifies the division of a space into a series of

monofunctional sections that allow for single operation and fewer people. This
approach aims to reduce the amount of sensory and social input that an
individual with autism must cope with to a minimum and is in contrast of the
open planned space. These sections can be differentiated from one another
using a variety of techniques ranging from complete to moderate enclosure and
minimalistic definition using color, pattern, and finishing material (Mostafa,
2020).
2.7.10.5 Transition spaces
This criterion permits the sensory transition from one activity or sensory
level to another and works in tandem with spatial sequencing and sensory
zoning. It aids in avoiding sudden changes in stimulation and function. As
individuals navigate from one zone to the next, it ensures that the transition is
seamless (Mostafa, 2020).
2.7.10.6 Sensory Zoning
The built environment is often laid out following functional needs. The
built environment, functions, and the spaces that result from those
functionalities are grouped as designing for autism means necessitating the
structuring of areas according to their sensory qualities and intensities. Sensory
zoning areas with comparable sensory stimulation levels are categorized into
high-, moderate-, and low-stimulation zones. Between these zones, transitional
spaces should be provided, and circulation should be organized by the routine
demanded by the spatial sequencing requirement (Mostafa, 2020).
2.7.10.7 Safety
Children with autism are more likely to experience injuries as they

typically have impaired spatial awareness, depth perception, and general
proprioception. They might also engage in risky behaviors like self-harm,
damaging tactile stimulation, swinging, rocking, playing in the water, and
excessive water consumption. All building systems must consider safety, such
as material selections, surfaces, protective barriers, furnishings, and fixtures. It
is ideal for all spaces to be visually accessible to ensure constant, secure child
supervision (Mostafa, 2020).
In designing a built environment, it is essential to identify it as a large

block of experience before breaking it down into smaller, manageable
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environments with spaces filled with experiences, before being organized into
a logical sensory flow that can prevent sensory overload (Mostafa, 2020). The
ASPECTSS Design Index is one of the leading design strategies for autism
design globally (Steele, 2020). The design index can be summarized into three
strategies: lessening negative sensory stimulation through manipulating the
built environment, achieving predictability through proper space organization,
and adding appropriate spaces to reduce sensory overstimulation. Providing a
detailed strategy for each sensory domain can alleviate sensory difficulties for
individuals with ASD, such as sensory stimulation. Being comfortable with their
senses can eradicate the barrier that hinders user development, opening
individuals with ASD opportunities for social interaction and generalized skill
development (Mostafa, 2020).
2.7.11 The Walking Loop
Figure 2.3 The Walking Loop
SOURCE: Braddock and Rowell (2011)
(https://iacc.hhs.gov/meetings/iacc-meetings/2011/services-
workshop/september15/homes_that_work_091511.pdf)
In study by Braddock and Rowell (2011), the walking loop is a design

layout that takes advantage of the benefits of large motor movements of
individuals with ASD such as walking, rocking, running, and jumping. The loop
is a path that circulates through the rooms in a space; allowing users to gain
more control over their social interactions, impulses, stressful behaviors, and
their desire to leave and enter the rooms as they please.
The home environment is the most important contextual environment for

people as its exhibits significant physical, psychological, emotional, and spiritual
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effects on the lives of individuals (Nagib & Williams, 2016). In designing the
home environment, it is important to consider the cultural background of the
children with ASD and their families. Filipino families are known to possess a
strong bond between family members (Chan, 2018). Therefore, in designing
autism-friendly homes, alleviating the stresses and difficulties that children with
ASD face can also alleviate the stresses that families face, creating a stronger
bond for the home, the child, and the family.
2.8. Implemented Design Theories
2.8.1 David Kolb’s Experiential Learning Theory
Figure 2.4 Experiential Learning Theory
SOURCE: Simply Psychology
(https://www.simplypsychology.org/learning-kolb.html)
Experiential learning theory or ELT, established by David Kolb, adopts a

fundamentally unique approach to the learning process as it prioritizes
experience as the main object of learning. In ELT, knowledge is obtained
through the internalization and transformation of experience (Morris, 2019).
There are multiple speculations that the focus of experiential learning only
concentrates on experiential activities such as physical exercise, games, and
play. With this perspective, direct sensory experience and in-context action are
strongly emphasized, therefore downplaying the importance of other aspects of
the ELT such as thinking, analysis, and academic knowledge. In-context
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experience and physical activity are only a portion of the entire cycle of ELT
(Kolb & Kolb, 2017).
Kolb's experiential learning cycle theory is founded on a cycle of four

stages of learning that includes concrete experience abilities (CE), reflective
observation abilities (RO), abstract conceptualization abilities (AC), and active
experimentation abilities (AE) (McLeod, 2017). It is critical to keep in mind that
the learning method occurs in a cyclic loop; that is, knowledge is communicated
from the instructor to the learner and then stored in the form of declarative
memory for retrieval at a later time (Kolb & Kolb, 2017).
2.8.1.1 Concrete Experience
New or reconstructed interpretations of prior experience are referred to

as concrete experience or CE (McLeod, 2017).
2.8.1.2 Reflective Observation
In the learning process, critical reflective observation is crucial because

it serves as a facilitator of mean-making where learners must move
proceed with an investigative approach to assess the suitability of the new
abstract information against the current real-world experience (Morris, 2019).
2.8.1.3 Abstract Conceptualization
Abstract conceptualization suggests that abstract concepts may be

critically interpreted in a situational manner as the result of reflective
observation of concrete experience. On the other hand, the presented model
indicates that contextually specific abstract concepts are essential for the model
to function as a spiral, increasing in complexity as a person develops and
matures (Morris, 2019).
2.8.1.4 Active Experimentation
The newly developed knowledge proceeds to experimentation where the

learner applies their newly formed concepts to the real-world context (McLeod,
2017).
2.8.1.5 Variances in Learning
Based on a learner's preference for using particular phases of the

learning cycle, the concept of learning style highlights individual variances in
learning (Kolb & Kolb, 2008).
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2.8.1.5.1 Diverging
People with CE and RO as their dominant learning preference are

referred to as 'Diverging' learners because they perform well in idea-generating
activities. Diverging learners tend to be more emotional and imaginative, they
excel at gathering information and perceiving situations from various points of
view (Kolb & Kolb, 2008)
2.8.1.5.2 Assimilating
Accommodating learners have dominant CE and AE learning abilities.

These learners prefer to learn through 'hands-on' activities and would likely act
based on their intuition rather than on logical analysis (Kolb & Kolb, 2008)
2.8.1.5.3 Converging
Converging learners are practical learners and prefer technical tasks.

They would excel in problem-solving activities rather than in social and
interpersonal activities (McLeod, 2017). The converging learning style is
dominant in AC and AE learning abilities (Kolb & Kolb, 2008).
2.8.1.5.4 Accommodating
Assimilating learners excel in the AC and RO learning abilities and like

to think logically and concisely. A clear and straightforward explanation is more
appealing than a practical opportunity. Such learners prefer abstract ideas and
are more attracted to theories than to practical concepts (McLeod, 2017).
All participants acquire knowledge by direct experience with the subject

matter, transforming the knowledge through contemplation and
conceptualization, and then transforming it once more by acting to alter the
reality, taking into account the information that was acknowledged in the new
experience. Participants are placed in a leveled relationship where they are both
the receivers and conveyors of information. Varying perspectives from
participants involved in the cycle are able to discern knowledge in different
interpretations (Kolb & Kolb, 2017). Experiential learning and internalization of
knowledge can greatly improve the experience, skills, communication, and
relationship of both students with educational needs (Hanratty & Taggart, 2005)
and their (pre-service) teachers who are able to gain new perspectives and
positive expectations for the capabilities and the overall future of their students
(Kang & Martin, 2018).
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2.8.1.6 Experiential Learning and Autism
For children who think more concretely than abstractly, the experiential
learning intervention has vast potential. Experiential learning is learning through
active participation, reflecting on the experience, and implementing the newly
learned skills in unfamiliar situations. This approach is usually viewed as an
educational strategy that necessitates the learner's firsthand experience with
the object of study. The approach works effectively with students with complex
special education needs and with outdoor and nature-based programs
(Peterson, 2011). According to a study by Li et al. (2021), experiential learning
has also shown good performance in technology-based applications. VR
facilitations, such as conversations with virtual avatars and real-time visual
input, are particularly beneficial in assisting children with ASD development.
The visual feedback and suggestions generated more self-initiated attempts
and tests of the children. They decreased the necessity for verbal assistance
from the psychologists in all four levels of Kolb's Learning Model during the
exchanges with digital avatars (Li et al.,2021).
All the theories mentioned hereafter are to be considered as supporting

theories that will accompany and strengthen the primary theory discussed prior.
2.8.2 Deci and Ryan’s Self-Determination Theory
Motivation relates to the activation and intention of energy, direction,

persistence, and equifinality. Since motivation is fundamental to biological,
cognitive, and social regulation, it has been a significant and ongoing issue in
psychology. Motivation can produce; therefore, it holds high real-world
relevance. Although motivation is frequently viewed as a single construct, even
external reflection reveals that people are motivated to act by various
circumstances, leading to experiences and outcomes that are incredibly diverse
(Ryan & Deci, 2000). Self-Determination Theory (SDT), formulated by Richard
Ryan and Edward Deci, highlights SDT as an organismic meta-theory that views
people as proactive individuals who absorb and synthesize both their internal
states and their mastery and awareness of the social and environmental
circumstances they come into contact. Humans would often strive toward
growth and development through positive support from their environment.
Therefore, SDT describes human development as the relationship between
growth and striving (Adams, Little & Ryan, 2017).
SDT assumes that the need for development and growth motivates
behavior. People constantly strive for growth. To establish a sense of self, one
must learn to master adversities. Furthermore, SDT also assumes that
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motivation through autonomy is significant as the theory focuses on the balance

between individuals' internal motivations and desires and the extrinsic factors
impacting them. People can easily be motivated by extrinsic factors such as
money and fame. However, there also exist intrinsic motivations such as
independence and self-worth. If the behavior is purely self-determined, there is
a probability that the action is intrinsically driven, acted upon just for self-
satisfaction and enjoyment (Lopez-Garrido, 2021).
2.8.2.1 Self-Determination
Self-determination always has a social context; it is a dispute between

self and other-caused actions which, in usual circumstances, would involve
other people. Because students with ASD are less likely to get help in general
education settings, they may have less opportunity to develop and engage that
will strengthen their perception of self-determination (Chou, Wehmeyer,
Palmer, & Lee, 2016). SDT is the study of people's innate psychological
motivations and growth behaviors, which serve as the foundation of their self-
motivation and personality integration, along with the circumstances that
facilitate those beneficial processes. Identifying three needs—competence,
relatedness, and autonomy—appears to be critical in achieving the greatest
potential outcome in terms of developmental and integration success, as well
as interpersonal growth and individual well-being. (Deci & Ryan, 2000).
Deci and Ryan created six mini-theories to address various issues with
motivation theory, each containing the essential concepts of motivation and
basic psychological needs. These mini-theories illustrate how self-
determination theory functions in a complicated social environment (Adams,
Little & Ryan, 2017).
2.8.2.2 Cognitive Evaluative Theory (CET)
CET explains that restrictive social settings work against intrinsic

motivation, whereas autonomy-supportive social contexts strengthen them.
Additionally, CET suggests that feedback indicating competence increases
motivation, whereas feedback indicating incompetence discourages it (Adams,
2.8.2.3 Causality Orientations Theory (COT)
Three personality orientations result from several sources of behavioral

initiation and management: autonomous, controlled, or impersonal. When
someone is oriented toward internal and external cues that support their
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autonomy and offer relevant information to their activities, they are said to have
an autonomous orientation. On the other hand, controlled orientation is more
driven by extrinsic and controlled motives as it focuses on external cues and
circumstances in regulation action. Lastly, impersonal orientation is related to
amotivation, wherein it can be susceptible to cues of incompetency (Adams,
2.8.2.4 Organismic Integration Theory (OIT)
OIT examines how people become motivated to engage in acts that are
not inherently rewarding and that actions are most likely to be executed if they
are motivated by extrinsic cues. According to OIT, extrinsic motivation can take
on a variety of manifestations along the continuum of internalization: external
regulation, introjection, identification, and integration. Extrinsic motivations can
range from primarily internal and self-determined to entirely external and non-
self-determined (Legault, 2017).
2.8.2.5 Basic Psychological Needs Theory (BPNT)
Beyond the fundamental psychological requirements of SDT, BPNT

highlights the fundamental universality of autonomy, competence, and
relatedness as necessary for health and well-being (Legault, 2017).
2.8.2.6 Goal Content Theory (GCT)
GCT asserts that compared to intrinsic goals, extrinsic goals like material
money, celebrity, and good looks are less likely to satisfy the basic
psychological requirements of SDT (Adams, Little & Ryan, 2017).
2.8.2.7 Relationships Motivation Theory (RMT)
Relationships are more likely to grow when individuals believe that their
partner values them for their genuine self and has nothing but positive regard
towards them. People want to be treated with genuine acceptance and care,
but they also want their partners to receive the same treatment. In other words,
they seek to create close connections, and they want to be able to give their
partners the same kind of unwavering support and consideration in return.
People who enter and maintain relationships for intrinsic motivations as
opposed to controlled and extrinsic ones exhibit more relationship satisfaction,
better everyday relationship functioning, and overall better well-being (Legault,
2017).
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Targeting self-awareness on autism, interpersonal interaction, life

planning, and autonomous pursuit of objectives and decisions may help to
create enhanced self-determination. A social-ecological strategy can promote
self-determination in children with ASD in which it defines environmental and
human variables that guide the design and evaluation of interventions that
promote self-determination (Chou, 2013).
2.8.3 Gibson’s Bottom-up Theory
The bottom-up approach, or bottom-up theories of perception, is best

characterized by James Gibson and his theory of direct perception. In other
words, it develops an understanding of perception by beginning with the visual
input and its influence on the visual system's nerve cells (Costall & Morris,
2015). As it begins with small sensory details, bottom-up processing builds
broader concepts or perceptions about one's surrounding environment
(Rousay, 2021).
Perception is direct. Gibson meant this as gathering data from the source
of sensory information instead of developing an interpretation from the bottom
up from different sensations that needed to be put together. According to
Gibson, the patterns and invariants are recognized "directly" and serve as a
foundation for subsequent conclusions (Richards, 2012). Gibson thought the
environment already had the resources required to produce correct impressions
of external stimuli (Rousay, 2021).
2.8.4 Sociocultural Theory
Human development, according to Vygotsky's Sociocultural Theory, is a

social process in which children learn cultural norms, principles, and methods
of problem-solving through interactive encounters with experienced people from
their society. As Vygotsky believed, the community plays an important role in
the process of establishing meaning (McLeod, 2023). The Sociocultural theory
emphasizes social interaction as it relates to cognitive function development.
Individuals comprehend the knowledge they experience through the
relationships they create with others, and this social process helps them
understand the rest of the world. As a result, social learning occurs before
individual growth and is distinctive to each person (Medical College of
Wisconsin, 2022).
Myburgh, Condy, and Barnard (2020) have stated in their study that
Vygotsky emphasized the active roles of the teachers and learners in the
learning and development process as they co-construct knowledge together.
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This has been demonstrated in their study on learners with autism spectrum
disorder with the conclusion that inclusion, trust, and understanding the abilities
of each individual are crucial in a child's development.
2.9. Review of Related Structures
The portion of the study discusses the related structures containing

relevant programs to be analyzed and studied for the current study. The related
structures consist of both international and local structures.
2.9.1 Related Educational Structures
2.9.1.1 New Struan Centre for Autism
Figure 2.5 New Struan School – Interior
SOURCE: Aitken Turnbull
(https://www.aitken-turnbull.co.uk/project/centre-autism-new-struan/)
The New Struan School for Autistic, which became operational in 2005,
is regarded as the most cutting-edge facility for autism education. The school
was developed by the Scottish Autism Society and Aitken Turnbull architect
Andrew Lester, who also has a daughter with autism (Scottish Autism, 2019).
Through discussion with the customer, the architect, and potential school
employees, the building's brief developed. Visits to current facilities for children
on the spectrum were conducted in order to determine what problems needed
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to be avoided when developing an exceptional facility. The design then

developed as a result of employees and architects offering recommendations
and evaluating concepts. It was believed that Andrew Lester's direct experience
as the parent of an autistic child was extremely valuable. The Scottish Society
for Autism, the building's primary user, was satisfied about every aspect of the
completed structure, which is currently being utilized by both the Society and
the school (Scott, 2009).
2.9.1.1.1 School Plan
Figure 2.6 New Struan School for Autism
SOURCE: Scottish Autism
(https://www.scottishautism.org/new-struan-school/files/new-struan-school-
outside)
The layout of New Struan School is T-shaped, separating public and

private sections. It has a gull wing roof design, which allows more natural light
to penetrate the structure, particularly at the peaked center of the roof, forming
a glass atrium that runs the entire structure. The school has seven classrooms,
all situated along both sides of the atrium, and have floor-to-ceiling windows
with brise-soleils to block out direct daylight from the outside environment. The
school's doors are all color-coded to make it simple for children to navigate the
campus. In addition to classrooms, New Struan offers a splash pool, a library,
an early learning center, administrative offices, and a space for visiting
therapists (Aitken Turnbull, 2020).
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2.9.1.1.2 Classrooms
Classrooms are neatly segregated based on particular activities,

including ICT, group, and individual work. There are also private spaces with
curved walls that serve as a sensory-controlled comforting zone and a one-on-
one meeting place for teachers and students. (Scottish Autism, 2019).
Threshold spaces or 'lay-bys' connect the classrooms to the atrium space,
allowing children to internalize the ambient and environmental shift from the
atrium space to the classroom. With a maximum capacity of six students,
classrooms are smaller than they would generally be. Each classroom is
connected through glazed panels which allow for visual connection that can
allow a child to receive personalized instruction without feeling isolated from the
group's social structure. Each child has a designated workstation along the
room's two side walls as part of the classes' individual workstation design.
Tables by the window offer circular, group activities. As many teaching
strategies tailored to autism use visual cues, pinboards are maximized (Scott,
2009).
2.9.1.1.3 Ceiling Height
In addition, the classrooms include both high and low level windows.
Children can view the outside environment clearly through the low-level
windows, and each classroom includes high-level windows that safely provide
sufficient ventilation. A light shelf and an intentionally angled roof is apparent to
optimize natural light within each classroom (Scottish Autism, 2019).
2.9.1.1.4 Illumination and Acoustics
Aside from natural light, each classroom has abundant artificial

illumination. Every classroom features a daylight simulator to simulate natural
light in the space on days without sufficient sunlight. In contrast, there are also
dimming switches so students and teachers can adjust the artificial light in
preference of the students (Scottish Autism, 2019). All artificial lighting is
equipped with high-frequency ballast and modulating controls. Additionally,
classrooms have high-quality sound insulation with 150 mm thick concrete
masonry walls and 19 mm thick, dense plaster on either side (Scott, 2009).
2.9.1.1.5 Flooring and Finishes
The school utilizes carpeted flooring to minimize the noise around the
premises (Scottish Autism, 2019). as the school does not utilize any form of
auditory signals (Scott, 2009). On the other hand, school furniture is designed
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to be robust, durable, and appealing. There is ample storage space for children
and staff to minimize the clutter found on the school premises (Scottish Autism,
2019). All furnishings, along with the structure's utilized water-based paints and
sealants, is specifically designed to minimize the building's toxicity (Scott,
2009).
2.9.1.1.6 Color
Figure 2.7 New Struan School – Classrooms
SOURCE: New Struan School
(https://www.scottishautism.org/new-struan-school/new-struan-
school/files/nss-assembly-7)
Instead of looking for ways to lessen it, the designers used muted hues
that imitate the ground to let teachers provide more stimulus to their kids. For
instance, carpets and wall colors are purposefully chosen to emphasize the
spatial hierarchy to make it simpler to transition from "the street" into classrooms
(Scott, 2009). A seamless transition from one environment to another can be
easily accomplished because the color of the carpet from outside of the
classroom transitions inside (Scottish Autism, 2019).
Additionally, since the walls of the atrium are subdued in color, the walls
are adorned with children's artworks, giving the area character and uniqueness
(Scott, 2009).
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2.9.1.1.7 The Street
Figure 2.8 New Struan School - The Street
(https://www.scottishautism.org/new-struan-school/files/nssmarketpng-0)
One central corridor, recognized as the "Street," spans the entire length
of the one-story structure and is saturated with natural daylight through a well-
ventilated glass atrium, providing an immediate feeling of well-being. The
"street" allows for an unobstructed overview of the entire school, encouraging
order and independent circulation between spaces. Since the "Street" is
spacious, groups of students can pass past one another without triggering a
collision or disruption. Additionally, 'Caves' of learning curve outwards from the
'Street,' facilitating transitions by assisting children in their visuospatial
processing and enabling natural bays for students and faculty to utilize for
socializing or leisure from the classroom (Scottish Autism, 2019).
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2.9.1.1.8 Semi-Public Spaces
Figure 2.9 New Struan School - Life Skills Room
(https://scottishautism.org/new-struan-school/news/news/boldly-go-where-no-
pupil-has-gone)
Figure 2.10 New Struan School - Food Technology
SOURCE: Scottish Autism
(https://www.scottishautism.org/about-autism/research-and-training/design-
autism)
The dining hall and Café Courtyard provide further opportunities for
students and employees to interact with others. Visual structure and definite
boundaries of separation, like in all other areas of the school, offer consistency
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and develop independence. Students can also use a food technology facility
that is designed to seem like a family kitchen. Additionally, students can gain
new skills in such an environment by using the workstation and appliances
comparable to those found in their own homes, promoting skill generalization
(Scottish Autism, 2019).
2.9.1.1.9 Outdoor Spaces
Figure 2.11 New Struan School - Outdoor Play
(https://www.scottishautism.org/new-struan-school/about/our-
environment/playground)
An exterior door seamlessly allows learning to flow outside to a patio

area and garden space. The outdoor areas, which include a cycle track, play
structures, a ball field, and a sensory garden, were designed to allow students
to interact with one another independently, exercise, socialize, or relax and
enjoy. Students can stay at picnic tables and observe if they prefer not to
engage or if they would want to play and socialize with others but are uncertain
how to proceed. A low, appealing fence serves as a perimeter that
establishes the distinct boundaries that people with ASD can appreciate without
coming across as constraining (Scottish Autism, 2019).
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2.9.1.2 The Advance Centre for Special Needs
Figure 2.12 Advance Center for Special Needs – Perspective
SOURCE: Architecture for Autism
(https://architectureforautism.wordpress.com/treatment-centers-for-people-
with-autistic-spectrum-disorders/advance-center-for-autism/)
The Egyptian Society for the Developing Skills of Special Needs Children
in Egypt administers the Advance Center for Special Needs, a full-time
educational facility and the first development to be designed utilizing Sensory
Design Theory and the Autism ASPECTSS Design Index. Establishing
standards for this application using the principles as catalysts produced a
number of criteria that are not generally employed in learning and school
environments (Mostafa, 2014).
The center is situated in the Qattameya neighborhood of New Cairo, a

recently developed suburb in greater Cairo. With a permitted footprint of 100
square meters, the overall land area is approximately 4,200 square meters. In
addition, the maximum built-up area above the ground is 3,600 square meters,
and the maximum acceptable height is three stories or 13 meters. This
facility has been maximized for cost-effectiveness to cater to as many students
as possible. When operational, the center should offer up to 70 students full-
time education opportunities and at least 50 more students with part-time
assistance and management (Mostafa, 2014).
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2.9.1.2.1 The Objective
The center's primary goal is to assist autistic children experiencing

developmental difficulties by effectively incorporating its students into society
by promoting their independence and increasing public knowledge of the
autistic community. The Advance Center caters to children between the ages
of 2 and older than 21. It also offers support in terms of ongoing education and
counseling, career options, and assistance with community integration once
they finish their initial education (Mostafa, 2014).
2.9.1.2.2 Context and Community
In order to address the issue of societal inclusion and respect for children
with special needs, community-based services should be made available.
Facilities like retail establishments provide opportunities for students to engage
with society, assist in developing social and occupational skills, and assist the
community in forming positive perceptions of autism. The outlets are kept
visually simple, as they are in all student locations throughout the center, to
minimize overstimulation. Workspaces, consumer areas, display areas, and
storage rooms are organized to be visually and physically separate.
Furthermore, natural lighting and ventilation are utilized to the greatest extent
possible. In "high focus" places like computer stations in the business or
accounting centers, noise exposure is kept to an absolute minimum. However,
functional spaces, such as the assembly hall, hold activities for socialization
and inclusion, such as awareness programs, parent-home intervention training,
parent peer support, professional training sessions, school-sponsored
performances, and school assemblies (Mostafa, 2014).
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2.9.1.2.3 Zoning
Figure 2.13 Advance Center for Special Needs – Zoning
According to the Sensory Design model and Autism ASPECTSS design

index, an autistic person identifies more strongly with their immediate
surroundings when zoned according to sensory parameters than when zoned
according to traditional functional criteria. Therefore, spatial groupings should
integrate sensorial-compatible functions and "autistic" reasoning. In addition,
one-way circulation should be utilized to reach these clusters, emphasizing and
capitalizing on "routine" in the process. Gardens, free-play areas, sensory
curricular rooms, and various other outdoor places can serve as buffer zones
between low-stimulus "focus" zones and high-stimulus "alertness" zones
(Mostafa, 2014).
2.9.1.2.4 Navigation and Spatial Sequencing
2.9.1.2.4.1 Wayfinding
When used in collaboration with sensory zoning, good wayfinding and

navigation may help the special needs individual acquire independence while
relieving staff and faculty. The use of circulation strategies connected to the
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student's visual everyday routine and picture exchange communication (PEC)

systems improve the active learning of effective communication as it gives the
child a chance to put those skills to use in a practical setting. This facility has a
"one-way" circulation system that capitalizes on the particular needs individual's
routine needs. This movement follows the student's usual daily schedule as
they navigate the school. However, standardizing may be challenging due to
the variety of the children's educational demands and school operation
concerns like scheduling. Though it can be solved through an effort to group
activities by each age bracket in sections that the children walk through
progressively over the day (Mostafa, 2014).
2.9.1.2.4.2 Circulation
In circulation spaces, visual cues like pattern and color enhance

wayfinding. To avoid visual overstimulation, this is done discreetly. It has been
observed that individuals with autism can communicate effectively using
drawings, despite occasionally finding it difficult to do so using spoken or written
words. This idea can be used in signage designs where written and graphical
language is shown side by side. Eventually, certain written words may be
comprehended by association when viewing and comprehending a graphic sign
alongside written text beside each symbol regularly. Using these indications, all
children can participate among individuals who can read. In addition to textual
signage, the use of tactile signs as a communication tool is suggested to
maximize students' tactile, visual, and cognitive abilities. In order to provide
unique sensory experiences and to indicate circulation regions and level
changes, various textured surfaces are also employed, especially in outdoor
learning spaces (Mostafa, 2014).
2.9.1.2.5 Fire Safety and Evacuation
Wheelchair users and non-ambulant people have traditionally been the

focus of discussions about fire safety and escape. However, people that are
autistic can benefit from the same ideas. The suggested evacuation plan calls
for ensuring the challenged person may move safely and effectively in
a progressive horizontal evacuation from any point in the center to a safe
location or shelter. The location of this shelter should be safe and away from
emergency evacuation. The person will be met at this designated refuge by an
authorized teacher or employee who will assist in evacuation (Mostafa, 2014).
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2.9.1.2.6 Learning Spaces
Figure 2.14 Advance Center for Special Needs – Interior Spaces
SOURCE: Architecture for autism: Autism aspectss™ in school design
(https://www.semanticscholar.org/paper/ARCHITECTURE-FOR-AUTISM%3A-
Autism-ASPECTSS%E2%84%A2-in-School-
Mostafa/f1ed4eabb418e5b0639b41368874a4ed6e2d985b)
According to the program, the center offers a wide range of specialized

facilities for speech, occupational, and psychomotor therapy and other
necessary treatments for autistic children. Excluding speech therapy, all of
these areas are regarded as high-stimulation operations and must be included
in the sensory zone. However, each operation is maintained acoustically
isolated from the others by implementing high-quality wall systems. In order to
reduce visual distraction, lighting should be natural and indirect whenever
possible (Mostafa, 2014).
2.9.1.2.6.1 General Classrooms
The classrooms are situated in a low-stimulus region of the school. Each

classroom has at least three teachers and assistants in each classroom, or
"class base," which typically has seven students. The actual classrooms are
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acoustically engineered to lessen both internal echoes and noise transmission

from outside. The classroom is set up with a compartmentalized layout
based on sensory zoning. Each work or activity is allocated to a "station" that is
either physically or visually distinct from the other parts of the learning space by
walls, levels, or a variety of materials for flooring and colors. These stations are
organized around the classroom in accordance with the sensory demands of
each activity, with stations for high-focus tasks and academics situated in well-
lit areas to enhance attentiveness without interruption. Natural illumination is
introduced through above-eye-level sills, allowing indirect sunlight to penetrate
without causing visible disruptions (Mostafa, 2014).
2.9.1.2.6.2 Open Indoor Areas
Open spaces are also available for floor play and can serve as strategies
for group activities with resources close at hand to prevent child distraction. In
maximizing efficiency in a limited teacher preparation space, closed storage
cabinets or upper cabinets with neutral boxes can be placed in the middle of
two or more classrooms (Mostafa, 2014).
2.9.1.2.6.3 Escape Spaces
The "escape space" is a significant station situated in the classroom's

lowest stimulation area. Essentially, it is a small isolated space where a child
can go whenever they are experiencing stress or overwhelmed. In order to
reduce the child's exposure to the sensory environment, the escape space is
compact and partially enclosed. It is intended to be a sensory-neutral
environment with various items nearby, such as cushions with textures,
brushes, sandpaper, compact tents, blankets, fiber optic lights, music
headphones, and sometimes aromatherapy oils (Mostafa, 2014).
2.9.1.2.6.4 Joint Observation Rooms
Directly across from the classrooms, shared observation rooms are

provided. These are compact spaces with various equipment for recording
student sessions and one-way mirror windows that allow classrooms to be
viewed directly by the observer. These spaces can be incorporated into parent
education, home program training, and teacher training courses (Mostafa,
2014).
2.9.1.2.7 Specialty Therapy Spaces
According to the program, the center offers a wide range of specialized

facilities for speech, occupational, and psychomotor therapy and other
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necessary treatments for autistic children. Excluding speech therapy, all of

these areas are regarded as high-stimulation operations and must be included
in the sensory zone. However, each operation is maintained acoustically
isolated from the others by implementing high-quality wall systems. In order to
reduce visual distraction, lighting should be natural and indirect whenever
possible (Mostafa, 2014).
Each of the therapies has unique qualities and necessitates a specific

environment. The psychomotor therapy room's layout is more linear, allowing
for movement in one direction only along its length. At one end, there is a
prep/storage area where the therapist can prepare and arrange the appropriate
supplies on these shelves from the nearby resource and apparatus storage
room, enabling the students to use the materials independently and under
supervision without being overstimulated or distracted (Mostafa, 2014).
2.9.1.2.7.1 Art Therapy Area
The art therapy area, situated on an outdoor terrace, integrates

numerous activities such as painting, printing, sculpture, and ceramics. Stations
of various activities are established and kept mainly visually and spatially
distant. Above the art area is a skylight for natural lighting, fostering a fun and
creative workplace (Mostafa, 2014).
2.9.1.2.7.2 Pre-vocational Workshops
The ground floor accommodates the pre-vocational workshops, with

access to an outdoor space for formal gardening and other outdoor activities,
including metal and woodworking. Adjustable tables and chairs with sturdy
surfaces are provided for the workshops and outlets, allowing for simple product
transportation and minimizing distractions to the rest of the center (Mostafa,
2014).
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2.9.1.2.8 Outdoor Learning Spaces
Figure 2.15 Advance Center for Special Needs – Courtyard
2.9.1.2.8.1 Outdoor Sensory Interventions
The central focus of this space is a sensory garden featuring textured

walkways, water activities, ball pools, sand pits, and an aromatherapy herb
garden. The management of the sensory garden can be included in the
student's vocational training in addition to utilizing the designated formal
gardening area. Besides improving their sense of fulfillment and providing
practical skill training, gardening has been demonstrated to offer multiple
advantages for autistic people. Students can express themselves artistically
on a blackboard-painted, free-standing expression wall, encouraging free
expression and enabling those with limited fine motor skills to create large-scale
artwork utilizing their better-developed gross motor skills (Mostafa, 2014).
2.9.1.2.8.2 Outdoor Hardscapes and Furnishings
In mitigating students from overheating, which could trigger seizures in

more vulnerable children, numerous shaded seating areas are available.
Additionally, these provide seating for individuals and groups of various sizes.
All routes include ramps at level changes, and wheelchair users can access
sensory areas with raised tables, water play areas, and sand pits. It is
necessary to make playground equipment inclusive, even to non-ambulant.
There is also a legal playing field for sporting activities (Mostafa, 2014).
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2.9.1.2.9 Diagnostic Center
The Diagnostic Center offers a welcoming atmosphere and is

conveniently accessible from the parking area and entry. It consists of facilities
for parents, assessments, diagnoses, specialists, intake and conferencing, and
training equipped with an observation room that can view the center's interior,
similar to a small classroom. Admission of incoming students, provision of
outside evaluation services, and extracurricular assistance for students with
special needs who are affiliated elsewhere all occur at the diagnostic center
(Mostafa, 2014).
2.9.1.2.10 Assisted Living Center
Additionally, the Center has residential quarters to offer students

supervised on-site housing. Such accommodations might be an initial step
towards independent living or supervised living off-campus, with inclusion into
the community as the primary objective. The structure comprises three
apartments with three to four bedrooms, private bathrooms, a small kitchenette,
and an office. Students may live individually or with a supervisor in a shared
apartment, depending on their abilities and degree of skill and independence.
On the garden level, a spacious kitchen and a seating area are available for
group activities, hosting guests, and performing other vocational activities. In
addition to the numerous supervisors or peers within the living areas, a medical
supervisor and property manager are always available on-site. The apartments'
location does not provide direct access to the school campus, giving the sense
that the two structures and their occupants are neighbors rather than
institutionalizing the live-in students. They would have to walk and maneuver
around the site before reaching the school's main entrance (Mostafa, 2014).
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2.9.1.3 Stepping Stone Philippines
Figure 2.16 Stepping Stone - School façade
SOURCE: Stepping Stone (https://www.steppingstone.ph/pages/facilities)
Stepping Stone was incorporated as a non-stock, non-profit organization

in 1986 under Development Center for the Handicapped Foundation, Inc.
(DCHFI). The Foundation was managed for 25 years by eight Rotary Clubs,
which included the Rotary Club of Makati. In 2005, the Foundation relocated to
Bernardino Street in Guadalupe Viejo, remaining until 2020. (Stepping Stone,
n.d.).
To better represent its identity as the top special education institution in

the country and also to align with its mission of establishing a Center for
Excellence in Special Education, the Foundation officially changed to Center for
Excellence in Special Education (Stepping Stone) Foundation, Inc. in late 2013.
(Stepping Stone, n.d.).
Stepping Stone adopts a socialized tuition charge in which students who

can afford it pay in total, and scholarships are provided for those unable to.
Their collaboration with several other colleges and universities, including the
College of Saint Benilde, Asia-Pacific College, De La Salle University,
University of Makati, University of Santo Tomas, and De La Salle University
Health Sciences Institute, consistently enhances their specialized program
In addition, International organizations such as the US Peace Corps and

the Council for Exceptional Children maintain the institution up to date on
cutting-edge approaches. Stepping Stone is also supported by various local
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organizations such as Rotary Clubs, Concepcion Industries, American Wire and

Cable, Metro Bank, HMR, and International Organizations including the Lloyd
George Asia Foundation, Telstra, Starkey, and various foreign individuals
2.9.1.4 Programs and Services
Stepping Stone is an inclusive facility that houses both regular and

special education programs. The regular class program handles primary-aged
children, handling grade levels from nursery to grade 6. At the same time, the
special education class holds three different educational interventions
depending on the child's age. Early intervention classes are offered for children
2-7 years old. On the other hand, functional academics are offered for children
8 to 12 years old. The last class offered for the special education class is the
teen-adult pre-vocational courses offered for children 13 years old and above
In addition to academic courses, Stepping Stone also houses TESDA-

accredited courses. The TESDA-accredited courses in Stepping Stone are
focused on vocational systems, specifically in the culinary field. Such programs
are Barista NCII, Bread and Pastry Production NCII, Cookery NCII, and
Housekeeping NCII. These programs can allow the children to enhance their
skills in these specific fields in which they can use their developed experience
to contribute to the real-world system (Stepping Stone, n.d.).
The final program introduced by Stepping Stone is Auxiliary Services

which consists of multiple therapy disciplines that can aid the children in terms
of their personal development. Such services include Speech Therapy,
Occupational Therapy, Physical Therapy, and Alternative Therapy such as
dance, drama, and visual arts. The school also has laundry services and water
refilling services (Stepping Stone, n.d.).
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2.9.1.5 Facilities
2.9.1.5.1 Occupational and Speech Therapy Room
Figure 2.17 Stepping Stone - Occupational and Speech Therapy Room
Stepping Stone provides multiple areas of treatment for special children,

including ASD. The Occupational and Speech Therapy room was funded the
construction and fit-out by the Australian Embassy last 2016. It features multiple
cubicles of one-on-one learning to be able to allow the teacher and the student
to facilitate focused sessions during therapy. Each cubicle is provided with a
table, chairs, and a mirror. Mirrors are common and essential tools for therapy,
especially for speech therapy as it aids to produce a therapeutic relationship
between the child or the patient and the speech therapist. Furthermore, it also
functions as a diagnostic tool that can be utilized to examine hypernasality and
provide support for imitation. Mirrors in speech therapy are also utilized as
means of control for the therapist, or self-control for the child (Hamerlińska &
Kieczmer, 2020). The occupational and speech therapy room also exhibits
multiple windows for natural light, and multiple air conditioning units for
regulating the temperature within the room.
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2.9.1.5.2 Physical Therapy Room
Figure 2.18 Stepping Stone - Physical Therapy Room (1/2)
Figure 2.19 Stepping Stone - Physical Therapy Room (2/2)
A physical therapy room is established in Stepping Stone to provide

appropriate motor interventions for children who find difficulties with such
function. Multiple fitness equipment such as yoga balls, treadmills, and
stationary bikes are provided as essential tools for motor skill enhancement.
The physical therapy room is also observably spacious in terms of room size to
allow for children or patients the opportunity to exercise their motor skills. Other
motor skills that do not require fitness equipment such as reaching and grabbing
are also accounted for and with provided interventions in the physical therapy
room.
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2.9.1.5.3 Performing Arts Hall
Figure 2.20 Stepping Stone - Performing Arts Hall (1/2)
Figure 2.21 Stepping Stone - Performing Arts Hall (2/2)
Stepping Stone features a Performing Arts Hall as means for the school’s
alternative therapy, which encompasses art, drama, and visual arts. The studio-
like room is mostly spacious as to consider the spatial needs of art and drama.
A piano is also provided at the corner of the room, possibly utilized for dance
such as ballet. Full wall mirror is provided at one of the corners of the room as
such of a dance studio. Railings or barres are fixed on one side of the room’s
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walls to provide support for the children is such active activities such as dance.
The room also exhibits large windows for maximum sunlight, yet curtains are
provided in order to control the amount of sunlight passing within the space.
2.9.1.5.4 TESDA-Accredited Facilities
Figure 2.22 Stepping Stone - Culinary Center
Figure 2.23 Stepping Stone - Barista Center
For the TESDA-Accredited programs, facilities are provided for each

program included. A culinary center is provided for the culinary, specifically the
Bread and Pastry Production NCII and Cookery NCII. Multiple complete culinary
types of equipment are provided to allow the students a whole culinary
experience they can use in the real world. However, in the culinary center, as
seen in the figure, there are no windows provided which can cause strong odors
within the space, mainly when being utilized. However, provisions of multiple
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range hoods are provided to regulate the smell and temperature within the
space.
In addition, a barista center is provided for the Barista NCII. The space
layout is set as a cafe-type environment to imitate its real-life work environment,
complete with tables, chairs, and barista equipment. The barista equipment is
also plenty, enough for making beverages such as coffee and tea to completely
immerse the students in the barista environment and provide them with the
maximum skills they can acquire as provided by the center.
2.9.2 Related Residential Structures
2.9.2.1 Sweetwater Spectrum
Figure 2.24 Sweetwater Spectrum
SOURCE: LEDDY MAYTUM STACY Architects
(https://www.lmsarch.com/projects/sweetwater-spectrum-community)
A group of parents of autistic children collaborated with specialists and

local leaders in 2009 to establish a non-profit organization to establish a
residential community for autistic adults that is distinct from anything that is now
accessible. Since it first opened in January 2013, Sweetwater Spectrum has
developed and is still committed to serving as a role model for
families attempting to find residential facilities for their adult children. Located in
Sonoma, California, the community embraces sustainable design best practices
and principles while maximizing the knowledge and information acquired
through studies about autism. In close cooperation with the North Bay Regional
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Center, Sweetwater Spectrum has developed a residential environment that

captures the richness and character of the neighborhood while enabling
assisted living services (Sweetwater Spectrum, n.d.).
Sweetwater Spectrum encompasses a community center, treatment pools, an

urban farm, and four housing developments. Design solutions adapted for
people with autism encourage peaceful, approachable settings that foster a
nurturing environment. A variety of long-term privileges are provided to
residents, employees, and the Sonoma community by applying practical,
sustainable design principles that enhance health and wellness and reduce
energy consumption (American Institute of Architects, n.d.).
2.9.2.1.1 Innovative Practices
Sweetwater Spectrum's objective is to provide individuals with autism

with a distinctive, supportive residential community that motivates each
individual to reach their highest potential. In accordance with this, Sweetwater
Spectrum made a commitment to build an atmosphere that respects and fosters
a distinct human ecosystem. It freely invites people of all abilities to a friendly,
low-carbon neighborhood that promotes autonomy, good health, and happiness
while building strong relationships between the environment, the people, and
the community. Every aspect of this initiative was carefully considered in order
to provide a productive and regenerative environment for persons with autism
and caregivers all throughout the spectrum (American Institute of Architects,
n.d.).
Figure 2.25 Sweetwater Spectrum – Section
SOURCE: ARCHDAILY
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(https://www.archdaily.com/446972/sweetwater-spectrum-community-lms-
architects)
Incorporating the most research developments on autism spectrum

design, environments were designed to minimize sensory stimulation such as
noise, visual patterns, and odors to foster a sense of connection to nature and
to produce safe, comfortable, and predictable domestic settings. Practical
Universal Design techniques accommodate people of all ages and abilities.
Building materials and systems improve good ventilation, energy efficiency,
acoustic regulation, and thermal comfort. The buildings are
strategically oriented to take full advantage of natural daylight and produce
various outdoor spaces for leisurely activities and tranquil retreats. Energy
usage is cut by 88% from baseline using various passive and active techniques,
such as building orientation, high-performance envelopes, and incorporated
photovoltaic and solar thermal panels (American Institute of Architects, n.d.).
2.9.2.1.2 Community Participation
Figure 2.26 Sweetwater Spectrum – Community
SOURCE: ARCHDAILY
architects)
For residents, caregivers, and families, Sweetwater Spectrum affords a

supportive atmosphere that is interwoven throughout the community. Local
businesses and Sonoma locals engage in volunteering initiatives and activities
in the Sweetwater community, while members of Sweetwater actively engage
in the community by working part-time jobs, attending classes, participating in
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volunteer endeavors, and playing in the neighborhood band. Produce from

Sweetwater Farm is grown locally and sold at the summer market in the town
center. Therefore, the Sonoma community's well-being and its citizens' lives are
mutually beneficial (American Institute of Architects, n.d.).
2.9.2.1.3 Climactic Design
The property is situated in the inland coastal region of Northern

California, which has a mild maritime climate. The buildings are constructed to
take full advantage of passive elements like outdoor living, passive cooling,
daylighting, and solar control. The occupants' sensory sensitivity made
temperature control and comfort significant design considerations. The building
envelopes were tailored to minimize energy loads in addition to passive
measures through high-performance windows and improved building insulation
(American Institute of Architects, n.d.).
Figure 2.27 Sweetwater Spectrum - Site Plan
SOURCE: ARCHDAILY
architects)
The individual site climatic conditions determine the site plan and
structural massing. In order to maximize sun exposure and offer a variety of
open environments with various exposures, the buildings are oriented on an
east-west axis. Each building is designed to allow an adequate amount of
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natural light, with sloped roof volumes that respond to the sun's direction
Due to the temperate climate, all buildings have natural ventilation and
cooling systems. Further cooling demands are lowered in warm weather by
building mass and orientation, Energy Star-rated cool roofing, and high-albedo
paving. On the south, east, and west facades, permanent sunshades, trellises,
and porches supply shading and comfort for the occupants. For protection from
the low western sun, adjustable exterior sunshades are provided on the
residential elevations facing the west (American Institute of Architects, n.d.).
2.9.2.1.4 Sustainability Features
Figure 2.28 Sweetwater Spectrum - Sustainability Practices
SOURCE: ARCHDAILY
architects)
The Sweetwater Spectrum Community's building materials and

construction methods were selected with particular consideration for resident
necessities, resource efficiency, and general wellness. Visual, thermal,
auditory, social, and chemical sensitivities, as well as other environmental
elements, can all cause increased sensitivity in people with autism. Thus,
they need peaceful, robust, safe, and healthy environments (American Institute
of Autism, n.d.).
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2.9.2.1.4.1 Healthy, Durable Environments
Vinyl and formaldehyde-free materials, no-VOC paints and sealers, and

radiant heating to decrease allergens significantly improve indoor
environmental quality. Impact-resistant drywall, commercial-grade doors, and
external cement board cladding are strong materials. Meanwhile, advanced
acoustical treatments are used indoors to manage ambient noise (American
Institute of Architects, n.d.).
2.9.2.1.4.2 Compact Configuration
The buildings were developed in compact layouts that limit conditioned

space, maximize plan, structure, and surface efficiency, and decrease material
use. In addition, the wood framework is meticulously designed on a 24-inch
module to economize material. The building mass has little articulation, which
leads to highly effective structural systems and a smaller surface area
2.9.2.1.4.3 Resourcefulness
Over 10% of all products are recycled, such as fly ash in concrete,
carpet, aluminum, worktops, and steel. To cut down on energy inputs, 15% of
all resources were manufactured and gathered locally. Linoleum flooring,
rubber foundation, and cotton insulation are examples of readily renewable
materials.
2.9.2.1.4.4 Waste Management
More than 99% of construction and site waste was kept out of landfills.
The project and farm's recycling and composting systems stimulate continuous
waste management.
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2.9.2.1.5 Longevity
Figure 2.29 Sweetwater Spectrum - Community Plan
SOURCE: ARCHDAILY
architects)
Figure 2.30 Sweetwater Spectrum - Residential Plan
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SOURCE: ARCHDAILY
architects)
The structures were created with flexibility and responsiveness in mind,

both for the immediate and long term. The site layout was created with flexibility
for the future and room for four more homes in the agricultural area. The
residential wing options in each house are adaptable and may change over time
to accommodate men, women, people with similar abilities or requirements, and
couples. In order to maximize construction efficiency and provide smooth
transitions between homes if resident migration is necessary, each residence
has an identical layout. Buildings with a wood frame and slab on grade have a
minimum usable life of 100 years (American Institute of Architects, n.d.).
Due to its location in a seismically active area, the structures were made
with low, simple shapes, minimal building mass, and high-efficiency seismic
systems to reduce damage in the case of a seismic event. Major finishes were
chosen for their longevity, durability, and ease of care. Spaces are designed
with the aging process in mind, allowing residents and group homes to gradually
add their embellishments (American Institute of Architects, n.d.)
Sweetwater Spectrum is a new organization created to adapt as its

services grow. It also serves as a prototype for prospective communities for
adults with autism (American Institute of Architects, n.d.)
2.9.2.2 Project Happy Homes
Figure 2.31 Project Happy Homes
SOURCE: FACEBOOK – Happy Homes Housing Cooperative
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(https://www.facebook.com/photo/?fbid=1369568516863817&set=pcb.233466
3306683712)
Three organizations—OneLife Foundation, Inc., Happy Homes Housing

Cooperative (HHHC), and ChildFind Learning and Play Center—started Project
Happy Homes in response to a growing need for social responsibility. Project
Happy Homes is a collaborative model of housing and support programs to
establish a secure and empathetic community for seniors and individuals with
special needs (ISNs). It is a housing-with-support lifestyle choice available to
families with members who have developmental disabilities (One Happy Child,
n.d.).
Figure 2.32 Project Happy Homes - Tanza, Cavite
(https://www.facebook.com/happyhomeshousingcoop/photos/2026638084152
904)
Happy Homes is a particular community for persons with special needs

that offers lifelong care, management, and guidance to their families. It is based
in Tanza, Cavite, and is led by special education professor Dr. Edilberto Dizon.
Happy Homes provides comfort and services for families and their members
with special needs. Members of this housing cooperative are entitled to share
in the community's ownership. In this scenario, adults with special needs can
choose to reside in housing units that are all specifically suited to their
requirements through their family and specialists. In addition, according to
Dizon, families are encouraged to start employment-training initiatives and
income ventures where people with disabilities can volunteer, work, and
eventually run and manage. They work together to guide people with special
needs toward greater maturity and autonomy. (Autism Society Philippines,
2014).
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2.9.2.2.1 Housing
Figure 2.33 Project Happy Homes Housing (1/3)
688)
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906)
In Project Happy Homes, housing mainly consist of single-attached

housing to accommodate both the individual with special needs (INS) and their
families. This housing type can allow families to attain their own private dwelling
that provides ample space for the INS to move around. This can also provide
family members with enough privacy space, yet enough to monitor their child
while within the residential dwelling. According to Nagib and Williams (2016),
for children with autism, having a secure outdoor area or backyard is
advantageous since it offers a variety of opportunities. Additionally, in a
detached/attached residence, since the family lawfully holds the home, it does
not need to be rented like an apartment and offers freedom for repairs and
modifications.
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400)
In addition to single-attached housing, Project Happy Homes also aim to

achieve the construction of an apartment-type housing for the families. This
housing can allow more residents to reside in the community, allowing them to
accommodate more families who are in need of dwelling, services, or support
offered by the special needs community. However, apartments, especially low-
cost apartment buildings, might not have been built with good soundproofing.
When a child with autism resides within the vicinity, things can get pretty loud,
which can be very upsetting for the neighbors (Nagib & Williams, 2016).
Considering the limited lot provided by the community, apartments can be a
good strategy to maximize the space. In these situations, it is essential to make
the most of the provided space, which can be difficult, especially for families
living in small apartments. Furniture relocation or rearrangement is a typical
tactic. In order to provide their children with plenty of activity, many families
replace their dining room table and put a playscape, a trampoline, and
somewhere to climb (Nagib & Williams, 2016). In the case of older individuals
with INS, an ample amount of walking space can be essential to avoid injuries
and other unwanted circumstances.
Project Happy Homes also provides housing for its community

staff such as therapists, teachers, and administrators to be able to place them
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in close proximity to INS and their families. This can be beneficial as the
community staff can actively engage with the INS and they can closely monitor
the behaviors and characteristics of the INS. This can also benefit the
community staff as they are no longer required to travel to the community site if
they initially reside from other provinces or municipalities.
2.9.2.2.2 Commercial Spaces
Figure 2.36 Project Happy Homes - Commercial Space (1/2)
157)
Figure 2.37 Project Happy Homes - Commercial Space (2/2)
723)
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Figure 2.38 Project Happy Homes – Café
(https://www.facebook.com/photo/?fbid=1369568670197135&set=pcb.233466
3306683712)
The goal of Project Happy Homes is to offer sheltered employment

opportunities and recreational opportunities. It also aims to give families a
steady stream of providers for their special children (Autism Society Philippines,
2014). The provision of commercial spaces allow for a steady flow of income
towards the non-profit organizations, as well as a source of livelihood for
families and their children. INS can benefit from commercial spaces by being
able to participate in the operations of such commercial spaces, providing them
with skills and experiences. This engaging method allows people to gradually
gain a sense of adaptation to environments like those they would later
experience in the real-world situations (Pomana, 2014).
2.9.2.2.3 Exposure to Nature
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Figure 2.39 Project Happy Homes - River Bank
SOURCE: YOUTUBE – OneHappyChild Community
(https://www.youtube.com/watch?v=28KqqRjEhnM)
In addition to the residential and commercial spaces, Project Happy

Homes also has access to nature through a river near the site. This space can
be used for recreational purposes for the residents in the community, as well as
a sensory space for INS. In the case of autism, providing these individuals with
a good sensory environment helps them comprehend that they have hyper- and
hypo-sensitivities because they lack a typical spectrum of sensory qualities
compared to typically developing individuals (Ghazali, Sakip & Samsuddin,
2018).
Figure 2.40 Project Happy Homes – Garden
149)
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Project Happy Homes Cooperative also features a garden that bears

fruits and vegetables that can be produced and harvested by the INS, families,
and the staff.
2.9.2.2.4 Interior Spaces
Figure 2.41 Project Happy Homes - Interior (1/3)
Figure 2.42 Project Happy Homes – Interior (2/3)
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Figure 2.43 Project Happy Homes - Interior (3/3)
The interior spaces found within the facilities of Project Happy Homes
are suited for individuals with varying special needs. The spaces, as seen in the
figures above, vary in the design interior, as the spaces depend on the activity
performed within. It is imperative to compartmentalize spaces depending on
their usage in order to refrain from over-stimulation of senses for individuals
with special needs, especially autism. Furthermore, this compartmentalization
of space can also allow the staff complete control of the socialization and
sensory input that the child should experience. This strategy will ensure proper
allocation of exercise and experience based on the needs of the child (Mostafa,
2020).
2.9.3 Inclusive Structures: An Overview of Programs
2.9.3.1 LifeTown
New Jersey has a high population of individuals with autism in the US.
One in every 34 8-year-olds had autism, significantly above the US average of
one in every 59. While maternal health, pregnancy at an older age, and
environmental factors may influence the high autism rate, New Jersey's rates
may be artificially high (Nir, 2020). Simulating real life in a secure and
accessible environment is the purpose of the $18 million LifeTown, designed
with individuals of various ages and capabilities in mind and featuring the
latest technology (Blas, 2019).
Rabbi Zalman and Toba Grossbaum established the Friendship Circle at

their Livingston, New Jersey, home 19 years ago with the help of five
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participants. The Chabad-Lubavitch emissary couple's intention at the time was

to serve individuals with special needs and to potentially influence the attitudes
of the communities from which the youth and adults resided. Today, the national
special-needs inclusion world looks to the Livingston facility as an exemplar of
how this can be accomplished effectively, and prestigious universities are
sending academic researchers to assess and examine the effects of LifeTown.
The Grossbaums' work is portrayed as an example of effectively bringing
together disabled individuals and the broader public in a full-fledged
collaboration (Blas, 2019).
Figure 2.44 LifeTown - 3D Plan
SOURCE: LifeTown
(https://www.lifetown.com/)
2.9.3.1.1 Youth Center
The Village, the centerpiece of LifeTown, is a replica town square with

streets, traffic signals, a park, walkways, and stores. The Village is the largest
area in LifeTown at 11,000 square feet, and it is essential to providing each
person with the resources necessary to realize his or her unique potential.
Youth Center services are available to FC program participants, their families,
youth, community organizations, institutions, volunteers, interns, therapists, and
LifeTown employees (LifeTown, n.d.)
Students who visit the Village can apply learnings in class, such as
budgeting, time management, problem-solving, safety skills, and
communication, to practice while receiving practical experience in an
encouraging setting. The Village shops will also serve as a training ground for
jobs (LifeTown, n.d.).
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2.9.3.1.2 The Bookstore and Café
Both the Village and LifeTown's main lobbies will lead to the bookstore
and coffee shop, which will be open to the public for their daily morning coffee,
to peruse the newest bestsellers, or to hold brief meetings. This business will
offer much-needed skills training for young adults in the neighborhood in a cozy
and safe environment, so it will be more than simply a place to grab a cup of
coffee or some reading material (LifeTown, n.d.).
2.9.3.1.2.1 Bank
A trip to Life Village will start with a stop at the Bank. Each student will
receive a certain amount to use as they like in the Village. Teaching budgeting
techniques and promoting wise financial management are the objectives.
Participants can earn more money by working in one of the stores after using
up their permitted funds (LifeTown, n.d.).
2.9.3.1.2.2 Movie Theater
In order to attend a performance, guests to the Village will learn valuable

lessons about reserving both time and money. Decisions like these will be
crucial for those undergoing life-skills training at the Village. A stage will also be
available in the 50-seat theater for performances, puppet shows, and other
events, some of which will be produced by kids enrolled in programs at the
Dance and Music Studio at LifeTown's Youth Center (LifeTown, n.d.).
2.9.3.1.2.3 Pet Shop
The relevance of such skills will be reinforced by grooming, feeding, and

caring for animals. These skills will also give guests in the Village another
chance to prepare for employment. People with unique needs find comfort in
spending time with animals. This shop is a perfect addition to the Village square
since people with communication or socializing difficulties come alive when
engaging with a pet (LifeTown, n.d.).
2.9.3.1.2.4 Copy Center
The Copy Center will be bustling with activity, allowing Village users to
gain practical job skills. It has entrances from both the Village and LifeTown's
main offices. Participants will be able to demonstrate their readiness for
employment to potential employers by attending basic training at the Village
Copy Center. The Copy Center can help them perfect those abilities,
encouraging individuals to be gainfully and successfully employed, given that
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young adults with particular special needs frequently excel at professions that
include repetitive work (LifeTown, n.d.).
2.9.3.1.2.5 Medical Center
Going to the dentist or doctor could be an unpleasant experience for

those with tactile sensory problems and other special needs. Participants will
learn how to schedule an appointment and guarantee their prompt arrival.
Students will get accustomed to seeing medical specialists by practicing taking
their blood pressure and sitting in a dentist's chair (LifeTown, n.d.).
2.9.3.1.2.6 Crosswalks
Figure 2.45 LifeTown – Streets
SOURCE: TIMES OF ISRAEL
(https://www.timesofisrael.com/a-chabad-couple-in-new-jersey-built-an-
immersive-village-for-kids-with-autism/)
Participants in the Village program will receive reinforcement in crucial

skills such as safely traversing city streets, adhering to traffic signals, and
understanding who has the right of way and the repercussions of disobeying
guidelines (LifeTown, n.d.).
2.9.3.1.2.7 Hobby Shop
Visitors to the Village are welcome to swing by and pick up a new skill
they can practice independently at home. Having a creative, enjoyable, and
amusing outlet, such as knitting and scrapbooking, will assist people with
special needs to spend their "alone time" engaged in a constructive and creative
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activity because of the social exclusion and amount of time they spend alone
(LifeTown, n.d.).
A bookshop, grocery store, clothes store, hair salon, laundromat,

household goods store, and business center will also be among the additional
stores. The Village will also have a garden, terrace, ice cream shop, and other
facilities in actual towns (LifeTown, n.d.).
2.9.3.1.3 Aquatic Center
n the aquatic center, therapeutic play fosters essential abilities, including

better muscle tone, coordination, breath control (which is good for verbalization
and overall health), and independence, all of which contribute to self-esteem
and confidence (LifeTown, n.d.).
Due to the buoyancy of the water, a pool can offer a quiet and pleasant
environment for kids with sensory issues and movement concerns to feel free.
This pool, which maintains a temperature of 90 degrees, is designed for
individuals who, due to various difficulties, cannot use standard swimming
facilities. The pool will only be 4 12 feet deep at its deepest, making it relatively
shallow according to most standards but deep enough to accommodate therapy
and water exercises. An endless pool feature, waterspouts, and a water
umbrella are just a few of the interactive features it will have (LifeTown, n.d.).
2.9.3.1.4 Therapeutic Activity Wing
Figure 2.46 LifeTown - Sensory Playground
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SOURCE: CHABAD.org
(https://www.chabad.org/news/article_cdo/aid/4485874/jewish/Crowd-
Surpassing-2200-Attends-Dedication-of-LifeTown-in-New-Jersey.htm)
This section, which will include specialized activity rooms, outdoor and
indoor playgrounds, and more, is intended to resemble a natural park and beach
setting. The Therapeutic Activity Wing location will offer a variety of after-school
events, most of which will be available to the public, such as painting lessons
and baking seminars. These specialty rooms will also be used by evening and
weekend respite programs to enhance the quality of visitors' time at LifeTown
(LifeTown, n.d.).
2.9.3.1.4.1 Sensory Play
With trees, benches, and a glass wall on the south side letting in lots of
natural light, the therapeutic play facility will be built to look like a park. A
playground structure, changeable therapeutic and play swings, a climbing wall,
a cheese pit, and many other features will be there. The accessible area is
created so that all kids can freely appreciate a day spent in the park (LifeTown,
n.d.).
2.9.3.1.4.2 Snoezelen Center
Participants can stimulate their senses in this multisensory setting to find

comfort in various sights, sounds, and smells. Each piece in the Snoezelen
Room, from bubble machines to vibrant light displays, is intended to engage the
senses and offer a relaxing escape from the bustling outside world (LifeTown,
n.d.).
2.9.3.1.4.3 Kitchen
People of all ages will use the kitchen for various events, from cooking
lessons with a Christmas theme to food preparation and kitchen safety classes.
Young adults will learn particular, targeted duties for positions in food
establishments or restaurants through training and practice in the kitchen
(LifeTown, n.d.).
2.9.3.1.4.4 Art Center
The importance of art as self-expression for those with special needs is

widely accepted. The art room will inspire each person to demonstrate his or
her abilities and sense of aesthetics via various mediums, from detailed coloring
to more complex projects. This area will support spontaneous, expressive, and
art therapy creations (LifeTown, n.d.).
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2.9.3.1.5 Gymnasium
Basketball, volleyball, and tennis leagues are primarily held here, along
with other recreational activities, at LifeTown. The gym will have sound-
absorbing walls and a ceiling to enable people with sensory overload to engage
in sports (LifeTown, n.d.).
Sports will be incorporated into almost all of LifeTown's programs.

Participants can live out their aspirations of playing in a league of team sports
in the gym with sound-absorbing walls. Youth volunteers will also use this area
to play games with one another and share their passion for sports with their
close friends (LifeTown, n.d.).
2.9.3.1.6 Multipurpose Room
The 3,500-square-foot great room may be divided into up to five rooms

and accommodate up to 400 people in various configurations. This facility will
host classes, seminars, after-school activities, and more (LifeTown, n.d.).
This multifunctional room will be the hub for after-school, respite care,
adult day, and Friendship Circle events. LifeTown will be able to hold and
accommodate various classes, events, and groups simultaneously by
separating the main space into multiple smaller rooms and allowing for
customizable activities focused on a child's interest (LifeTown, n.d.).
The technology center for LifeTown programming, which includes

computer-based rehabilitation programs and computer lessons, will be located
in one of the rooms. Additionally, the space will change into a sensory learning
facility called "Magic Carpet." Numerous games are available for participants to
choose from; these games are then displayed on the ground and are managed
by users' actions (LifeTown, n.d.).
2.9.3.1.7 Volunteer Lounge
The youth will have a space to meet peers who are dedicated to assisting
others and want to contribute to the community through the lounge.
Programming will be interactive and hands-on in this enjoyable environment
(LifeTown, n.d.).
When the teens leave LifeTown and enter the real world, they take a
wealth of life lessons with them. Numerous previous volunteers now work as
therapists, doctors, and special education teachers or are pursuing professions
in sectors that are relevant to their voluntary work. Local institutions will provide
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our volunteers with various college-level, for-credit classes on particular needs-

related subjects to expand this fantastic trend (LifeTown, n.d.).
2.9.3.1.8 Parents’ Lounge
The lounge is a calm area designated as a welcoming area for parents

and grandparents. While their child engages in LifeTown and FC activities, they
can relax, catch up on reading, browse the internet, or have a cup of coffee in
this area. The Parents Lounge will promote natural interactions among families,
where they can exchange support, insights, and guidance. The connections that
parents make during these casual chats might result in relationships that
change lives and assist parents in overcoming the significant problems they
encounter. Here, regular classes and ongoing seminars will be provided for
parents (LifeTown, n.d.).
2.9.3.1.9 Offices
The main offices shall act as more than simply the hub for all the
LifeTown and Friendship Circle activities; they will also give participants access
to job training and employment opportunities (LifeTown, n.d.).
A number of the office spaces next to Life Village will feature twin
entrances, allowing access from the main offices and the Village. These areas
will act as training facilities where young adults can acquire the necessary job
skills (LifeTown, n.d.).
2.9.3.1.10 The Hallway
2.9.3.1.10.1 Wayfinding
Participants will have a unique experience navigating LifeTown thanks

to the bright stripes that direct them from the map to a particular space. When
an individual enters the room, the striped "spring to life" with a colorful pattern
that shows what activities are available there. For persons with specific
requirements, navigation will be simple and intuitive thanks to this innovative
idea (LifeTown, n.d.).
2.9.3.1.10.2 Donor Wall
The donor wall's distinctive design will blend in with the way-findings'
overarching motif. Behind each unique plaque, there will be a cubby space that
can be used to store a customized memory book that will hold information about
the person the donor is remembering or commemorating (LifeTown, n.d.).
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2.9.3.1.10.3 Living Memorial
The Children's Memorial at Yad Vashem in Jerusalem will serve as the

model for a tribute to the 1.2 million children who perished during the Holocaust.
Visitors to LifeTown will learn about the bravery, devotion, and faith shown
throughout the Holocaust from the interactive display. Afterward, guests might
"pledge" to perform a mitzvah in a child's honor. The purpose of a mitzvah, or
good deed, is to relight a candle for every child who passes away. (LifeTown,
n.d.).
2.9.3.1.10.4 Alphabet Wall
The alphabet will be taught in various "languages," including braille, ASL,

English, Hebrew, and Mandarin, on this colorful display. The goal is to show
how diverse forms and communication modalities may convey the same
message (LifeTown, n.d.).
2.9.3.1.10.5 Art Collages
A collage made with the aid of Friendship Circle members will convey a
universal message of hope. Each individual will produce a tile, and a complete
and comprehensive picture will result when all the tiles are put together. New
artwork produced by FC and LifeTown participants will also be showcased on
a flexible art display (LifeTown, n.d.).
2.9.3.1.10.6 Sensory Wall
These walls are created with engaging sensory wall panels that will
provide therapeutic enjoyment and stimulate the senses with color, texture, and
design, making them more than just a block of color. There will not be any
requests to refrain from touching the walls in this area because the sensory
walls are designed to encourage engagement, exploration, and fun learning
(LifeTown, n.d.).
Despite LifeTown's popularity, it has been noted that lifelike simulations

cannot solve all autism sufferers' complex problems. LifeTown's controlled
environment was an excellent place to practice, but that was not enough
because spreading the advantages to the rest of the world requires practice,
perseverance, and knowledge (Nir, 2020).
The requirements of every person they come into contact with have
always been the main priority. The vision of the Rebbe, Rabbi Menachem M.
Schneerson, of blessed memory serves as the foundation for the activity of the
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Friendship Circle and its LifeTown. The Rebbe emphasized a person's

immense potential and particular demands at a period when society did not fully
comprehend special needs (Blas, 2019).
2.10. Establishment and Build up of Premise
ASD is a disorder that can significantly impact how an individual

operates, as the behaviors and characteristics associated with it can affect the
individual's impressions of their environment and general societal perceptions
toward the individual. On a cultural level, ASD is already seen as a common
disorder, and it is well-documented how ASD can impact how an individual
interacts with their environment. Their social interaction deficiencies, restrictive
and repetitive habits, intolerance to change, and sensory modulation make it
difficult for individuals to experience typical situations. Problem behavior might
occasionally arise, leading to injury and self-harm due to overwhelming
situations. Such ASD consequences would mostly disturb an individual's daily
routine activities, making it challenging to enable them to function appropriately
in society, particularly with other people.
As autistic children are more suscepted to bullying and stereotypes, text

books and media representations are not enough to properly relay the true
nature of ASD and diagnosed individuals. Therefore, Wood and Freeth (2016)
proposed that personal experience with autistic people is necessary to address
generated stereotypes. Huws and Jones (2010) also further emphasized the
necessity of physically involving typically-developing peers with autistic people
to establish supportive understandings of ASD.
In providing interventions for autistic children, it is essential to provide a

holistic approach that encompasses multiple peers as to be able to continuously
and comprehensively provide assistance based on their needs. Special
Education (SPED) is for children who cannot cope with standard school
programs. SPED programs are generally tailored to children with specific
needs, such as ASD. Furthermore, SPED is required for such children to
receive educational assistance deemed appropriate for their specific
circumstances, improving into competent citizens endowed with the necessary
abilities to manage the requirements of regular education and other fields.
Furthermore, therapy treatments are also deemed necessary. Therapy

treatments, administered by therapists specializing in a field of study, cater to
children who require additional assistance in domains such as motor, social, or
speech abilities. Therapy treatments are essential in the context of ASD to give
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children direct interventions that address their individual needs through

intensive treatment.
In addition, Clark, Barbaro, and Dissanayake (2019) stressed the

importance of integrating parents in the overall interventions for autistic
individuals as the parents are able to relay insight on the needs and particular
behaviors of their child.
The built environment and peers are vital in providing intervention and
transitional opportunities for autistic children. It not only addresses autistic
needs, but it also provides physical opportunities for typically-developing peers
to interact with autistic individuals. The home is an essential consideration in
the physical environments of autistic children as it represents their haven and
the most non-intrusive environment. Meanwhile, the school is critical in
communicating relevant, necessary information they require in aspects of
development and growth, similar to therapeutic environments that enable them
to acquire assistance regarding their deficits and shortcomings. Finally, the
public environment is necessary as integrating children into mainstream society
is critical to attaining a greater quality of life and becoming self-sufficient in the
real world.
The sensory and neurotypical design approach can help autistic children
strengthen and generalize their abilities to function independently in
mainstream situations. Autistic children can also experience convenient
interactions while addressing their sensory modulation through a structured
nurturing environment. Acknowledging their senses through proper
configurations of their physical environment, with the addition of neurotypical
conditions, can also aid in positive experiences for autistic children, overall
orienting them towards resolving and improving their behavioral patterns in the
neurotypical setting. Furthermore, addressing and formulating each space
depending on the functional considerations designed to cater to autistic
behaviors and characteristics can inevitably deliver autistic children with the
relevant skills and facets they necessitate while conducting such in a non-
threatening manner. Socialization opportunities are particularly crucial to
address as they can contribute to the growth of the autistic child's impairments
in social interaction while creating unintimidating environments that can assist
in alleviating the child's overstimulation tendencies.
The Experiential Learning Theory, Self Determination, Bottom-up

Theory, and Sociocultural Theory can all influence the performance envelope
for autistic children since they cater to functionality and the child's overall
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experience with their environments. It is essential to consider how well the built
environment can constructively influence the child and contribute to expanding
the child's experience and knowledge when designing for autistic children.
Motivation is an essential aspect of experience and supplying it in unfamiliar
environments allows the child to instinctively experience the phenomena,
thereby initiating the process of learning and obtaining experiences.In addition,
the inclusion of experienced peers are also deemed necessary in providing
effective interventions for children with ASD.
Overall, with the combination of peer interventions, the built

environments, autism-friendly design considerations, and the implementation of
the ELT, Self-Determination Theory, Bottom-up theory, and the Sociocultural
theory for autistic children can holistically develop within an autism-centered
environment. The provision of a holistic intervention process not only works
around their sensitivities but also aims to alleviate such in order to allow them
to transition to mainstream society.
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CHAPTER 3:
FRAMEWORKS
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3 Frameworks
The following chapter will present relevant frameworks that characterize

the proposed study's various concepts, theories, and design procedures. It will
provide a visual representation of its elements that can be implemented as
design parameters for the proposed community for transitional rehabilitation.
3.1. Declaration of Thesis Statement
3.1.1 Thesis
Children can learn and improve their learning capacities in sensory and
neurotypical environments that facilitate experiential learning. Self-
determination can be achieved with a suitable environment that takes
advantage of environmental stimuli in achieving development and a positive
support system from their peers, motivating children with ASD to learn and
adopt better behavioral responses.
3.1.2 Anti-Thesis
Autism consists of a broad spectrum of behaviors that have positive or

negative effects on everyone. Children with ASD, unlike other
neurodevelopmental disorders, do not exhibit a consistent set of symptoms
across all individuals diagnosed with it, and each individual has a unique
combination of deficiencies and sensitivities that necessitate specific spatial
interventions. The integration of sensory and neurotypical design approaches
could potentially worsen their condition, eventually leading to additional
complications in treatment. As a result, it is indeed arduous to find a definitive
design strategy that can address all the challenges associated with the disorder
when creating spaces for children with ASD.
3.1.3 Synthesis
Sensory and neurotypical environments can serve as suitable

environments for transition and development for different areas of the spectrum
through a thorough and progressive approach from low to high stimulating
environments with support from factors such as family members, trained
teachers, and medical professionals that are immensely beneficial in alleviating
behavioral challenges in a suitable environment. Through experiential
autonomy of interpretation, conceptualization, and generalization of knowledge,
such peers can assist learners in instilling autonomy and self-preference for
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learning and development. Because each student is unique, it is essential to

approach learning and development in a variety of ways.
3.1.4 Thesis Statement
The study provides a progressive and holistic approach to transition and

development for children with ASD by integrating the family, teachers,
professionals, the public, and environments that balances sensory needs and
neurotypical exposure. The goal of the study is to lessen the difficulties inclined
to ASD while simultaneously enhancing ASD abilities to equip children the skills
and opportunities necessary to the real-world setting through a translation of
Experiential Learning Theory into everyday environments of children with ASD.
The study can also provide positive perceptions and mutual positive
experiences for the autistic children and their families, professionals, and other
individuals within their social circle, spreading awareness and knowledge about
the behaviors, strengths, and capabilities of ASD.
3.2. Translation of Sensory and Neurotypical Design
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Figure 3.1 Autism - Sensory and Neurotypical Design Translation by author
The Sensory Design Approach for ASD mainly consists of interventions

linked to the individual's five senses - visual, auditory, gustatory, olfactory, and
tactile or vestibular. Such interventions aim to alleviate their overwhelming
tendency by understanding the appropriate design considerations for each
sense, such as proper spatial zoning in auditory and good air quality for
olfactory. These design considerations are then translated into design
parameters that must be applied in the environment and space to address the
sensory difficulties of individuals with ASD. Such design parameters are
necessary to enhance the skills of individuals with ASD.
In addition to skill enhancement, it is also essential to consider other

factors aside from the senses to transition further, as skill enhancement is not
enough to transition in the real world. It is essential to consider factors such as
decision-making, social interaction, and independence opportunities in the
autistic individual's environment to enhance these developed skills further so
they will not succumb to the 'greenhouse effect.' Such factors allow individuals
with ASD to function independently in stressful and overwhelming environments
such as social spaces and enhancement of life skills. Essentially, all such
factors and the skills and experiences acquired from the sensory design
approach should be continuously practiced outside of comfort spaces such as
neurotypical environments or the real-world environment. With such continuous
application of experiences, individuals with ASD can eventually achieve skill
generalization or the ability to practice such skills in all environments
instinctively.
3.3. Experiential Learning Theory Design Translation
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Figure 3.2 Translation of Design - Experiential Learning Theory by author
The Experiential Learning Theory (ELT) is comprised of four main

stages. Namely, concrete experience, reflective observation, abstract
conceptualization, and abstract experimentation. In translating the ELT into
comprehensive design translations, each stage is initially analyzed into
phenomenons between the autistic individual and their environment.
The concrete experience begins with the introduction of space, action,

or social opportunity. With this, the individual will initially attempt to observe
such phenomenon and analyze certain factors such as safety, compatibility with
their sensory difficulties, and curiosity. Therefore, applying provoking and
attractive spaces is essential to motivate the individual to interact with the
space—interventions such as child-friendly and functional spaces, large, open
spaces, and an appealing environment. Subtly curved corners can also provoke
curiosity in the individual without projecting too harshly.
Reflective observation is interpreted as the beginning of adaptation and

the inkling to interact with the space. Therefore, providing an unprovoking or
unintimidating environment can further allow the child to interact with the space.
Furthermore, visual cues can serve as enticing elements as well as leading
pathways to be able to lead the child into the space seamlessly.
Abstract conceptualization holds the actual interaction between the child

and space. With this, enhancement occurs, as the child can inherit new
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experiences by absorbing new information. Therefore, safety and child-friendly

elements are critical considerations. Maintaining the interaction between the
space and the child is essential to achieve a continuous flow of information. The
visual and auditory impact can stem from collaborative opportunities to allow
the child to enhance their newly-developed experience further as they interact
with the space.
Finally, abstract experimentation further develops the new experience

into generalized skills. With this, it is crucial to introduce the child to complex
tasks and new experiences to allow them to exercise their skills in more
advanced environments further. Therefore, it is essential to introduce such
acquired experiences into the real-world environment. Through neurotypical
approaches, it can make the transition more seamless and less intimidating yet
still hold on to its effectiveness. Furthermore, with abstract experimentation,
minimal interactive guidance can be implemented to enhance the child's
independence and decision-making skills.
With all the stages established, it will form a loop that goes back to the
initial stage, with the new, generalized experience serving as prior knowledge
while being introduced to yet more new experiences as they progress through
their daily lives.
3.4. Theoretical Framework
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Figure 3.3 Theoretical Framework by author
For a better understanding and representation of theories and design

methods to be taken into consideration in the study, the research will make use
of the theoretical framework that is described below:
Four primary areas, namely behavioral, social, sensory, and architectural

or spatial (or environmental) issues, make up the difficulties confronted by
children with autism. The difficulties are interrelated since they can have an
impact on one another. This interaction between domains has the potential to
damage the child's development, necessitating learning, transition, and
development treatments to minimize the severity of the difficulties faced by
children with ASD.
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The ELT is then applied to translation interventions with the assistance

of the Self-Determination, Sociocultural Theory, and Bottom-up theory aimed at
producing affordable and engaging learning spaces through motivation and
unambiguity. These theories are then blended with the design approaches,
sensory and neurotypical design, which determine the appropriate autism-
friendly interventions. The combination of the theories and design interventions
is then applied to the main spaces of the autism community, the home, school,
therapy, and public environments. Such spaces are organized in a loop- which
determines the child's routine and can be implemented within the community.
These spaces around the loop also determine the stimulation intensity, with the
home being the lowest and the public is the highest.
The proposed Autism Transitional Rehabilitation Community for Children

with ASD, which includes the family, school, and therapeutic environments, is
intended to facilitate children's growth and transition.
3.5. Conceptual Framework
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Figure 3.4 Conceptual Framework by author
The conceptual framework that is discussed below will be used in the

research for a better understanding and representation of the conceptualization
of the study:
Children with ASD typically engage in restrictive/repetitive behaviors,

which can result in aggressive and self-harming behaviors as well as defiance
and intolerance that are problematic for their families, caregivers, teachers, and
therapists if left in uncomfortable situations. Children with ASD are also more
likely to experience overstimulation from their environment and peers. The
absence of autism interventions in the built environment, particularly in the
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family, school, and therapy settings, can result in additional issues for the child's
disorder or prevent the generalization of learned abilities, leading to the
‘greenhouse effect.’ In addition, society's ignorance concerning autism causes
further barriers to acceptance, understanding, and awareness, which has a
negative impact on social discrimination, peer-related stress, and the lack of
architectural solutions for ASD. All things considered, these issues make it
difficult to adapt to new situations and transition to the neurotypical society.
The study suggests a space that facilitates a gradual and progressive

transition for children with ASD to the neurotypical environment to address
these issues. The study suggests an Autism Transitional Rehabilitation
Community for Children with ASD as a means of comprehending and
addressing the tendencies and behaviors of autistic children. The application of
sensory and neurotypical design approaches will support the interventions for
child development and the transition with the integration of the experiential
learning theory, livelihood, and education.
The study integrates sensory-sensitive surroundings with exposure to

neurotypical sensory stimulation to provide children with ASD with a
comprehensive approach to transition and growth. To provide children with ASD
with the opportunity and skills they need to thrive in the real world, the study's
objective is to alleviate the difficulties that come with the disorder while
simultaneously enhancing ASD strengths. As the study increases knowledge of
the traits, skills, and behaviors of ASD, families, professionals, and other
members of their social circle may profit from the positive perceptions and
experiences.
3.6. Methodological Framework
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Figure 3.5 Methodological Framework by author
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3.7. Methodology
For a better understanding and depiction of the methodology in

formulating data collection, analysis, synthesis, and application relevant to the
study, the methodological framework that is presented below will be employed
in the research:
The initial focus of the research was to understand the typical behaviors
of autistic children within their safe and uncomfortable environments.
Understanding the external factors that contribute to a child's inability to
transition is also a consideration to determine which elements of the built
environment should be further expounded. With this, the research also aimed
to study the different effective design parameters and strategies to find design
interventions suitable to tackle the common behaviors of autistic children and
the external factors that affect their ability to transition.
The objectives are intended to provide interventions and architectural

translations that can be applied to introduce better environments and quality of
life for autistic children. The ultimate objective is to allow each child to
seamlessly transition toward the real-world environment by providing proper
and strategically stimulating environments.
The required data to achieve the mentioned objectives are geared

toward personal experiences with autistic children. As each child is different, it
is best to understand their peers' personal encounters to understand their
behaviors, triggers, and interventions deeply. The research strategy would use
phenomenological data to understand each behavior and their interventions
based on certain phenomena such as experiences with large rooms, small
rooms, or crowded spaces.
The review of related literature, which includes pertinent theories,

studies, and architectural case studies, serves as the initial source for the data
collection for the project. Additionally, materials used to collect information from
respondents essential to the study, such as questionnaires and interview
materials, are considered. Parents, family members, and SPED professionals
in the Philippines are the study's respondents.
Before being integrated with the data from the literature review,
establishing the similarities and differences of the data takes place. The data
from the data-gathering materials will be interpreted and analyzed in a
quantitative and qualitative approach. After that, the synthesis results will be
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introduced, employed, and conceptualized for the Autism Transitional

Rehabilitation.
3.1.5 Method
The study began by assessing the various behaviors of autistic children

in order to become aware of the implications of each design implementation.
Design strategies and parameters will be applied to the project, which will
include an investigation of similar studies relating to strategic methodologies in
developing architectural interventions for autistic people. Such aspects will be
analyzed and used to design considerations including multiple environments
that autistic children would use within the autistic community to facilitate their
growth and transition. The study also includes case studies of autism facilities
and communities from international and local settings to better understand how
such techniques are implemented in the built environment and their effects and
advantages on autistic people and their communities. Furthermore, the study
examined the process of integrating the Experiential Learning Theory into the
design parameters implemented in the community by comprehending and
translating its process into architectural translations.
Data collection approaches include getting information from parents of

autistic children, SPED experts, and knowledgeable therapists regarding the
various facets of ASD.
3.1.5.1 Data Gathering Formation
In order to attain additional local information relevant to the study,

quantitative and qualitative research instruments were considered to gather
such information. For the quantitative research instruments, survey
questionnaires were distributed. The study used two different survey
questionnaires for two different respondent types - Filipino families living with
an autistic child and special education teachers and therapists specializing in
children with special needs, to collect comprehensive data related to the
environments of the home, educational, and therapeutical environments. The
survey questionnaires seek to understand the typical behaviors exhibited by
autistic children, their behaviors toward their environments, and the appropriate
spaces to be modified or implemented for better child learning and behavioral
development.
In addition, qualitative research instruments also consist of two

questionnaires that contain interview questions for qualitative data. One
questionnaire is distributed to the families, while the other is to teachers and
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therapists. The interview questionnaire seeks to collect experiential data from

its respondents based on the home, educational, and therapeutical
environments to which autistic children are commonly exposed. The interview
questionnaires also seek a more extensive understanding of the behaviors of
autistic children within these environments and the common interventions used
by the respondents to manage these behaviors.
3.1.6 Survey Results
The study was able to collect a total of 50 respondents from both Family
and Medical Professional respondents.
3.1.6.1 Family and Caregivers: Quantitative Results
The study was able to collect 37 respondents for the family and
caregivers quantitative survey. The data gathering process was conducted
through personal connections, referrals, and reaching out to different online
platform groups that share their knowledge about parenting a child with ASD.
The tedious process of the data gathering process for Family and Caregivers
was due to the parents or caregivers unwilling to disclose their child’s disability
or information. Nevertheless, the results were with consent and the respondents
were assured about the security of their private information.
3.1.6.1.1 General Information
Figure 3.6 Family and Caregivers: City of Residence
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Figure 3.7 Family and Caregivers: Type of Residence
Figure 3.8 Family and Caregivers: Residing with Child
Figure 3.9 Family and Caregivers: Child Age
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Figure 3.10 Family and Caregivers: Child relationship
Figure 3.11 Family and Caregivers: Social Behaviors
Figure 3.12 Family and Caregivers: Restrictive and Repetitive Behaviors
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Figure 3.13 Family and Caregivers: Other Behaviors
Figure 3.14 Family and Caregivers: Personal Stress
What are the precautions that you practice in preventing your child's autism-
specific behaviors?
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Figure 3.15 Family and Caregivers: Precautions Results (1/5)
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What do you believe is the most effective intervention in handling tantrums

and/or other disruptive behaviors of autistic child?
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Figure 3.20 Most Effective Intervention (1/5)
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Figure 3.25 Family and Caregivers: Importance of Awareness
Figure 3.26 Family and Caregivers: Neurotypical Treatment
Figure 3.27 Family and Caregivers: Future of Autistic Individuals
Families and caregivers of autistic children exhibit medium to high-stress

levels when handling autistic children, with very high having the least number
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of answers in the survey. It can be noted that parents and caregivers tend to
feel stressed due to their child’s restrictive and repetitive behaviors with special
interests, or their lack of communication and language proficiency. The results
show only a few have answered to feel very high stress levels, perhaps due to
the fact that the parents and caregivers have already formulated a strategy in
order to avoid highly stressful and uncontrollable situations. To avoid such
occurrences, the majority of the respondents have responded to always follow
their child’s given routine, as well as to redirect their attention to something else
in order to avoid unpredictable behaviors such as introducing toys, sensory
objects, and talking to them calmly. Additionally, in times of disruptive
behaviors, majority of the respondents have advised to provide sensory
integration for the children. These methods may be through redirection of
attention through sensory objects or elements, or even with physical
connections such as hugging. It is also necessary to be calm at stressful
occurrences and talk to the child calmly.
The respondents also believe that autistic children still have the potential
to overcome their disabilities and be integrated into society, as they believe that
the children should be treated like any other human being that is free from
discrimination. Furthermore, they also agree that other people, or society,
should be aware of the behaviors and characteristics of ASD.
3.1.6.1.2 Architectural and Environmental Interventions
Figure 3.28 Family and Caregivers: Importance of Environment
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Figure 3.29 Family and Caregivers: Home Environment
How does your child react in spaces that tend to be big in size? (e.g. ballrooms,
malls, large classrooms)
Figure 3.30 Big Spaces (1/5)
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How does your child react in spaces that tend to be small in size? (e.g. narrow
hallways, rooms with low ceiling, cramped spaces)
Figure 3.35 Small Spaces (1/4)
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How does your child react in spaces that tend to be unpredictable? (e.g. sharp
corners, sudden transition to a room with different activity, sudden change of
room size)
Figure 3.39 Unpredictable Spaces (1/4)
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Figure 3.43 Family and Caregivers: Stress Within The Home
Figure 3.44 Family and Caregivers: Stress From Outdoor Spaces
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Figure 3.45 Family and Caregivers: Importance of Home Improvement
Figure 3.46 Family and Caregivers: Home Improvements
Figure 3.47 Family and Caregivers: Necessity of Transitional Community
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Figure 3.48 Family and Caregivers: Proximity to Therapy and SPED Center
Figure 3.49 Family and Caregivers: Proximity to Regular and Medical

Institutions
Figure 3.50 Family and Caregivers: Preference To Reside in an Autism

Community
In the home environment, certain areas of the space can positively and
negatively contribute to the behaviors of autistic children, which is why it is noted
that environmental interventions for autistic children are necessary in order for
them to cope with everyday situations.
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Regarding spatial configurations, large spaces allow the child to be more

explorative, excited and mobile. However, large, noisy spaces that tend to be
more crowded such as the kitchen, and dining room tend to make the child more
uneasy or stressed. Smaller, more enclosed rooms such as bathrooms also
make the child feel uneasy. Similarly, noisy and crowded outdoor spaces also
make them feel stressed. Additionally, unpredictable spaces cause children to
feel either cautious, or irritated; however, the spaces can spark their curiosity,
allowing them to inquire and approach the space with caution. However,
unpredictable spaces, such as unilluminated spaces, cause them to feel
stressed or avoid the space altogether.
As a result, it is essential to integrate sensory rooms or panic rooms, and

play, study, or crafts room in times of stress within the household or playrooms
for the child to exert their mobility within an enclosed space. Higher ceilings are
also a preference to avoid cramped spaces, noise-reducing walls, and proper
spatial zoning to contain the noise within a specific room or space. In addition,
natural light is mainly preferred to artificial lighting; therefore, bigger or more
windows must be implemented to provide more daylight within spaces.
As children are usually stressed in regular environments, they need to

be within a transitional rehabilitation community in order for them to receive
assistance with their difficulties. It is also imperative for autistic children and
their families to be close to regular and SPED schools and other facilities for
therapy and medical needs. The respondents agree that they want to reside in
an autism transitional rehabilitation community for their child.
3.1.6.2 Teachers and Therapists: Quantitative Results
The Teachers and Therapists data gathering was able to obtain 13

respondents from consisting of SPED teachers, student-teachers, learning
specialists, and therapists. The data gathering process consisted of personal
connections and inquiring with medical professionals through email and
referrals from the survey respondents.
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Figure 3.51 Teachers and Therapists: City of Residence
Figure 3.52 Teachers and Therapists: Occupation

3.1.6.2.1 Autism Awareness and Child-Handling Information
Figure 3.53 Teachers and Therapists: Current Student Handling
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Figure 3.54 Teachers and Therapists: Age of Child
Figure 3.55 Teachers and Therapists: Common Social Behaviors
Figure 3.56 Teachers and Therapists: Restrictive and Repetitive Behaviors
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Figure 3.57 Teachers and Therapists: Other Behaviors
Figure 3.58 Teachers and Therapists: Stress
What are the precautions that you practice in preventing the child's unusual
behaviors?
• Bmts
• Providing verbal and visual reminders on what these children would

expect - this limits their upcoming stimulations/unnecessary behaviors.
• The goal is not to prevent an autistic person's specific autistic

experiences but rather to create awareness and understanding on
providing a positive and proactive support for an autistic individual. We
should begin to expand our definition of what is viewed as normal and
acceptable rather than attempting to alter those behaviors as a matter of
course.
• Communicating with them calmly and with reason
• Visual cues
• cushioning sharp edges on tables, etc., removing sharp objects from

reach and ensuring they have supervision if they use them (eg: scissors),
removing objects or textures that may cause meltdowns, laying down
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schedule and routines and putting it somewhere visible, informing them

of changes in routine ahead of time, slowly introducing new objects or
activities to be accustomed to usual objects or activities neurotypicals
have/do.
• Observation is the key. If I observed the unusually behavior is coming, I

don't wait for it. Instead, I give other activities that won't trigger the
behavior.
• positive reinforecement
• accepting the fact that you Will get hurt in this field of work
• MINIMIZE DISTRACTION
• Unusual behaviors usually manifest because of external or internal

stimuli. Recognizing stimuli is key. Sometimes behaviors can't be
prevented but can be managed. Examples are modification of
environment, giving structured activities, sensory stimulated activities,
and encouraging self-regulation through alternatives.
• Behavioral management techniques, task analysis, sensory integration

activities, and environmental modification techniques
• establish a routine in therapy, set positive reinforcements, incorporate

movement for sensory regulation
What do you believe is the most effective intervention in handling tantrums

and/or other disruptive behaviors of children with autism?
• Establishing rapport and establish authority
• For those children who can, let them regulate by themselves. For those
who don’t, modify their environment instead - remove dangerous
objects, eliminate triggering stuff.
• Parent education on Positive Behaviour Support. Learning to co

regulate with the child. Understand what is being communicated
through the behaviour. Etc.
• Early intervention; therapy; and effective communication
• Antiseptic bouncing
• there are various ways to intervene and there is "no one size fits all"
intervention. the most effective intervention varies per child but here
are some interventions that are usually effective: hugging tightly so it
can create physical sensation that can ground the child, distraction,
breathing exercise, physical activities where they can exert their
anxious/aggressive energies instead (e.g.: jumping, running)
• For me, early intervention is the most effective way.
• applied behavior management techniques
• that authority is a must
• BEHAVIOR MODIFICATION TECHNIQUE
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• Self-regulation and redirection strategies, use of tactile and visual

tools, therapy
• Sensory integration activities and behavioral management techniques
• firm kindness, positive reinforcement, incorporation of sensory

activities that suit the child’s needs
Figure 3.59 Teachers and Therapists: Formal Training and Seminars
Figure 3.60 Teachers and Therapists: Importance of Autism Awareness
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Figure 3.61 Teachers and Therapists: Importance of SPED
What do you think are the primary roles of SPED teachers in helping shape
children with autism?
• Make an iep for the kid
• SpEd teachers provide the academic concepts they need to learn, but
in different ways. They do IEPs to make sure these children in the
spectrum would benefit and be well-accomodated.
• SPED teachers provide autistic children with positive daily experiences

and interactions that positively influences child development.
• They are able to understand their needs.
• manage emotions and behaviors of children thru various techniques,

2. teach proper emotion regulation, 3. use differentiated instruction that
is effective in helping the child learn academics
• SPED teachers should give the full learning needed by the children
with autism. This is not only about instructional materials but using the
right intervention for a certain behavior.
• to cope up with the fast changing world
• AREA OF ACADEMIC PERFORMANCE
• Helping them learn regardless of differences with typical peers using

different modalities, assisting them in understanding, regulating and
managing behaviors so they could function in, perform within, and
contribute to society.
• Inclusive education, development in all aspects
• collaborating with therapists and family to help in academic success
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Figure 3.62 Teachers and Therapists: Effectivity of SPED compared to

Regular Education
Figure 3.63 Teachers and Therapists: Importance of Parent interventions
Figure 3.64 Teachers and Therapists: Relevance of Therapy
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Figure 3.65 Teachers and Therapists: Effective Therapy for Autistic Children
Figure 3.66 Teachers and Therapists: Interventions Outside The School and
Therapy Environments
Figure 3.67 Teachers and Therapists: Neurotypical Treatment
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Figure 3.68 Teachers and Therapists: Future of Autistic Individuals
Teachers and therapists feel somewhat stressed handling autistic

children brought by their unique behaviors. In order to refrain from such
occurrences, it is essential to observe and recognize cues from the child and
be able to communicate with them calmly with visual cues. It is also essential
to provide an initial verbal or visual cue prior to their activities and remove
potentially dangerous objects such as sharp corners. In addition, the activities
provided for the child should be structured to introduce a routine, behavioral
management, and self-regulation. In disruptive behaviors, the respondents
responded that establishing authority, positive reinforcement, behavioral
modifications, and reinforcing distractions are effective techniques in alleviation.
SPED is an integral aspect of developing the skills of autistic children

and SPED teachers can understand their needs. The primary role of teachers
is to provide children with Individualized Education Programs (IEP) to assist the
children in academics. In addition, SPED teachers are also in charge of
managing their emotions and behaviors and providing positive reinforcements
in order for them to function and contribute to society.
In addition, therapy is essential in assisting the child in coping with their

behaviors. With this, the most essential therapy treatments to incorporate for
autistic children are Behavioral Management Therapy, Speech Language
Therapy, Social skills training, and Early Intervention. However, it is duly noted
that not all children should receive the same therapy and should depend on
their needs.
Autism support services and interventions are essential to be practiced

even outside the environments of services in order to provide a cohesive
transitional development for the child. With this, it is essential to consider that
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autistic children can have the potential to function and work with typically-
developing individuals as they have the potential to overcome their behaviors
and enhance their unique abilities.
3.1.6.2.2 Architecture and Environmental Interventions
Figure 3.69 Teachers and Therapists: Importance of Environment
Figure 3.70 Teachers and Therapists: Provision of a Good Environment
How do children with autism you have handled react in spaces that tend to
be big in size? (e.g., ballrooms, malls, large classrooms)
• Could be too overwhelming and might cause triggers and learned

behaviors
• More space to run around.
• Depends on the autistic person. Overwhelmed mostly.
• They tend to walk around and have their minds wander. They make it
like their playground.
• Their reactions vary depending on the subtype of ASD they have.
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• sometimes anxious or scared, overwhelmed. some will not notice it.
• Usually, children with autism runs in big places.
• They are uncomfortable and stressed out.
• observing it's environment quietly.
• DIFFICULTY IN FOCUSING
• Them seem to be overwhelmed because of the presence of various

stimuli presented at the same time and try to explore the space
• There may be behaviors due to sensory overload
• it varies but they would often run around
be small in size? (e.g., narrow hallways, rooms with low ceiling, cramped
spaces)
• Easier to manage but not conducive for learning
• Didn’t want to enter the room.
• Depends on the autistic person. Some may enjoy this very much.
• They find it restricting. It makes them paranoid. They feel like they are
being trapped.
• Their reactions vary depending on the subtype of ASD they have.
• i have not noticed / i cannot recall.
• They usually don't move because they don't want their "personal space"
to be touched.
• They behave well compared with big spaces seeing many people, things,
etc.
• comfortable, especially if it is a quiet room
• MORE MANAGEABLE & CAN HAVE EYE CONTACT
• Small average sized spaces allow them to have more control of their
behavior and target only specific stimuli in the room, making their
behaviors more manageable. But they feel uncomfortable with much
smaller or cramped spaces
• There may be behaviors due to sensory overload
• same answer as above; they seek movement most of the time
be unpredictable? (e.g., sharp corners, sudden transition to a room with
different activity, sudden change of room size)
• Could trigger unwanted behavior and is prone to accidents
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• Some would cry/shout, or would get excited. Others won’t mind.
• Not ideal as safety should always be a priority and uncertainty is usually

not received well by autistic individuals.
• They don't notice danger, but they hate when things are different from
their usual routine. For example, if they will change rooms without prior
knowledge, they will get mad.
• They are not comfortable.
• hesitant. would often not explore the room.
• They get scared when they don't know the place but also curious and
would try to memorize the place.
• Agitated
• Annoyed
• Easily distracted & SHOWS LACK OF COMFORTNESS
• Change in order or routine give some kids anxiety which leads to atypical
behaviors to compensate. Sharp corners and dangerous spaces are
never good as they have a harder time recognizing consequences of
certain actions
• Onaerve and restrict if behavior is already harmful to them and/or others
• would often elicit a negative reaction
Figure 3.71 Teachers and Therapists: Stress Within The Facility
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Figure 3.72 Teachers and Therapists: Essential Spaces for Learning
Figure 3.73 Teachers and Therapists: Essential Improvements
Figure 3.74 Teachers and Therapists: Essential Spaces
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Figure 3.75 Teachers and Therapists: Importance of Facility Improvement
Figure 3.76 Teachers and Therapists: Sensory-sensitive and Sensory-

stimulating environments
Figure 3.77 Teachers and Therapists: Experiential Learning
What experiential learning activities do you think children with autism could
benefit from?
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• Play based/ experiments
• Messy play
• Play
• Role playing
• Performance tasks
• buying groceries, cleaning houses/rooms
• They need to experience self-help and real-life scenarios like buying

from the grocery store on their own, playing with a pair and grooming
themselves. These may increase socialization skillsa as well as self-help
skills.
• Remembering
• observation, and experience doing the activities
• PLAY
• Sensory-stimulating activities, activities that improve gross and fine

motor skills, group socio-emotional activities (all of these done with peers
as dyad, triad, or group)
• Movement activities play based activities and sensory activities
• each child’s needs is different but a mix of movement and other sensory
activities would be beneficial
Figure 3.78 Teachers and Therapists: Necessity of Transitional Community
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Figure 3.79 Teachers and Therapists: Proximity to Residential Spaces
Figure 3.80 Teachers and Therapists: Proximity to Non-autistic Communities
Figure 3.81 Teachers and Therapists: Proximity to Regular and Medical

Institutions
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Figure 3.82 Teachers and Therapists: Preference To Work in an Autism

Community
Providing architectural interventions for the environment is essential for

autistic children to cope with their everyday lives, as suitable environments can
contribute to better behavior.
According to the respondents, autistic children tend to be overwhelmed,

stressed, and observant of large rooms or spaces. Meanwhile, although
children are easier to manage in smaller spaces, they are not conducive to
learning as these spaces cause a restricting feeling and can compromise their
personal space. Moreover, in unpredictable spaces, children tend to exhibit
more emotion as some feel uncomfortable and would cry, some get excited, or
such environments could trigger unwanted behavior. Children would also get
mad at unpredictable events or changes in routine. In addition, unpredictable
spaces can come with dangerous circumstances, which is why it is not ideal for
autistic children as they fail to sense nearby danger.
In educational facilities, autistic children often feel threatened or stressed

in large and potentially crowded spaces such as classrooms and hallways.
Furthermore, spaces that are perceived to be larger than average, such as
gymnasiums, can also cause stress. In addition, the rooms allotted for teachers
and professionals, such as therapy rooms and faculty offices, also tend to spark
stress for autistic children, perhaps due to unfamiliar persons, and to remember
the feeling of undergoing stress through their therapy sessions and classes.
However, such spaces are essential in child development. Classrooms,
playgrounds, and therapy rooms are considered to be essential spaces for child
learning as these can be moderated by teachers and therapists as they learn
independently or collaboratively. Such spaces are also in need of improvement
or modification in order to fully maximize the children's growth.
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In design, it is essential to consider light, color, play opportunities,

sensory and social spaces, visual cues, and proper spatial configurations, as
these can immensely prompt sensory stimulation for children. Sensory-
sensitive and sensory-stimulating spaces can also contribute to the children's
ability to develop and generalize skills.
In addition, it is vital to use their senses as they experience their learning

through physical interaction, as this is deemed a more practical approach in
child learning. Such experiential learning experiences include play-based
learning, role-playing, performance tasks, observation and memorization, group
tasks for socialization opportunities, and self-help and real-life mimicries such
as buying items and grooming.
In the context of the transitional community, the respondents answered

that it is necessary to assist autistic children in coping with their difficulties.
Furthermore, the community should be near residential homes, non-autistic
communities, regular schools, and medical institutions.
Overall, the majority of the respondents would want to work in the autism
rehabilitation community in order to improve the child's growth, development,
and transition to real-world environments.
3.1.7 Interview Results
The study was able to collect 4 interview respondents who are medical
professionals and SPED teachers. Each interview respondent have had
practice and firsthand experience handling autistic children. The interviews
were performed in a written format.
Additionally, for privacy purposes, the names and other personal details
of the interview respondents are not provided in the data’s analysis.
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3.1.7.1 General Background
Figure 3.83 Interview - City of Residence
Figure 3.84 Interview - Occupation

3.1.7.2 Behaviors and Characteristic of Autistic Child
How old are the autistic children you have worked with?
1. 8y.o. - 16 y.o.
2. The early Intervention kids I work with are 2-6 y/o, school-aged are 6-8,
and I have adolescents that are 13 and 15-17.
3. 5-15 y/o
4. 6 to 13 year olds
How would you describe the behaviors of children with ASD?
1. - repetitive: when fixated on tasks or things
- conversational skills are at parr with their peers, but typically avoid eye
contact
- high-functioning: can respond when name is called, and answer why

and how questions in detail
2. Children with ASD most often have different needs from others in terms
of social interaction skills, emotional regulation, sensory integration, and
life skills. They have unique ways of learning and most often need a
regulated and calm sensory system to participate in the activities that
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they need, want, and are expected to do. They can do this by seeking,
or sometimes avoiding certain sensation. They also sometimes need
these stimuli presented to them by others as some kids neither seek nor
avoid.
In terms of social interaction, some kids have difficulties with eye contact
and making appropriate social responses. Conversation and emotional
awareness may also be hard for them. Some kids cannot speak and only
use gestures to communicate. They sometimes have restricted and
repetitive behaviors (e.g. hand flapping, lining up toys, hyperfocused on
routine).
Due to these difficulties and others, they often have delayed skills in
areas such as daily living skills, communication and language, play skills,
cognitive skills, etc.
3. very meaningful
4. They have repetitive behaviors with hyperfocus/obsessive states (ex:

twirling wheels on toy cars, lining up items), atypical psychomotor
behaviors such as twirling around and jumping, and are very sensitive to
various stimuli depending on the child (loud noises, strangers, unfamiliar
spaces) which may or may not lead to disruptive behaviors. They also
have difficulty interacting and maintaining conversations with others.
What do you feel is the most difficult aspect of handling autistic children?
1. Children with Autism need more time to transition from one task to
another. When not transition properly, they have the tendency to get
confused or fixated with the previous tasks.
2. The most difficult aspect of handling kids with ASD for me is sensory and
emotional regulation. Different kids have different thresholds and
sensory needs. With that, it’s sometimes difficult to keep them regulated
enough to participate in the activities that they need to do. For example,
a movement-seeking kid may have a hard time participating in school
tabletop tasks as they keep wanting to go up from their chair and run
around. Managing those kinds of behavior and regulating their needs is
hard.
In terms of emotional regulation, it is also hard to manage as some kids

lack emotional awareness and understanding how others may feel and
how their behavior can affect others. We need to guide them on how to
think socially, which can be difficult especially for low functioning
children.
3. Making activities which they would easily participate in.
4. It would be controlling their behaviors and reactions to stimuli. They

resort to tantrum-throwing or aggression as means of communicating
their discomfort, and it sometimes takes a while to teach them how to
properly respond to certain situations and to reinforce correct behaviors
until automaticity.
How do you deal with the disruptive behaviors of autistic children?
1. Before anything, I become a detective and look at the ABCs of their

behavior (Antecedent, Behavior, and Consequence). The students are
given time to process their actions better than being told what not to do.
A reward system would be an appropriate approach for repetitive
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behaviors that may cause harm to them or others. High-energy

behaviors (e.g. running around while flailing arms, shouting and dancing)
would be better left uninterrupted, and items or people that would be
harmful for the child must be removed from the area. Once they've
calmed down, that would be the ideal time to address the behavior. I do
my best to understand the behavior of my students; any behavior might
have been triggered because of something I did, something in their
environment, or some discomfort they are feeling physically (e.g. itchy
clothes) or health-wise (e.g. fever, or colds).
2. We have Behavioral Modification Techniques (BMTs) for those with

aggressive/manipulative/non-compliant behavior. Sometimes we
enforce house rules (e.g. quiet hands, quiet mouth, looking eyes, etc).
We also use reinforcements (e.g. giving rewards or taking away rewards
in response to good/bad behavior) to develop good behaviors. In
extreme cases, we use also use a time out system (e.g. if they get 3 x’s,
they get their rewards revoked).
For kids that have sensory difficulties, and are not behavioral in nature,
we just try to regulate their sensory needs before proceeding to the rest
of the activities to lessen/eliminate disruptive behavior. Giving them
movement breaks, or sensory breaks in between activities is effective.
3. Behavioral management techniques, environmental management

techniques, therapeutic cues of self, sensory integration
4. Sometimes, the stimulus is removed or the child is removed from the

stimulus. The child is then given calming exercises/activities, and then
slowly reintroduced to the object/space which made them feel
uncomfortable. If the disruptive behavior has no stimulus provoking it,
(ex: touching others' faces), they are slowly taught the desired behavior
which is then reinforced positively.
What do you believe is the most effective intervention in handling behaviors of

autistic children?
1. When it comes to learning strategies or behavior management

techniques, we always remember "THERE IS NO: ONE SIZE FITS ALL"
because every student is built with a different set of needs, abilities, and
levels of understanding. The widely-used ABA (Applied Behavioral
Analysis) to manage student A's biting may not be effective for student
B head-banging. Gamification, Vicarious Learning, and Token Economy
are the few strategies that I noticed have worked well inside the
classroom. Other times, an intervention is not necessary, instead there
would be a change in use of vocabulary for the students to understand
the schedule and transition periods.
2. Depends on the child. Each child is different and have different

responses to interventions. No 2 children are the same. We always need
to cater to their individual needs in making intervention plans and
applying strategies.
3. all of those applied which works for them
4. Intervention varies according to the need of the unique child, but

effective interventions would be behavior therapy, sensory integration
therapy to improve sensory responses, and fine and gross motor
therapy which are all handled by occupational therapists. Speech
therapy is also great in helping them improve their social skills through
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group sessions.
How would you describe your communication methods and strategies in

communicating with children with ASD? Is it different from communicating with
neurotypical children?
1. Yes, there would be a change. Especially if there is a significant

difference in the students' level of understanding compared to their
typically developing peers. Several of my students would not need the
accommodation of changing the vocabulary used when conversing or
giving instructions because they are high-functioning students with
Autism. On the other hand, I noticed that using less words for instruction,
no matter how complicated the vocabulary used is still comprehendible.
That said, I would opt to use longer sentences when we are conversing
about their day or other topics outside of academics, while using shorter
sentences to relay instruction inside the classroom to not tamper their
ability to articulate.
2. Yes, sometimes due to delays in speech and language. You need to

have a more empathetic approach in communication as they often are
not aware of the appropriate responses and communication norms.
Some strategies include Social Skills Training (SST) where we describe
what is expected in a certain social situation (e.g. talking to friends) and
then doing a role play. Language Facilitation Techniques (LFTs) is
helpful for non-verbal kids, like describing what they are doing, echoing
what they are saying but with proper diction and grammar.
3. They need support and assistance until they can communicate

independently
4. Structure, repetition and reinforcement are keys to effective

communication with children with asd. Most of them also need
assistive tools such as pictures and concrete materials, and
understand processes better through modeling. Modifying concepts
and providing simpler contexts also work well for children with asd.
The interview establishes that the most difficult aspect of handling

autistic children is related to their sensory, emotional, and behavioral regulation,
their transitioning between tasks, and designing activities that they can
participate it. Furthermore, it establishes that in working with autistic children, it
requires a deep understanding of their unique needs and abilities, as well as
patience, flexibility, and creativity. The interview respondents emphasize a calm
and regulated sensory environment to support the participation of children with
ASD in their designated activities.
3.1.7.3 Learning and Autism
What motivates you to work with autistic children?
1. The Philippines can improve on brining accessible, and affordable

services for all people with exceptionalities. Compared to larger
countries, there is only a small percentage of people diagnosed with
exceptionalities. Where we pose a question, are there Filipino people
who are undiagnosed and expected to live life as a typically developing
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individual -- not having their needs be addressed? Not only people with
autism, but people of all abilities whose potential may be suppressed.
We are capable of doing the bare minimum for typically developing
students, and I believe we can also do the same for atypically developing
individuals.
2. Seeing their improvements and seeing them gaining independence as

well as making progress in their goals to participate in the activities that
they need, want, or are expected to do.
3. Interaction, helping them and their family, outcomes
4. Children with asd are just extraordinary children who perceive things
differently. They have a unique way of interpreting the world. I have
wanted to work with them as they are more than what we see, and they
hold so much potential when they are given the appropriate support
and interventions they need. Children with special needs also hold little
space in society at the moment, but with our help, they could be
productive citizens who are generally understood and accepted.
What do you think are the primary roles of (SPED) teachers and therapists in
helping shape individuals with ASD?
1. To encourage awareness and prowess. My students have taught me the

value of looking at someone based on what they have not done YET.
Similarly, those who work in this field learn that when more people know
about the needs, strengths, and potentials of people with ASD, their
needs are more likely to be met and they can reach their potential
whether it be emotionally, physically, intellectually, and etc. While others
are given opportunities to see the best in people with ASD, they, too,
should be encouraged to look at what they can do with THIS-ABILITY
and not a disability because of their differences.
2. SPED teachers and therapists have an important role in this because

their services are individually planned and aligned to their needs.
Specifically, OTs target the kids’ skills, they modify the task and the
environment to help them participate.
3. Inclusivity, accessibility for independent participation, to maximize their

activities and participation within their communities
4. The professionals are there to ensure that the children with ASD would
have a chance to be able to enter society as productive citizens. They
are there to support, train, and teach the children expected behaviors
and self-help plus the necessary skills for them to be able to provide
for themselves and consequently survive and thrive in different
situations.
Are you aware of experiential learning? Do you think allowing children with ASD
to learn from experience is an effective method to achieve learning and
development?
1. Yes, we have studied that there are learners who are able to absorb
information about the world best through experience while others may
learn through auditory, sports, visual aids, music and etc. (Multiple
Intelligences by Howard Gardner). AND YES, I see the potential it has to
teach students--all students, in fact--with learning from experience and
self discovery.
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2. Yes, it is very important and we often use it as a strategy to teach kids

with ASD. Because kids with ASD have unique ways for learning,
classroom teaching is often inefficient. We have to let them experience
and participate in meaningful occupations in order to let them learn more
effectively.
3. Yes
4. Yes, children with asd are well-engaged when given experiential

activities. With proper modeling and facilitation, it can be a potentially
effective method for them to learn new concepts and skills and
contribute to the transfer of learning.
What experiential learning activities do you think children with ASD could benefit
from?
1. GAMES. I personally have a bias for using games inside the classroom.
Whether it is a point-system where only one student is a winner, student
vs. teacher, or students vs. topic, it is a fun motivation to tap into their
physical, emotional, and cognitive abilities. Rules can be modified and
switched to make it easy or hard, to target a subject or all subjects, or
simply to break the ice. Through our games my students have learned
how to comfort a peer, help a friend, and take turns. In the sessions that
would follow, I would see my students apply and connect what they've
learned to a different context or topic.
2. Money management like ordering in restaurants and shopping,

community mobility like commuting, cooking and other home
management activities, socializing in groups, and others.
3. Activities of daily living, etc.
4. Group play, practical applications of lessons using concrete materials,

and sensory activities. Activities should have teachable moments and
should still be in the framework of learning.
The interview respondents emphasizes and believes in the potentials of

autistic children to thrive when their needs are met. Enjoyment, support from
the home, and other appropriate interventions aid them to achieve positive
outcomes such as productivity and becoming understood members of society.
Additionally, the SPED teachers' role is to encourage awareness and potential,
to achieve inclusivity and accessibility, and provide individualized plans and
interventions in order for the autistic children to aid in the development of their
behaviors and skills to thrive in dfiferent situations.
3.1.7.4 Autism-friendly Environments and Interventions
What do you know about setting up a classroom for autistic students? How will
this classroom differ from other typical classrooms?
1. First thing, the difference would be BIG SPACES. NO, BIGGER

SPACES. Some students may still need to work on their gross motor
skills, which means they might bump into furniture or shelves while
getting from point A to point B. It would be better to put all furniture to the
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side against a wall so that there would be less tendencies to bump into
things. Mechanical items, toys, or fixtures that move in repetitive motion
(e.g. monkey clapping with cymbals, mechanical moving fish) are better
kept away from people with Autism because they might have the
tendency to fixate or be sensitive to it.
2. Classrooms should accommodate their sensory differences. Some

chairs could be softer, harder, or allow for more movement (e.g.
vestiballs as classroom chairs). Visual aids and pictures could also be
included for the visual learners. The classroom should encourage also
interaction with peers (e.g. tables that could be put together for
group/pairwork). Printed schedules and warnings for changed schedules
are also important because some kids with ASD are sensitive to changes
in routine. Small items for sensory needs may also be given to the
students (e.g. ear plugs, fidget toys, etc).
3. Positioning of the child and the stimulus present is crucial to be ready

to attend to tasks
4. The classroom arrangement is crucial when handling children with asd,

and is considered a teaching strategy. A U-shaped table arrangement
with the teacher at the center is ideal, so that the teacher could see
and assist all students efficiently. Sensory items are present, but
everything is organized. There are designated areas for every activity,
and a quiet space for children who self-soothe. The classroom should
not be too cramped and allow for movement, but not too big that it
becomes overwhelming.
What factors do you consider if you were able to redesign the school facilities
to fit the needs of autistic children?
1. Interest, needs, and strengths that are typically found in people with
autism.
2. Sensory differences (sensory breaks), different communication

needs, social interaction with peers, routines
3. Numerous stimuli present (e.g., visual, auditory, tactile, etc.) and

distractors
4. Space; a bigger space with designated, compartmentalized areas.

Sensory materials and assistive tools. Organization and
arrangement of tables, chairs, materials, and stations. Color and
lighting. Minimize hazards (put padded walls, corner guards on
tables, etc.)
What do you think would happen if autistic children are immersed in both
sensory-sensitive and sensory-stimulating environments? Do you think it can
help them balance their skill development and skill generalization?
1. If the child needs it then environments set up this way would allow them
to function as they need to, not according to our standards but the
general goal is to have them accomplish ADLs (Activities for Daily Living)
so that they can independently take care of themselves.
2. It could help. Some kids are seeking, some are avoiding, some are
sensitive, and some are bystanders. These structures could be included
in a single space for variety and so that kids could explore different
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sensory environments. Exploration is the 1st step in regulating the

senses and developing skills.
3. Depends on their readiness on sensory rich activities
4. Giving children with asd different areas for different purposes would
benefit them especially since they associate different areas with
specific activities, and they tend to stick to patterns and routines.
Different sensory rooms (sensitive or stimulating) also help train their
brain's response to different sensory information, in turn helping them
with their overall development.
In setting up classrooms, the respondents have suggested multiple design

interventions in the improvement of its layout and overall experience.
Classrooms should have bigger spaces with less furniture and appropriate
arrangements to prevent harm, with multiple sensory elements to allow the
autistic children to adapt to changes in routine.
Additionally, the respondents suggest acknowledging interests, needs, and

strengths, sensory differences, communication needs, social interaction with
peers, and routines in the school facility, as well as incorporating numerous
stimuli, compartmentalized areas, sensory materials, assistive tools,
organization and arrangement of tables, chairs, materials, and stations, color
and lighting, and minimizing hazards.
Regarding the impact of sensory-sensitive and sensory-stimulating

environments on autistic children, it is essential to consider the readiness of the
student in sensory-rich activities. Exploration is a crucial step in regulating their
senses, as well as the presence of different sensory rooms to help them practice
and adapt to different sensory information which can help in their overall
development.
3.1.7.5 Relevance of the Transitional Rehabilitation Community to autistic

children and society
Do you think that children with ASD, like any ordinary person, have the potential
to obtain a bright future by helping them overcome their behaviors and enhance
their unique capabilities?
1. Yes, I have seen people with exceptionalities find success and

happiness with their own abilities and strengths. Moreover, our country
is more open to learning about people's needs and individual
characteristics. What we can do is understand and help people with
special needs overcome their fear of not being accepted--we should
choose to include.
2. Of course! There are a lot of adults with ASD that are in the workforce
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and a lot also in other career paths like art, music, sports, that are as
good as the typically developing population. Giving the kids opportunities
to develop the skills necessary and regulate their needs is a big step in
helping them have a bright future.
3. Yes, when given ample support and assistance that they need
4. Yes
Do you believe that architecture and its environments contribute to the positive
and negative behaviors of your child?
1. Personally, I agree that it greatly influences the learning experiences a

child may have. One's environment can aid in supporting the
development and exploration of a child. For children with cerebral palsy
(i.e. those who have mobility, balance, and posture issues), they will
need a tables or railings that they can hold on to but if there is only a
wide space and nothing to hold on to they might be even more
discouraged to walk on their own.
2. Yes it is very important. In OT, we have what we call the PEO model
(Person-Environment-Occupation). Person factors are the child’s skills,
as well as other personal things about them like age and diagnosis.
Environment factors are the physical and social environment around
them. Occupation factors are the activities involved in the things they
need to do (e.g . chopping vegetables for cooking, doing homework for
school participation, greeting others hello for social interaction, etc).
To visualize this, for example, a neurotypical 6 y/o child (person factor)

is doing his science homework (occupation factor) at the table in his room
at home (environment factor).
The interplay of all 3 factors contribute to occupational performance and

participation (independence). Kids with ASD already have difficulties with
their person factors due to the diagnosis, signs, and symptoms. With
that, we should modify the environment (where architecture comes in) in
order to still promote the interplay between the 3 factors and still optimize
occupational performance even with difficulties in person factors.
To relate it to the earlier example, a 6 y/o child with ASD and movement-
seeking tendencies (person factor) is doing his science homework
(occupation factor) while sitting on a vestiball, a to-do list in front of him,
in his well lit room at home (environment factor).
3. Yes, inclusive environment is important for maximizing activities and

participation to the environment
4. Yes
How do you think architecture can help alleviate or reduce disruptive behaviors
of autism?
1. Areas with various materials for sensory input (e.g. stress balls, bean
bags, kinetic sand, etc.) can be helpful for people with autism as a form
of coping mechanism to their emotions or thoughts. Additionally, shelves
that have higher compartments allow parents, teachers, or therapists to
remove items that cause individuals with autism to hurt themselves or
others.
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2. Same answer as above. PEO model
3. Environmental modification and creating communities with

collaboration of an inter professional disciplinary team
4. Spaces and how they are structurally designed matter to children with
autism as they can be used as tools to accommodate their needs.
Since they interact differently with their environments and some
struggle with spatial recognition and awareness, having appropriate
structures and areas can help them navigate areas and recognize
designated spaces. Having the correct structural provisions along with
sensory considerations (light, visuals, sounds, smell) can also help
inhibit unwanted behaviors, lessen distractions, and improve focus.
Giving them exploratory spaces can also be tools to reinforce
behaviors and skills.
Do you think it is necessary to place autistic children in a transitional

rehabilitation community to help them cope with their difficulties? What
elements in the environment do you think are important considerations that can
positively contribute to a child's ability to transition to neurotypical society?
1. The idea is interesting, especially if the child is less likely to be exposed

for socialization with more typically developing individuals. Depending on
the area it will be put in, I would suggest for it to have a similar set up or
look to buildings/public spaces within that area--do consider a quiet room
where the individual can choose to be alone when sensory input is too
overwhelming.
2. I think it would help a lot due to the supportive environment it could

provide. Important environmental considerations could include
structures to regulate their sensory needs, spaces to interact with their
peers, simulated environments to practice skills (e.g. a room that could
easily house shelves for grocery store simulations, rooms with stoves
and pans for cooking simulations, etc.)
3. Yes, physical, communicative opportunities are some factors to be

considered
4. Although not completely necessary, I think transitional rehabilitation

communities can be a great benefit for children with autism coupled
with the accommodations that they would need. It is potentially a good
addition to the interventions as it can be a gateway for interventions to
become more effective and efficient. Understanding and eventually
navigating social interactions is important for them to transition, as well
as being given stimulating activities for them to overcome unwanted
behaviors and learn new skills.
What are your expectations for the proposed transitional rehabilitation

community?
1. For anyone to be welcome in the facility. Deviating from the similar look
to buildings in the area, I do hope it is accommodating to the needs of
all. Include people of all ages and abilities, like elderly parents of a child
with autism, a child with autism who has mobility issues, a pregnant sister
of an individual who has autism.
2. I expect it to be a supportive and conducive environment for learning
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where although kids with ASD have individualized concerns, they can
find ways to cater to their needs there and learn together.
3. Inclusive Collaborative design with an inter professional disciplinary

team
4. It should take into consideration their need for spaces; a space to play,
to run around, to experience different tactile, sensory and experiential
activities in different areas, and a space to become social and interact.
The space should enrich their learning and experiences for them to
continue to grow and improve. Lastly, the space should feel safe for
them, not only structurally, but also taking into account how children
with asd act or react within a certain environment.
What would be your recommendations in terms of providing spaces for children

with ASD?
1. Color coded areas/doors, signages that are easy to read. Mobile dividers
for easy access to alone time.
If I may, Universal Design (for architecture) is an outstanding idea to

make spaces inclusive--accessible--for a wide range of ages and
abilities. It is a set up that I hope that the Philippines achieves one day.
2. Take into consideration always different sensory and social needs.

Although it is a community, catering to individual needs should also be
important to consider and prepared.
3. Consider communicative opprotunities as well (i.e. including

augmentative alternative communication within the design and
universal design for learning)
4. Different tactile activities that provide various sensational stimuli,

designated areas catering to different children with dissimilar sensory
responses, a space to play and physically and socially interact, self-
soothe rooms, a calming environment with good lighting, acoustics and
ventilation, a space with structure, patterns, and a fixed routine, many
visual and pictorial aids, and generally these spaces should also
promote basic self-help skills, social skills and independence.
The respondents have generally agreed that autistic children can indeed
have a bright future if given the proper support. Additionally, they have also
emphasized that providing architectural and environmental interventions play a
crucial role in behavior; incorporating the children in a transitional rehabilitation
community can be beneficial for children with autism if they are designed to
meet their specific needs.
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CHAPTER 4:
DESIGN PROPER
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4 Design Proper
4.1. Site Criteria
4.1.1 Site Selection
Regulations and standards are necessary for the site to meet before it
can be considered suitable for choosing the correct location. The demands of
autistic children and their families will be a significant factor. The following parts
outline the conditions that must be met for the site to be helpful to the autistic
community and other community stakeholders.
4.1.1.1 Auditory Concerns
People with ASD frequently must work hard to distinguish sounds. They
are, therefore, more sensitive to noises than normal people. (Arnaiz, Segado,
& Albaladejo, 2011). Increased noise levels in a person's environment
significantly negatively impact their health, resulting in physiological and
psychological consequences (Kanakri, Shepley, Varni & Tassinary, 2017). As
a result, tranquil neighborhoods with less traffic provide a secure and sensory-
friendly environment for autistic children. It is essential to seek a setting where
children may operate without being concerned about through-traffic (Wilson,
2022). Choosing a neighborhood that considers the physical and social
dimensions, the street network and mobility facilities, and the amount of noise
pollution is critical for assisting people with ASD. This environment can help
them navigate the neighborhood and "use" existing services and amenities
(Tola, Talu, Congju, Bain & Lindert, 2021).
4.1.1.2 Social and Community Opportunities
The environment must also allow one to participate in activities that one
may find beneficial (Pomana, 2017). Proximity relationships in autistic
individuals may differ from those in the general population. It is necessary to
consider specific proxemics in individuals with ASD. Such considerations imply
that they may require more significant space for social relationships, which must
be considered during the design process (Arnaiz, Segado, & Albaladejo, 2011).
As such, it is essential to consider community involvement and service and
being surrounded by a broad network of relationships (Wykowski, 2010).
Recognizing diverse ways of being and being social is a component of making
space for change. Shared urban spaces, designed to accommodate the
complexities of people's daily interactions, activities, and encounters, must
accommodate such variances. A good city street community strikes a
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remarkable balance between its residents' desire for necessary privacy and
their concurrent desires for varying degrees of contact, enjoyment, or
assistance from those around them (Kerr, 2020).
4.1.1.3 Safety and Security
Safety and security are required to reduce hazards, particularly those

with ASD who may not recognize dangers and to be able to assure the visual
relationships between all area components are accessible and available. Thus,
providing the option of constantly having a comprehensive view of the
surroundings makes it easier for people with ASD to navigate the space (Tola,
Talu, Congju, Bain & Lindert, 2021). As such, providing autistic individuals with
an environment that refrains from potentially dangerous circumstances from
natural and built elements and should be accessible to all ages is essential.
4.1.1.4 Accessibility
Visitability should also be considered to create an accessible area for

those with and without disabilities (Wykowski, 2010). Schools are another
crucial factor when deciding a location (Wilson, 2022). With this, it is essential
to consider the site to be in close proximity to necessary amenities in which the
families can reach with ease.
4.1.2 Site Selection: CALABARZON
CALABARZON was chosen as the primary region during the site

selection process. The site must be situated within a location with a substantial
number of autistic people to reach the stakeholders. According to the Philippine
Statistics Authority (2013), CALABARZON, or Region IV-A, has the most
significant number of Persons with Disabilities (PWD) among the 17 regions.
Persons with disabilities (PWD) accounted for 935,551 people in the country,
accounting for 1.23 percent of the household population. Region IV-A had the
most PWD, with 193 thousand (Philippine Statistics Authority, 2013). It is critical
to evaluate the density of the chosen site's population to optimize the
opportunity for socialization in the autism community.
Furthermore, locating the site in a populated area allows it to be exposed

to various communities, therefore allowing for additional relationships with other
populations. Cavite had the most inhabitants in Region IV-A, with 4,344,829
people in 2020, followed by Laguna with 3,382,193 people (Philippine Statistics
Authority, 2021).
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4.1.2.1 Site A: Barangay. Bayanan, Bacoor, Cavite
Figure 4.1 Barangay Bayanan Site
SOURCE: Google Earth
Site Criteria General Analysis
Auditory Concerns The site can be exposed to traffic

from the main road (Bacoor
Boulevard) as it is a common
occurrence. Road work can also
potentially cause noise for the site.
Social and Community There are multiple residential

Opportunities communities surrounding the site.
Furthermore, the site is also near a
dense, semi-commercial area of
Barangay Bayanan.
Safety and Security The site is separated from the main

road (Bacoor Boulevard) through a
connecting sub-road which can
provide safety for eloping children. In
addition, Project NOAH (n.d.)
considers the site to be safe from
flooding.
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In addition, according to PHIVOLCS

(n.d.), the site is at low-risk of high
earthquake casualty as it is relatively
far from the West Valley Fault.
Accessibility The site is located near medical

facilities and commercial institutions.
Bacoor Boulevard mainly carries
large public and private transport
vehicles.
Table 2 Site A Analysis by author

4.1.2.2 Site B: Barangay Salawag, Dasmarinas, Cavite
Figure 4.2 Barangay Salawag Site
Auditory Concerns The site is barely exposed to noise as

traffic fairly occurs in the area.
However, as the site is located in a
fairly undeveloped location, future
developments can pose occasional
noise.
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Social and Community Opportunities The site is surrounded by residential

communities and near commercial
establishments.
Safety and Security The site is located directly in front of

the main road (Molino-Paliparan
road) which can pose a threat to
eloping children especially if
unsupervised.
According to Project NOAH (n.d.),

portions of the chosen site can be
susceptible to low-risk flooding.
Furthermore, PHIVOLCS (n.d.) also

determines the site to be relatively
safe from earthquake casualties as
the site is relatively far from the West
Valley Fault.
Accessibility The site is near medical facilities and

commercial establishments located
along the main road. Molino-
Paliparan road carries mostly private
and public transport vehicles and
trucks.
Table 3 Site B Analysis by author
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4.1.2.3 Site C: Barangay Buhay na Tubig, Imus, Cavite
Figure 4.3 Buhay na Tubig Site
Auditory Concerns The site is barely exposed to noise as

traffic fairly occurs in the area. The
site is also beside a residential
community as well as a commercial
center which can cause occasional
noise.
Social and Community Opportunities The site is surrounded by an

abundance of residential and
commercial establishments that can
allow for socialization opportunities.
Safety and Security The site is located directly in front of

Buhay na Tubig street which can
cause a threat to eloping children
especially If unsupervised.
According to Project NOAH (n.d.),

portions of the chosen site can be
susceptible to low-risk flooding.
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Furthermore, PHIVOLCS (n.d.) also

determines the site to be relatively
safe from earthquake casualties as
the site is relatively far from the West
Valley Fault.
Accessibility The site is near medical facilities and

commercial establishments. Buhay
na Tubig Street carries mostly private
and public transport vehicles and
occasionally smaller public transport
vehicles such as tricycles. Trucks
also are within the vicinity of the site
but will not pass through it.
Table 4 Site C Analysis by author

4.1.2.4 Collective Analysis and Chosen Site
Given the data provided in the tables, the sites all pose the potential to
be the chosen location for the autism community. Regarding auditory concerns,
sites B and C are the most suitable for this criteria, as site A has common
occurrences of traffic. This criterion is crucial as noise is a significant factor in
autistic children's sensory interventions. Furthermore, in social and community
opportunities, sites A, B, and C are all surrounded by residential and
commercial establishments that can allow the autism community opportunities
for socialization and interaction. Regarding accessibility concerns, sites A, B,
and C are all located near medical institutions and commercial establishments,
and all are along a major or sub-road. This measure allows the stakeholders
within the community to have convenient access to their daily and medical
necessities. However, site B can pose more accessibility threats to the autism
community as it is directly accessed through the main road, which hosts fast-
driving cars. This concern affects its suitability in terms of safety and security
concerns, headed by sites B and C, as they are far from major roads. However,
these are relatively safe from climate threats such as flooding and earthquakes,
with sites A and C only having low flooding risk and nothing more critical.
In conclusion, site C poses the most potential site for the autism
community as it fits the most in the site criteria.
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4.1.3 Site Analysis
The portion of this study analyzes the chosen site in Barangay Buhay na
Tubig in Imus, Cavite in order to determine the additional external factors and
potentials that can affect the site.
4.1.3.1 Imus, Cavite Analysis
Figure 4.4 Imus Map
The coastal region of Cavite has the landlocked component city of Imus
(PhilAtlas, n.d.). The City of Imus is one of the lowland towns in the Province of
Cavite. It is approximately 18 kilometers from Manila and can be reached either
through Binakayan, a barangay of Kawit or through the Cavite Coastal Road
and Gen. Aguinaldo Highway that leads to Tagaytay City (Province of Cavite,
n.d.). It has a total land area of 171.66 square kilometers and serves as the
province's capital (PhilAtlas, n.d.).
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4.1.3.1.1 Demographics
Figure 4.5 Imus Age Group
SOURCE: PhilAtlas
(https://www.philatlas.com/luzon/r04a/cavite/imus.html)
Imus has a total population of 496,794 individuals. The age cluster with
the largest population in Imus, with 37,655 people, is 20 to 24 years old,
according to the 2015 Census. In contrast, the age group with the lowest
population has 2,625 people who are 80 years old and over. According to
established age dependency statistics, 38 young dependents for every 100
individuals employed in Imus (PhilAtlas, n.d.).
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4.1.3.2 Barangay Buhay na Tubig
Figure 4.6 Barangay Buhay na Tubig within Imus, Cavite
Buhay na Tubig is a barangay situated in the municipality of Imus,

Cavite, with a population of 39,010, according to the 2020 Census. It has a land
area of 2.598 km² and a density of population of 15,014 km² (City Population,
2021).
Figure 4.7 Buhay na Tubig Age Group
SOURCE: PhilAtlas
(https://www.philatlas.com/luzon/r04a/cavite/imus/buhay-na-tubig.html)
The age demographic with the largest population in Buhay na Tubig,

with 3,175 individuals, is 15 to 19 years old, according to the 2015 Census. This
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is followed by ages 10 to 14 with 3,030 individuals, and ages 5 to 9 years old

with 2, 942 individuals.
Aged 14 and under, which includes infants/babies, children, and young

adolescents/teenagers, accounting for 27.20% of the total population.
Individuals aged 15 to 64 make up around 68.80% of employed people and are
either current or potential participants of the working population (22,369).
According to the established Age Dependency Ratios, there are 40 youth
dependents for every 100 working-age people in the Buhay na Tubig population
(PhilAtlas, n.d.).
4.1.3.3 Site Location
Figure 4.8 Site Location
The chosen site is exactly located at 14°24'48.15"N 120°57'12.78"E within

Barangay Buhay na Tubig, Imus, Cavite. The site is surrounded by built
structures, majority made up of residential and small commercial
establishments and local supermarkets. This is essential to allow the autism
community to be exposed with stimuli that can aid children with ASD to
transition to the real-world environment.
The site is approximately 5 hectares in size which will hold the necessary
programs to be established for the autism community. The site is comparatively
larger in size compared to Project Happy Homes in Tanza, Cavite. With this,
the site is able to hold more stakeholders within the autism community.
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Figure 4.9 Land Use Map
The Land Use map of the site illustrates a 1km diameter of structures
with their respective utilization. One of the most prominent establishments
around the site are residential zones as the site is enveloped in private
subdivisions around Buhay na Tubig. In addition, commercial zones and mixed
use zones, which consists of small supermarkets and mixed-use residential
structures that offer small amenities are also accessible near the site. Other
mixed-use establishments also contain small medical and dental clinics.
The zoning of the site further illustrates the convenience to amenities

and communities that can beneficially serve the autism community. It shows
how the chosen site is striving towards inclusivity by being immersed in
neurotypical environments while also prioritizing safety, security, and sensory
needs.
4.1.3.3.1 Sun and Wind Exposure
Figure 4.10 Sun and Wind Diagram
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The site can still receive adequate exposure from the AM and PM sun
as it is fairly exposed on its west and east end. Majority of the site will be
exposed to the noon sun as is direction is unobstructed. This may pose as a
threat to the autism community as some autistic children may be photosensitive.
With this, it is essential to provide strategic solutions in order to combat the
exposure of harsh sunlight.
The site will also be exposed to both Southwest and Northeast winds.
Even though the site is surrounded by built structures, such structures are not
tall enough to completely block out the flow of wind. The Southwest winds can
also pose a threat due to the strength of winds, therefore should be a
consideration in providing interventions for the site.
4.1.3.3.2 Land use & Proximity
Figure 4.11 Land Use Map – Imus
The site is situated in a mainly residential zone illustrated

in the Imus Land Use Map which poses an opportunity for community
engagement. However, surpassing the residential zones showcases multiple
commercial and mixed use spaces that are beneficial and easily accessible for
the proposed site. The placement of the site is essential for autism development
as it allows the children to be within neurotypical spaces where they can
exercise real-world activities. This in turn allows them to be familiar with the
common neurotypical environment and therefore achieving generalized skills.
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Figure 4.12 Proximity Map 5 km Radius – Imus
The proximity map showcases the nearby schools and medical hospitals
and clinics within a 5 km radius. Multiple regular and SPED schools surround
the site which is crucial especially if the child is able to transition towards regular
education. On the other hand, there also exists an abundance of hospitals and
clinics within the 5 km proximity, making the site accessible to medical aid when
necessary.
4.1.3.4 Accessibility and Traffic
Figure 4.13 Traffic and Vehicular Accessibility
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In the Vehicular Accessibility map, the site is accessible through the

Buhay na Tubig Street just beside of the located site. The road is a two-way
sub-road that leads to Aguinaldo Highway, a main road within the municipality.
Furthermore, the vehicles that mostly travel through Buhay na Tubig Street are
private vehicles and public vehicles such as jeepneys, UVs, and tricycles which
provides the site with an ample variation of vehicles for transportation, allowing
them to travel with ease.
In addition, Buhay na Tubig Street consists mainly of low-density traffic

and occasionally has medium density traffic. The figure captures the typical
traffic during Monday at 7am, 12pm, and 5:30pm to visualize the typical rush
hour time and one of the busiest times of the day. As seen, there is little to no
traffic between 7am and 12pm, but there exhibits minimal traffic at 5:30pm.
Figure 4.14 Views
The views that surround the site showcase a mixture of open space and
lots, as well as amenities that the community can easily access. The front of the
site illustrates an empty bordered lot that has been overgrown with vegetation,
creating a green space that is pleasing to the visual sense. Besides this is a gas
station that allows the autism community to have immediate access to their
vehicular needs. Additionally, adjacent to the site showcases a small
commercial space that adds to the convenience of the site in terms of
accessibility of needs.
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4.1.3.5 Noise Map
Figure 4.15 Noise Map
The Noise map illustrates the ideal zones that can cause the most noise.
As seen in the figure, the commercial establishment adjacent to the site can
cause noise especially during the weekends when people would visit or eat at
the establishment. Another commercial establishment at the far left of the figure
is a small mall that can also cause noise due to it causing a busy atmosphere
for vehicles and people. The utility zones can potentially cause noise if there
are vehicles going to and from its site.
4.1.3.6 Flood Risk Map
Figure 4.16 Flood Risk Map
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The Flood Risk Map illustrates that the site can be at low to medium risk
of flooding due to the Imus River beside the site. The flooding is minimized on
the site compared to the neighboring structures as there exists a flood barrier
of vegetative elements behind the site which blocks the flow of water. As the
site is flat terrain, it can be the possibility as to why the site is at low to medium
risk. As such, it is necessary to provide flood interventions for the site to combat
the risk of flooding in the area.
4.1.3.7 Earthquake-Induced Landslide Map
Figure 4.17 Earthquake Risk Map
SOURCE: NAMRIA
(https://www.namria.gov.ph/download.php)
The Earthquake Risk map illustrates the threat of landslides from

earthquakes within the province of Cavite. As exhibited in the figure, Imus has
no susceptibility in terms of earthquake hazards.
4.1.3.8 SWOT Analysis
The study aims to develop a deeper understanding of the site through an

analysis of its strengths, weaknesses, opportunities, and threats, therefore
strengthening its potential and context situation.
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Strengths Weaknesses Opportunities Threats
The site is easily A portion of the As The site may be

accessible site can be CALABARZON dangerous for
through the susceptible to is considered the eloping children
Buhay na Tubig flooding region with most as it is in front of
Street and its number of a busy road
diversity of PWDs, the site
vehicles can
accommodate
the autistic The noise from
children who the utility zones
The site has reside within the and other
adequate region surrounding
exposure to sun buildings may
and wind reach the site
The allocation of
the site within a
The site is near major residential
multiple district can open
educational opportunities for
institutions the surrounding
communities to
be aware of the
conditions of
The site has
ASD
access to
multiple medical
facilities
The presence of
nearby
educational
The site is within
facilities allow
a typical
the families to
residential zone
conveniently
that allows for
transfer their
socialization and
child into regular
skill
education when
generalization
the child is well-
developed for
such transition
Table 5 Site SWOT Analysis by author
4.2. Design Proper
4.2.1 Design Translations of Theories and Precedents
The Design Translation of Theories and Precedents aims to discuss the

theories and its integration towards the transitional autism community design
and its strategies.
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4.2.1.1 Design Parameters
Design Parameter Intention Translation
Compartmentalization To contain the spread Spatial Zoning of noisy

of noise within a spaces and quiet
structure, as well as spaces
provide a quiet
environment for
activities that do not
require excessive noise
Acoustics To reduce the spread of Sound-proofing through

sound to connected natural interventions
areas of a space
Provide sound-proofing
interventions for the
interior through the
installation of acoustic
foams and other sound-
proofing techniques
Lighting To maximize the use of Maximize parks and

sunlight in indoor and open spaces
outdoor spaces
Provide adequate
amount of windows
within a room
Color To stimulate the Provide greenery as a

children’s visual sense neutral color for outdoor
interventions
To provide a calm and
neutral environment for Utilize bolder colors to
the child enhance necessary
spaces for the child to
instill motivation
Safety Keep the child in Providing safety

harm’s way in order for barriers, enough open
them to continuously space to run around
experience the space safely, and provide
without the threat of supervision at all times
accidents or injuries
Imagination Allow children to Providing multiple

expound their spaces for social
imagination through interaction and play
independent and opportunities through
collaborative play playgrounds, parks,
and open spaces
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Escape Space Allow children to retreat Provide activity spaces

during circumstances of with a neutral or open
sensory overload space for retreat and
also for independent
learning
Sensory Space Allow children to Provide multiple

immerse in sensor elements that allow
stimulating spaces to children to interact with
satisfy their sensory- their senses such as
seeking needs sensory gardens,
playgrounds, food
stalls, and spatial
opportunities for music
Social Space Allow both parents and Social public spaces

autistic children to that provide leisure for
interact with other both the autism
parents and children community and the
with the same needs public to have a cluster
of communities within a
Allow the public to single space
interact with the autism
community to obtain
awareness
Navigation Allow the autistic Provide an abundance

children to have a safe of visual signages and
and child-friendly cues to allow the child
environment where to easily visualize the
they can easily direction they intend to
navigate around the go to
community with minimal
assistance from adults
Simplicity and To reduce Provide a simple,

overwhelmingness and distinguishable façade
Predictability
to create a navigable with a repetitive gesture
environment for for structures in order to
children where they can create a welcoming
explore and familiarize exterior and refrain
with minimal assistance from overly colorful and
dynamic structures
Provide a
straightforward layout
with highlighted spaces
through color and
dimension to
distinguish entrances,
important spaces, and
off-limit or dangerous
rooms
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Table 6 Design Parameters by author
The Design Parameters establishes the intended interventions for each

design consideration. It is important to take not of the autistic child’s needs while
at the same time providing them with opportunities to transition and develop into
more suitable individuals who are able to function in the real-world setting. As
such, a combination of considerations for sensory-sensitive and neurotypical
approaches are to be applied to the design concept to achieve this intention.
The design parameters also took parents into consideration by providing them
means of social interaction in order for them to provide support and meaningful
relationships. This gesture is for them to have a sense of belonging and to avoid
the sense of guilt and isolation from unknowledgeable peers.
4.2.1.1.1 Translation of Experiential Learning Theory in the Proposed

Design
The Experiential Learning Theory contains 4 stages: Concrete

Experience, Reflective Observation, Abstract Conceptualization, and Abstract
Experimentation. This portion of the study translates these 4 stages into design
translations to be able to understand its application in the conceptual design.
The translation will be introduced through progressive means to fully
understand the motivations that spark action for children, leading to meaningful
experiences and interactions.
Figure 4.18 Translation of Experiential Learning Theory into Design
The translation of Experiential Learning begins with the Concrete

Experience takes its form as the presence of the child within a space of
opportunity. In this stage of the process, the child is able to visualize the
opportunity, therefore each space of opportunity must be provoking to peak the
child’s interest. With this translation, a large space are necessary as it can
invoke curiosity, excitement and the willingness to explore. Moreover, the space
should also be appealing to the user, therefore, to catch their interest. Active
spaces and social opportunities are necessary to be applied to space these
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opportunities are significant in terms of developing the child’s skills.

Furthermore, subtle corners are also necessary to spark their curiosity as they
visualize the space.
The figure is followed by Reflective Observation which is evidently

translated into Integration to Space, where the space aims to motivate the child
to proceed to the space. It should then be imperative to allow the space to be
unintimidating wherein it does not make the child uncomfortable or
uncooperative in any way. The space should then be designed with visual cues
such as leading pathways and signages to seamlessly direct the child towards
the space of opportunity. Visual cues can also be translated as attractive
posters or signages. In this stage, it is important to keep the child motivated to
refrain from breaking their interest.
The figure is further followed by the third step Abstract Conceptualization

which is translated into Skill Enhancement. During this stage of the process, the
child is then able to interact with the space of opportunity. Therefore, to keep
the child motivated and interacted, the space should be a safe and child-friendly
space for continuous interaction. Furthermore, multiple interactive opportunities
must be available especially when a child is in an explorative state. Social
opportunities are also necessary to provide the child with audio and visual
feedback as means to correct and verify the child’s actions during this stage, as
they are already learning and internalizing new experiences.
Finally, the final stage of Experiential Learning Abstract Experimentation

is translated into Skill Generalization which enables the child to collect new
experiences from the previous stages, they are already equipped to exercise
their new knowledge to new platforms. In addition, to keep the pace of
development for the child, it is necessary to introduce new spaces of
opportunities that are more inclined to the real-world by introducing a more
neurotypical setting. This is to allow the child to further develop their skills into
generalized skills. In this stage, minimal supervision is intended to teach the
child independence.
After all of the stages have been undergone, the Experiential Learning
cycle will repeat where the child will be introduced to another unfamiliar
experience and will undergo the same steady process of transitioning towards
skill generalization.
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4.2.1.1.2 Reducing Overstimulation Through Compression-Release
Figure 4.19 Reducing Overstimulation Through Compression and Release
As children with ASD have the tend to be wary of rapid changes in

environmental stimuli, the lack of proper transitional spaces can be harmful for
the children as it can become too overstimulating for their senses, which in turn
results to uncooperativity and refusal to enter certain environments. The
architectural gesture of compression and release allows the children to a
transitional zone wherein they can traverse from one environment to the other
without compromising their sensory needs. With this, compression allows them
to experience continuous stimulation while release continuous this stimulation
in a more intense manner, whether the environment is highly stimulating or not.
4.2.1.1.3 The Walking Loop
The Walking Loop, as described by Braddock and Rowell (2011), uses

a circular path that encompasses different rooms in a space which enables
large motor movements such as running and jumping in a controlled and secure
environment. This allows children with ASD to maximize and potentially
develop their motor skills while being safe and secure under an enclosed,
supervised space.
4.3.1 Final Design Plans and Diagrams for the Autism Community
The final design plans and diagrams for the Autism Community
showcases the strategic allocation of spaces and programs within the chosen
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site. The site and its programs within the autism community are elaborately
discussed to display the relevance of each space in the development of children
with ASD.
4.3.1.1 Site Development Plan
Figure 4.20 Site Development Plan
The site development plan for the autism community is intended to cater
to the unique needs and development of children with ASD. The plan illustrates
a variety of typologies and programs with specific purposes that act cohesively
toward the goal of transition and development.
The site is enveloped in green spaces which provides a calm

environment for its users. Access throughout the site is facilitated through
provided roads and sidewalks within the site for navigational convenience and
safety.
Ultimately, the site development plan for the autism community

encapsulates the considerations necessary for the effective transition and
development of children with ASD. It aims to create a nurturing environment
that keeps in mind progress and well-being, allowing the children to be able to
be comfortable and secure in their transitional environment.
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4.3.1.1.1 Bubble Diagram
Figure 4.21 Final SDP - Bubble Diagram
The bubble diagram of the site development plan showcases the

programs and the allocation of each within the site. The residential zones are
evidently found at the far end of the community, while the smaller and more
crowded zones are found nearer the entry to the community. The educational,
daycare, medical, and parks and playgrounds are shown to be the zones
nearest the residential facility to display accessibility and convenience for the
residents of the community. Green spaces have also been provided to alleviate
the site from being cramped, creating a more open and breathable environment
which allows children with autism to be comfortable and relaxed.
4.3.1.1.2 Formulation Process of Typologies and Programs
Figure 4.22 Formulation Process - Spaces and Their Transition
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In the context of the development of children with ASD, it is crucial for

them to be gradually exposed to various environments while also ensuring a
proper process of introducing these environments to prevent discomfort and
uncooperative behavior which can overall impede their progress towards
adapting to the real-world environment. This provision of proper transitional
spaces is essential to enable them to make steady progress toward skill
generalization and the neurotypical environment. The home, school, play,
community, and therapy programs are crucial in the development of children
with ASD as they facilitate their sense of comfort, learning, physical
development, socialization and interaction, as well as their cognitive and
behavioral development.
Figure 4.23 Formulation Process - Base Form
The process begins with the establishment of the base form where the
children and their families will reside, as well as the space where professionals
and outside visitors can occupy and visit.
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Figure 4.24 Formulation Process - Sensory Stimulation
The sensory stimuli present on the site are strategically placed to

transition gradually from high to low stimuli which allows for a seamless
adjustment of the senses before entering a different end of the spectrum.
Through the transitional space that serves as an avenue for sensory
readjustment, this ensures that the community can comfortably navigate around
the site and acclimate to their environment.
Figure 4.25 Formulation Process - Establishment of Built Structures
The allocated built structures within the site are placed to follow the
gradual spectrum of sensory stimuli that has been established. The structures
play a crucial role in creating a balance between sensory and neurotypical
design beneficial for the development of children with ASD.
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The following establishments will be discussed into detail in the sections

below.
4.3.1.1.3 Site Development Zoning and Considerations
Figure 4.26 Final SDP – Built Structures
The figure showcases the zoning of the built structures within the Autism
community. Each structure is strategically placed for the convenience and
accessibility of its users within the space, most especially for children with
autism. The medical zone is found nearest the entrance of the community for
convenient access of emergency services whenever it is called for. The daycare
and school on the other hand are evidently facing each other as to make the
transition from one structure to another is more convenient and safer for
children. The residential zones are found at the far end of the community as a
means of security, safety, and comfort for children by being surrounded by
users and facilities in other zones.
Figure 4.27 Final SDP – Open Spaces
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The site also contains open spaces that allow children with autism to
roam around freely which can aid in exercising their motor, social, and
communication skills. Furthermore, the open spaces also allow the children to
be familiar with natural elements that can help stimulate their senses, which is
most apparent in the sensory garden. In addition, the playground contains
apparatuses that allow children to exercise their motor skills, similar to the
community garden that allow them to understand the cultivation of flora.
In addition, the community plaza allows the community to have an

avenue for public gatherings which can allow the public from outside the
community to mingle and interact with members within the community, creating
a sense of connection and understanding of the lives of families with members
with ASD.
Figure 4.28 Final SDP - Parking Spaces
It is necessary to consider noise in the facility as some children with ASD

can be sensitive to loud noises, which in turn can lead to discomfort and
distress. The autism community considers the need for convenient navigation
around the facility only through small public transportation vehicles. The private
car parking for the medical facility is found near the entrance of the community,
while the pedicab services are found at convenient locations in which residents
can conveniently access.
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Figure 4.29 Final SDP – Zoning
The autism community prioritizes the safety, security, and privacy of its
residents to maintain and tranquil and private environment. With this, the
residential zone is resulted to be found at the far end of the residential
community. Following the private zones are the semi-private and semi-public
zones which can be accessed by guests and visitors from outside the
community.
The daycare and parks are considered to be semi-private as to maintain

safety and security for the children who will utilize the space. Similarly, the
school, community plaza, and medical facility are considered to be semi-public
zones as it freely allows the fusion of community members and guests. These
spaces are essential as it fosters senses of inclusivity, community, and
accessibility.
Finally, the parking space allows a secure and convenient location for
the users and outside guests to park their vehicles while within the community.
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Figure 4.30 Final SDP - Sensory Zoning
The sensory zoning of the facility illustrates a gradient of sensory stimuli

wherein it slowly transitions from high to low sensory zones. The far left of the
community delivers more high sensory stimuli due to the possible activity and
population within each zone. While, the far right of the community showcases
less sensory stimuli due to a more calm and quiet environment found within.
Figure 4.31 Final SDP – Circulation
The community vehicular circulation is essential as it allows the users to

conveniently traverse around the facility. Private vehicles are not permitted to
enter the facility unless in case of emergencies, therefore the designated route
for private vehicles are only found at the entrance and the designated parking
lot. In order to maintain the community's quick and convenient transportation,
pedicabs found within the community circulate the designated roads. The roads
may also be used by smaller transportation vehicles such as bicycles.
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Sidewalks are also available on the offsets of the main road and within the
residential zone for pedestrian circulation.
Figure 4.32 Final SDP - Emergency Vehicle Circulation
In case of emergencies, a designated route for emergency vehicles such

as private cars, ambulances, and fire trucks is available to allow immediate
access to the concerned location.
Figure 4.33 Final SDP - Street Lights
The autism community is enveloped with streetlights to allow ambient

illumination during nighttime which can be most beneficial for pedestrian
walking at night or for children with ASD who are afraid of unilluminated spaces.
Streetlights also allow continuous use of the provided spaces such as the parks
and community plaza as it provides safety, security, and comfort for its users.
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Figure 4.34 Final SDP - Play and Social Opportunity
Interaction and socialization are essential for the development of children

with ASD, according to the ELT and the Sociocultural Theory. With this, it is
critical to provide spaces for children to interact with other members of the
community through play and social interaction. Such spaces also provide
opportunities for parents and caregivers to socialize with one another as to
create a supportive environment and an avenue to foster relationships.
Figure 4.35 Final SDP - Signages and Landmarks
For children with autism, navigational aid are crucial elements to help
them with wayfinding and navigation. As such, each built structure is provided
with a color-coded sign at their entrances to allow familiarization for the children
who navigate around the community independently. This gesture also allows
them to connect the image they see with the activities happening within, which
then creates a sense of mental preparation for the activities they will perform
within the space or structure.
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Figure 4.36 Final SDP - Heat Map at 7AM
Figure 4.37 Final SDP - Heat Map at 12PM
Figure 4.38 Final SDP - Heat Map at 5PM
The heat map of the site provides an illustration of how the structures
and open spaces are affected by solar heat. With the presence of vegetation
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and roofing structures for each building, the heat levels within the site can be
regulated and kept at a manageable level.
Figure 4.39 Final SDP - Vegetation and Hardscape Plan
The site development plan is enveloped with vegetative elements in

order to serve as shading devices during peak hours of the day as well as to
create a livelier and welcoming environment, especially for children with ASD.
The parking area found at the entrance of the community showcases an
abundance of Foxtail palms accompanied by Pandacaqui shrubs, while the
community proper is enveloped by Acacia trees, Pandacaqui shrubs, and
carabao grass.
The community utilizes asphalt concrete for the main road while a non-
slip pervious concrete pavement material is used for the sidewalks to maintain
friction along the pathway and avoid accidents and harm.
4.3.1.2 Design of Built-Structures
This portion of the Design Proper showcases the built structures found
within the autism community, its process of form-finding, as well as the
programs found within each structure.
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4.3.1.2.1 The Autism Residence
Figure 4.40 The Autism Residence - Form-Finding
The autism residence allows children and families to reside within the
transitional autism community. The residential homes are catered towards the
needs of a child with autism as well as the comfort and accessibility of the family
as a whole.
Figure 4.41 The Autism Residence - Floor Plan
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Figure 4.42 The Autism Residence - Sensory Zoning
The autism residence showcases the plan where the family will reside
within the autism community. Living spaces, a play room, and an open space
are evident to maximize the comfort and relief for the household members.
The outdoor space is connected through the play room and the living
room to initiate the walking loop with fences that covers its perimeter for safety
and security.
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Figure 4.43 The Autism Residence – Circulation
The circulation path of the autism residence showcases the two-storey

structure zoned as the public and private spaces. The public spaces caters to
more sensory stimulating activities while the private space caters to less
stimulating environments.
Figure 4.44 The Autism Residence - Roofing Structure
The roofing structure of the autism residences showcases a shed roof

angled at 5 degrees to allow shading for the open space found at the ground
floor of the structure. An additional pergola roof attached to the exterior wall of
the ground floor provides additional shading for the open space, allowing the
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members to comfortably utilize the space during different times and different
weather conditions.
Figure 4.45 The Autism Residence - Clerestory Windows
The second floor of the autism residence displays a clerestory window

that illuminated the open indoor space to maintain a lively and illuminated
environment within the residence. In addition, the comfort that the illumination
provides adds to the sense of relief in which the residence aims to prioritize.
Figure 4.46 The Autism Residence – Activity
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Figure 4.47 The Autism Residence – Flexibility
The autism residence is considered to be an inviting space where safe

spaces emanate. Each space is dedicated to activities that the members of the
household can utilize for leisure, socialization, and daily necessities,
Interactivity or play provide a sense of relief for the members of the household
as they are in an enclosed personal environment dedicated to the needs of the
child and the family as a whole.
In addition, although the home is mainly smaller compared to the other

built structures, its flexibility allows the users to maximize its spaces by weaving
together its interior and outdoor spaces. Through this, it releases the spaces
from being cramped and enclosed.
Figure 4.48 The Autism Residence – Outdoor
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The outdoor space allows the members to have a sense of visual

connectivity with its environments. The fence that envelopes the perimeter of
the space creates an opportunity for visual connectivity, allowing the members
to see and experience the events happening outside their home. This can be
essential especially for children with ASD who do not wish to experience
sensory stimulation from other members of the community and would rather
observe. This moment of observation may not be physical, but still creates a
sense of community as they are able to experience the events from afar.
4.3.1.2.2 The Autism School
Figure 4.49 The Autism School - Form-finding
The Autism school provides children with ASD an avenue for learning
and skill development while also prioritizing their comfort and enjoyment. The
facility enables the children to explore their abilities and senses while at the
same time learning new skills through the provision of various educational
spaces.
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Figure 4.50 The Autism School - Ground Floor Plan
Figure 4.51 The Autism School - Second Floor Plan
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Figure 4.52 The Autism School - Ground Floor Plan Sensory zoning
Figure 4.53 The Autism School - Second Floor Plan Sensory Zoning
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Figure 4.54 The Autism School - Compartmentalization of Spaces
The autism school provides various educational spaces for children to

discover and enhance their abilities. The spaces within are compartmentalized
based on the activity and type of users within each space. Separating sensory
zones in the autism school creates an environment that in turn keeps them from
feeling overstimulated or overwhelmed. Furthermore, the hallways serve as
transitional spaces that allow the balance of high and low sensory spaces.
Providing transition spaces creates navigational ease that assists the children
in their wayfinding as it also stimulates the predictability of each environment.
The higher sensory stimuli are found at one end of the spectrum, while
the low sensory stimuli are found at the other end. The high sensory stimuli
contains spaces with professionals and adults to be readily available when the
child is in need for assistance or care. On the other hand, the low sensory stimuli
contain the classrooms and autism-friendly spaces that aim to stimulate
learning, comfort, and enjoyment.
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Figure 4.55 The Autism School – Circulation
The school is designed around a singular path surrounded by

educational spaces. Providing a singular, clear, and accessible navigation in
the space allows the children to go around the facility with ease without the fears
of sharp and unpredictable corners that may cause overstimulation. Such
design also creates a sense of self-reliance and independence as creates an
opportunity for the children to navigate around the space without guidance from
adults.
Figure 4.56 The Autism School - Learning Spaces (1/3)
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The Autism school showcases different spaces for different learning

opportunities. The school is equipped with a waiting room that provides the
children with a leisure space during their free time, allowing them to learn new
skills independently or cooperatively with other children in the space. In
addition, children can also utilize the open space provided at the heart of the
school which allows them to maximize their physical abilities while also opening
opportunities for social and communication. Each classroom provides the
children with an adequate learning space to meet the specific needs of each
learner while also taking into consideration their sensitivities.
A variation of classrooms are available further up the Autism school

which aim to stimulate the children's creative abilities and their exploration of
the senses.
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In addition to this, a ramp and balcony is available to have ease of

accessibility towards the open space below. Not only this, but it also serves as
a transition space for them as the open space can occasionally have high
sensory activities. Therefore, the balcony and ramp allow them to gradually
transition towards different sensory stimuli without experiencing
overstimulation.
Figure 4.59 The Autism School - Roofing Structure
Figure 4.60 The Autism School - The Open Space
The roof of the structure opens the school to a courtyard wherein the
void allows natural light to permeate to the school's open space. Not only this,
with the provision of windows and glass doors that face the open space, it also
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allows natural light to penetrate through the interior rooms of the schools,
specifically the hallways and classrooms. This illumination creates a livelier and
more comfortable environment within the school which contributes to the
enjoyment and comfort of the children within their learning spaces.
Figure 4.61 The Autism School - Facade
The school's wood slat facade allows the exterior to counteract the direct
sunlight that passes through the interior. This gesture was performed to reduce
glare that may occur within the interiors of the school which can be overly
stimulating to some children with ASD. The wood slats allow natural light to flow
controllably within the interior, making it more comfortable for the children during
their learning experience.
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Figure 4.62 The Autism School - Clerestory Windows
The roof of the school is elevated to reveal the clerestory windows that
sit on top of the second floor. Providing clerestory windows into the design
allows natural light to seep into the second floor of the building which is
considered to be more stimulating than the ground floor, generating a bright and
livelier environment for the spaces within. Natural light aids in reducing the
sense of intimidation and overstimulation due to enclosed spaces.
4.3.1.2.3 The Daycare Facility
Figure 4.63 Community Daycare - Form-finding
The community daycare is a safe space provided for children who do not
reside in the autism community yet are still welcome to experience the programs
and facilities offered within.
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The facility allows the children a temporary holding space where learning
and play is still accessible for when their parents are not yet available to pick
them up from school or play.
Figure 4.64 Community Daycare - Ground Floor Plan
Figure 4.65 Community Daycare - Second Floor Plan
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Figure 4.66 Community Daycare - Ground Floor Sensory Zoning
Figure 4.67 Community Daycare – Second Floor Sensory Zoning
The community daycare allows children who do not reside within the
community an enclosed and secure space where they are able to stay while
their parents are away or are not yet available. In addition, the daycare is also
a safe space where parents, professionals, and visitors can mingle and support
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one another especially during struggles with parenthood.
Figure 4.68 Community Daycare - Focus Spaces
The community daycare features multiple facilities for recreational

activities such as an indoor and outdoor play space where children can immerse
their senses with sensory elements. In addition, to maintain safety, an in-house
clinic is available in cases of harm and emergencies. Apart from this, the
daycare also features multiple recreational activities in a classroom setting,
which allows the children a space for continuous learning and for those who do
not wish to engage in high sensory activities in a large space.
Figure 4.69 Community Daycare – Circulation
The community daycare follows a wide hallway in order for the users to
clearly see the activities happening with each space. This wide hallway merges
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with the common areas, which serve as transition spaces from high to low
stimuli in order to avoid being exposed to abrupt changes in sensory spaces.
Each space focuses on socialization, security, and opening potentialities to
learn through the user's internalization of the surrounding spaces and activities.
Figure 4.70 Community Daycare - Indoor Play Area
Figure 4.71 Community Daycare – Outdoor Play Area
The indoor and outdoor play area creates an opportunity for play and
socialization through experiential learning by interacting with different elements
and users in the space. Such enclosed environments encourage children with
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ASD autonomy with minimal supervision. Such a gesture is necessary as the

development of autonomy instills independence and decision-making, which
are necessary life skills in the real-world environment. As they learn to practice
their independence, the indoor and outdoor play area possess safe and autism-
friendly elements that allow them to continuously utilize the space with minimal
obstruction.
Figure 4.72 Community Daycare - Roofing Structure
Figure 4.73 Community Daycare - Clerestory Windows
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The angled roof of the community daycare provides shading from the
noon and afternoon sun and its 8-degree angle directs rainwater towards the
open outdoor area. In addition, the angled roof opens the opportunity for a
clerestory window to be applied on top of the second floor of the daycare.
The clerestory windows provide additional sunlight to pass through the

rooms provided at the second floor. As enclosed spaces, it is necessary to
maximize natural light in order to create a more spacious and comfortable
environment within the rooms' interior.
Figure 4.74 Community Daycare – Façade
The daycare shares a similar facade structure with the autism school to
invoke continuity and familiarity. In addition, the facade also shares a similar
function which is to refrain from allowing natural light to directly penetrate into
the interior spaces which can cause glare. With this, the wood slat facade
counteracts this phenomenon by controlling the amount of light that permeates
into the daycare's spaces, creating a more comfortable environment within.
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4.3.1.2.4 The Medical Facility
Figure 4.75 The Medical Facility
Figure 4.76 The Medical Facility - Circulation
The medical facility consists of 4 spaces - the therapy buildings (1 and 2), office
building, and the open space found at the heart of the 3 buildings. The therapy
buildings are where the therapy sessions of the children with ASD take place -
the therapy building #1 performs occupational and hybrid therapies, while the
therapy building #2 performs motor, behavioral, and communication therapies.
These buildings are foreseen by the office building which holds the
administrative offices that manage the entire facility.
The open space is located at the center of the facility as a means to

alleviate the high sensory stimuli that may come with the children's therapy. As
pediatric therapy can be highly stimulating to the children, the gesture of
separating the buildings with an open space at the center creates a sense of
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relief and de-stressing factor that can ease the children from anxiety and
overstimulation.
Figure 4.77 Therapy Building #1 - Ground Floor Plan
Figure 4.78 Office Building - Ground Floor Plan
Figure 4.79 Therapy Building #2 - Ground Floor Plan
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Figure 4.80 Therapy Rooms - Sensory Zoning
It is to note that therapy is indeed highly stimulating for children with ASD
as it prioritizes their development and growth. With this, the therapy buildings
are designed to cater to the unique needs of the children through providing a
safe and comfortable environment. The hallways of each therapy building
showcase a linear and straightforward path that leads them towards the therapy
spaces at its sides. The gesture of compression and release creates a sense of
preparation for children before they enter the space. Each therapy space
emanates an engaging environment which can combat the stress of an
overstimulating activity.
Figure 4.81 The Medical Facility – The Outdoor Space
Not only does the outdoor space create a sense of relief for children with
ASD, but it also provides an opportunity for comprehensive development as it
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possesses playground equipment’s that promote physical activity, social

interaction, and communication with other children with the facility, or with adults
such as family and professionals.
Figure 4.82 The Medical Facility - Therapy Rooms
As each child is unique, the Therapy Rooms are flexible in terms of

addressing the current needs of each child such as serving as observation room
for diagnosis, and as panic or cry spaces during times when a child is
overwhelmed or overstimulated. Each space aims to stimulate and aid children
with ASD to develop their necessary skills guided by skilled therapists who are
able to customize each room with the necessary tools and equipment needed
for the development of each child.
Figure 4.83 The Medical Facility - Roofing Structure (1/2)
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Figure 4.84 The Medical Facility - Roofing Structure (2/2)
The medical facility roofing structure features two roofing structures that
protect the facility from harsh weather conditions. The roofing structure above
showcases an angled roof that opens the opportunity for clerestory windows to
allow natural light to enter the space, while the lower roofing structure goes
continuously around the perimeter of each structure, shading the pathway
provided from harsh and direct sunlight. This feature is necessary to protect
children with ASD who may be sensitive to direct light and heat.
Figure 4.85 The Medical Facility - Clerestory Windows
The clerestory windows contribute to the facility's overall

ambiance and aesthetics, creating a visually pleasing and attractive
interior space that aims to complement the open and welcoming
atmosphere of the Medical Facility. The clerestory windows allows
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natural light to enter the interiors of the therapy buildings which allows
the interior to appear less stressful for children with ASD.
Figure 4.86 The Medical Facility - Leading Lines
The horizontal wood slats on the facade of each building in the medical
facility create leading lines that guide children towards the center and entrances
of the building. This design feature not only enhances the aesthetic appeal of
the facility, making it more inviting and welcoming, but also serves as a clear
navigational cue for children with ASD who may find it challenging to navigate
unfamiliar spaces.
4.3.1.3 Design of Open Spaces
Open spaces are necessary for the development of children with ASD
as it fosters a sense of connection with their natural environment, as well as
allowing the opportunity for social connections, communication development,
and enjoyment. This portion of the design proper will henceforth showcase the
different open spaces integrated in the Autism Community.
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4.3.1.3.1 The Parks
Figure 4.87 The Parks
The community parks are designed to activate the sensory experiences

of children with ASD. These spaces serve as one of the main recreational
spaces for safe sensory stimulation where children utilize for their sensory
needs and familiarity. The parks not only allow them to immerse in sensory
elements, but also fosters a sense of recreation and enjoyment where it allows
opportunities for play, socialization, communication, as well as the opportunity
to develop necessary life skills through experiential learning.
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Figure 4.88 The Parks - Three Typologies
The sensory garden offers different sensory experiences for children with
ASD as it provides them with an opportunity to engage with nature and explore
different sensory stimuli. The parks consist of three typologies, namely the
playground, sensory garden, and the community garden with each providing
physical activity, sensory stimulation, and life skills.
By integrating three typologies into one cohesive park, it allows children

with ASD to immerse themselves in a comprehensive environment that
addresses and supports their diverse needs.
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Figure 4.89 The Parks - Circulation
The layout of the parks highlights the interconnectedness of each park

typology. Each typology is strategically designed for the benefit of children with
ASD and awareness of sensory stimulating environments. The sensory garden,
playground, and the community garden function cohesively to promote the
health, wellbeing, and development of children with ASD by immersing them in
recreational yet educational and experiential activities.
The general circulation of the parks ensures that each typology is easily
accessible and provides a seamless transition between them.
4.3.1.3.2 Sensory Garden
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Figure 4.90 The Sensory Garden – Sensory Experiences
The sensory garden offers various sensory stimuli mostly from

vegetative and sensory elements, with different textures, fragrances, and
produced sounds. The garden also features multiple seating and resting areas
in which children and adults alike can rest, providing a sense of calm and
tranquility in a highly stimulating environment.
The sensory garden in relation to the autism community is carefully

curated to highlight the activities wherein children with ASD can explore and
engage their senses. The garden is deliberately split into 5 areas, each
designated for one of the 5 human senses. Separating the senses into 5
different stations allows the garden to control the amount of sensory stimulation
the child will intake while within the garden, offering a secure and comfortable
environment that fosters inquiry and discovery.
Figure 4.91 The Sensory Garden - Vegetation Elements
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Figure 4.92 The Sensory Garden - Hardscape Elements
The vegetation elements of the sensory garden utilize different types of

flora that vary in size, color, smell, and taste. These elements are intentionally
chosen and placed to enhance the sensory experience of children with ASD as
it follows the different sensory zones of the sensory garden.
In addition, the sensory garden's hardscape elements consider both

safety and sensory stimulation. As safety is the highlighted priority, elements
that call for physical movement or higher stimulation are equipped with
materials such as non-slip pervious concrete pathways and outdoor rubber
flooring for maximum safety. Moreover, it also features materials that cater to
sensory stimulation particularly through the sense of touch such as the textured
pathway, which highlights the sensory experience of each child.
4.3.1.3.3 The Playground
Figure 4.93 The Playground
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The playground area in the autism community is designed with

consideration for the various needs and abilities of children with ASD. The area
is divided into 5 sections to cater to different modes of activities and the
developmental needs of the children. Such spaces are the general playground,
climbing area, open space, associative and collaborative play, and toddler play.
These spaces are essential for the physical and social development of children
with ASD.
The general playground showcases both independent and dependent

play through the playground equipment provided. The climbing area focuses on
enhancing the child's mobile ability to climb and grip, thereby promoting their
locomotor movements. The open area encourages activities such as running,
sitting, and socialization.
Figure 4.94 The Playground - Vegetation Elements
Figure 4.95 The Playground – Hardscape Elements
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The design plan for the hardscape and softscape elements of the
playground showcases a selection of appropriate materials and vegetative
elements that cater to the comfort and safety needs of the space. The
vegetative elements covers trees and shrubs that serve as shading and
barriers, with the addition of groundcover for safety in physical activities.
On the other hand, the hardscape plan also offers safety such as the use
of outdoor rubber flooring and the non-slip pervious concrete pathway, and
comfort such as the WPC deck where adults can utilize as they watch the
children traverse the space.
4.3.1.3.4 The Community Garden
Figure 4.96 The Community Garden
The Community Garden is an educational and sensory space allocated

for children with ASD and the community to learn about food cultivation while
also receiving sensory stimulation from the garden's various flora. The process
of planting, growing, and harvesting not only enriches their sensory experience,
but also teaches them valuable life skills that will aid them in their following
years.
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The community garden allows children with ASD to foster senses of

independence and accountability. With the process of growing plants, it allows
them to take pleasure in their harvest by contributing to it. In addition to
independence and accountability, it also allows them to foster self-esteem and
confidence.
The community garden is provided with planting lots wherein they are
able to plant edible goods that surround a gazebo area where it can be utilized
as a place to rest. In addition, the abundance of planting lots encourages all the
members of the community to contribute to the cultivation of their plants,
allowing them to acquire homegrown crops that aids them in practicing
sustainability within the community.
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The community garden showcases two types of harvestable plants, the

multi-harvest and single harvest plants. The multi-harvest plants seasonally
yield crops over an extended period of time without requiring replanting. These
plants are not to be initially planted by children but will be maintained and
harvested by them, which allows them to acquire a sense of responsibility and
demonstrate the importance of patience and diligence.
On the other hand, single harvest plants have shorter growth periods and
are convenient in terms of their replanting. Children with ASD are then
encouraged to participate in the cultivating process from sowing to harvest. The
children will be able to gain educational knowledge about the life cycle of plants
and gain a feeling of accountability and ownership.
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4.3.1.3.5 The Community Plaza
Figure 4.99 The Community Plaza

The community plaza is intended to hold public gatherings inclined with
activities that will allow participation, socialization, and enjoyment for children
with ASD. The community plaza offers the autism community a platform wherein
it can interact with neurotypical individuals to encourage acceptance and
inclusivity among the general population. By providing a space for the public to
utilize within the community, it facilitates a deeper knowledge of the autism
community and allows them to showcase their unique abilities and remove the
stigma attributed to the disorder.
Figure 4.100 Community Plaza - Vegetation & Hardscape Plan
The community plaza's hardscape and vegetation layout was intended

with the users' comfort in mind, considering not just their immediate essentials
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but also the duration of their stay. The materials utilized in the hardscape
provide longevity and functionality. While the vegetation plan considers the
visually stimulating appeal and sensory experience that plants and trees can
generate. The combination of hardscape and vegetation produces an inviting
and comfortable environment that encourages individuals to continue visiting
and enjoy the space for longer periods of time.
4.3. Renders and Perspectives
Figure 4.101 Renders & Perspectives - Site Development Plan Isometric
Figure 4.102 Renders & Perspectives – The Parks Orthographic
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Figure 4.103 Renders & Perspectives – Aerial Shot (1/2)
Figure 4.104 Renders & Perspectives – Aerial shot (2/2)
Figure 4.105 Renders & Perspectives – School
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Figure 4.106 Renders & Perspectives – School & Daycare
Figure 4.107 Renders & Perspectives – Autism Homes (1/2)
Figure 4.108 Renders & Perspectives – Autism Homes (2/2)
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Figure 4.109 Renders & Perspectives – Medical Facility Exterior
Figure 4.110 Renders & Perspectives – Community Plaza
Figure 4.111 Renders & Perspectives – The Playground
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Figure 4.112 Renders & Perspectives – Sensory Garden (Sound)
Figure 4.113 Renders & Perspectives – Community Garden
Figure 4.114 Renders & Perspectives – Daycare Indoor Play Area
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Figure 4.115 Renders & Perspectives – Home Sensory Playroom
Figure 4.116 Renders & Perspectives – Medical Facility Therapy Rooms (1/3)
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Figure 4.117 Renders & Perspectives - Medical Facility Therapy Rooms (2/3)
Figure 4.118 Renders & Perspectives - Medical Facility Therapy Rooms (3/3)
Figure 4.119 Renders & Perspectives – Autism Classroom (1/2)
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Figure 4.120 Renders & Perspectives – Autism Classroom (2/2)
Figure 4.121 Renders & Perspectives – Open Space
Figure 4.122 Renders & Perspectives – Waiting Area
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Figure 4.123 Renders & Perspectives – Art Room

4.4. Floor Plans and Technical Drawings
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4.3.2 Floor Plans
Figure 4.124 Ground Floor Daycare Plan
Figure 4.125 Second Floor Daycare Plan
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Figure 4.126 Medical Facility – Therapy Buildings & Office Building Ground Floor Plan
Figure 4.127 Autism Residence – Ground Floor & Second Floor Residential Plan
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Figure 4.128 School – Ground Floor Plan
Figure 4.129 School – Second Floor Plan
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Figure 4.130 Community Plaza Plan
Figure 4.131 The Parks Plan
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Figure 4.132 Site Development Plan
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4.3.3 Sections and Elevations
Figure 4.133 School – Front Elevation
Figure 4.134 School – Cross Section
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Figure 4.135 Medical Facility – Front Elevation
Figure 4.136 Medical Facility – Cross Section
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Figure 4.137 The Community Daycare – Front Elevation
Figure 4.138 The Community Daycare – Cross Section
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Figure 4.139 Autism Residence – Front Elevation
Figure 4.140 Autism Residence – Cross Section
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Figure 4.141 Transitional Autism Community – Longitudinal Section
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4.3.4 Mechanical, Electrical, Plumbing, and Structural Plan
Figure 4.142 Electrical Plan – Ground Floor
Figure 4.143 Electrical Plan – Second Floor
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Figure 4.144 Sewage Plan – Ground Floor
Figure 4.145 Sewage Plan – Second Floor
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Figure 4.146 Plumbing Plan – Ground Floor
Figure 4.147 Plumbing Plan – Second Floor
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Figure 4.148 Structural Plan – Ground Floor
Figure 4.149 Structural Plan – Second Floor
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4.3.5 Bay Section and Detaill
Figure 4.150 Autism Residence – Bay Section
Figure 4.151 Autism Residence – Window and Roof Detail
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CHAPTER 5:
CONCLUSION AND
RECOMMENDATIONS
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5 Conclusion and Recommendations
5.1. Conclusion
The behaviors and features linked to ASD can have an impact on how
an individual perceives their environment and how they are perceived by society
collectively. As a result, ASD is a disorder that can have a big impact on how a
person performs. In order for children with ASD to receive comprehensive care
based on the needs of every individual, it is essential that they receive holistic
approaches that take into account their social and environmental situations.
In consideration of the aforementioned, the study's conclusion

emphasizes the significance of striking a balance between sensory and
neurotypical elements in order to provide children with ASD with effective living
and learning environments that will promote their overall development and
transitional needs. It is necessary to take note of the importance of the gradual
exposure of autism-friendly interventions to more desensitizing environments
such as real-world phenomena in order to achieve adaptability. With the aid of
multidisciplinary areas such as the residential dwelling, Special Education,
therapy treatments, sensory stimulation through outdoor exposure, and
parental and community support found within accessible and convenient
proximity, such interventions allow a cohesive and comprehensive approach to
the children's development. The combination of all mentioned interventions can
help children with ASD not only give them better control of their difficulties and
behavior, but also improve the relationships they possess with their families and
other members of society.
Overall, through the combination of peer interventions, the built

environments, autism-friendly and real-world design considerations, and the
implementation of the ELT, Self-Determination Theory, Bottom-up theory, and
Sociocultural theory, the transitional autism community for autistic children
introduces a balanced fusion of sensory and neurotypical design that allows
architecture to partake a crucial role in the gradual process of autism growth
and development towards the real-world environment.
5.2. Recommendations
The cultural stigma of Autism Spectrum Disorder in the Philippines will

continue to escalate especially with the abundance of media misrepresentation
and misinformed individuals. Without proper education regarding the true
natures of autistic individuals and their unique abilities, it can be damaging for
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the children's potential to transition to the real-world environment as well as their

parents' acceptance of their children's condition. With that being said, the study
recommends for future research to improve the range of individuals who will
reside and partake in the transitional autism community to create a more
inclusive and understanding environment for individuals with autism. By being
able to include other members of society such as neurotypical individuals in the
community, it may be able to enhance the transitional development of children
with ASD, as well as improve the awareness of neurotypical individuals towards
Autism Spectrum Disorder. Furthermore, as the study only includes one site in
Buhay na Tubig, Cavite, the study also recommends a widespread of
transitional autism communities in other parts of the Philippines especially in
areas where discrimination and misinformation is prominent. This will allow
proper first-hand experience and therefore provide understanding of the true
and remarkable abilities of autism. This therefore help reduce the stigma and
allow children with ASD to thrive and have the opportunity to seamlessly
transition towards the real-world environment.
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Appendix
Area Tabulation
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De La Salle - College of Saint Benilde

School of Design and Arts

The Kaleidoscopic Leap

CASTRO, KIARA MURIEL L.

ARCHITECT NOEL E. NICOLAS, MSAR, UAP

De La Salle – College of Saint Benilde

The Kaleidoscopic Leap

Achieving Transition Towards The Neurotypical Realm for Children With

CASTRO, Kiara Muriel L.

ARCHITECT NOEL E. NICOLAS, MSAR, UAP

Approved for Execution by the Thesis Board

Ar. Noel E. Nicolas, MSAR, UAP

Ar. Harvey Vasquez, M.Arch, UAP

1.1. Background of the Study ........................................................ 2

1.2. Statement of the Problem ...................................................... 4

1.3. Research Questions............................................................... 4

1.4. Research Study Goal ............................................................. 5

1.5. Research Study Objectives .................................................... 5

1.6. Rationale ................................................................................ 6

1.7. Significance of the Study........................................................ 7

1.8. Scope and Limitations ............................................................ 7

2 Review of Related Literature ....................................................... 10

2.1. Autism, Behaviors, and its Effects ........................................ 10

2.1.1 What is Autism Spectrum Disorder? .................................. 10

2.1.2 History of ASD ................................................................... 11

2.1.3 Deficits and Developmental Challenges ............................ 14

2.1.4 Effects of Autism Toward an Individual .............................. 17

2.1.5 Children with ASD .............................................................. 19

2.2. Family and Peers ................................................................. 21

2.2.1 Lay Perceptions Of Autism ................................................ 21

2.2.2 Families with Autistic members .......................................... 22

2.2.3 Familial Coping and Support.............................................. 23

2.2.4 Autism and Teachers ......................................................... 25

2.3. Education for Children with Autism ...................................... 25

2.3.1 Temple Grandin’s Types of Specialized Minds .................. 26

2.3.2 Special Education .............................................................. 26

2.3.3 Special Education in the Philippines .................................. 27

2.4. Comprehensive Treatment Models for Autistic Children ...... 28

2.4.1 Behavioral Approaches (Applied Behavior Analysis) .........28

2.4.2 Educational Approaches ....................................................29

2.4.3 Therapy-based Approaches ...............................................31

2.5. Architectural Interventions for Autism ...................................33

2.6. Architectural Approaches to Autism .....................................35

2.6.1 Sensory Design and Neurotypical Design Approach .........35

2.7. Design Parameters and Materials for Autism .......................39

2.7.1 The Learning Environment .................................................39

2.7.2 Importance of Home Interventions .....................................40

2.7.3 Reducing Sensory Stimulation Within Spaces ...................40

2.7.4 Intelligible Environments for Convenience and Security ....45

2.7.5 Visual Assistance as Means to Aid Navigation ..................46

2.7.6 Ensuring Safety and Security .............................................47

2.7.7 Flexibilities In Activity and Choice ......................................48

2.7.8 Socialization Opportunities ................................................49

2.7.9 Play as Active and Social Spaces ......................................50

2.7.10 The ASPECTSS Design Index .........................................51

2.7.11 The Walking Loop ............................................................53

2.8. Implemented Design Theories .............................................54

2.8.1 David Kolb’s Experiential Learning Theory ........................54

2.8.2 Deci and Ryan’s Self-Determination Theory ......................57