REDIET ALEMNEH TO: MR.

TILAHUN
BDU 1011500UR MR. GEDION
reddy12alex@gmail.com MR. EDEN
0915715207 MR. WONDMAGEGN
Bahir Dar
ARCHITECT: Jennifer Villegas
Roger Williams University,

LOCATION: New Jersey

DATE: May,
2009
The site is located on the Bancroft Neuro-Health campus, which
is in Haddonfield New Jersey. the site is surrounded by trees
and water which provide a serene quality for the new proposed
School.
 Site

School

Park/Recreation

Hospital/Health Center

Church

Cemetery

Municipal Building

Police Station

Library

Fire Station
D.P.W Facility
Density of the map allows us to see where most of the population within
Haddonfield is located. The bigger density bubble represents Haddonfield’s
downtown/hangout spot. The smaller bubble represents the train station and the
red spot represents the site. It shows the seclusion of the project site to the
downtown area.
R-2 Residential Single-Family

R-3 Residential Single-Family

R-6 Residential Single-Family

R-7 Residential Single-Family

R-8 Residential Single-Family

R-9 Residential Single-Family

R-10 Residential Townhouses

P Public Use

C Commercial

O Office

CBD Central Business

The South side of the site is comprised of low scale buildings, Historic houses,
parking lots, and open sites.

The site is on the border of Haddonfield and

Cherry Hill. Their immediate proximity to the site allows for the use of both towns’
architectural elements to be integrated into the design.
Vehicular Path: Begins to define openings within the urban grid. It also shows
access points towards and around the site.
The placement of the site and the proximity of the surrounding trees act as a
noise barrier from vehicular traffic. This is ideal when it comes to protection and
development of autistic children.
A

A View from Hopkins Lane to Hopkins Pond

B Hopkins Pond
C View from Hopkins Lane to Hopkins Pond
By making a connection between paths of the community to the building a social
interaction would progress. to do this the use of different types of materials will
be taken into the design process. Spatial relationships will be taken into account
and the use of the surrounding nature will become a design feature to allow wind
and sun to the building in a considerate way so as to protect these children.
1. A site strategy that would engage the surrounding community and improve
the built environment.

2. Connections between buildings, walkway pathways, and green spaces.

3. Respond to the surrounding site; trees, river, wind, sun, etc.

4. A design that offers spaces for both the students and the community to
interact.
1. The location of the autistic center is important in order to establish a
relationship with the members of the community as well as to create its
own privacy at certain moments.

2. The massing and materiality of the building must respond to the solar
orientation of the site in order to create a suitable atmosphere for the
students.
The exploration of this layout was based on the idea of a cluster arrangement
where one circulation tower would be the focal point of the building.

Ground floor plan

First floor plan

The exploration of this layout was based on the idea of a connection path
between the original autistic school and the dormitories on the right hand side. A
path that leads to the main entrance of the building.

Ground floor plan

First floor plan

Ground floor first floor
Ground floor plan

First floor plan

The explorations of windows were a big component within the design of this
building. A look on how cooling and heating works and how the children
may react to the amount of glazing and noise within the building. Unlike
regular people without autism many of these children are affected by the
slightest noise or glare. Everything must be taken into account.
office view office: structural corridor
A: classroom corridor from first floor

B: main entrance/lobby
MAIN BUILDING

PARKING AREA
Ground Floor Plan
First Floor Plan
Back entrance

Main entrance

Gymnasium entrance
Lobby

Garden spaces
 CRITICS

The selected site is proper for the designed project. Because it is

 Surrounded by natural feature like trees and water
 It’s not far from the city and also the town
 It is far from the higher density of population
 Trees that surround the site can be used as noise insulating
 The water body that surround the site can be used as hydrotherapy
 The view from the site is not destructing

The way the design was made “creating social interaction with the one that has autism
spectrum disorder” is interestingly matches with the design output.

During the design phase or processes, the design goes through 4 levels
I. SCHEMATIC I-making the circulation area as a focal point
II. SCHEMATIC II- creating a connection path between the autistic school and the
dormitories.
III. SCHEMATIC III-Fitting the programs according to the natural factors that are
mentioned in the site analysis.
IV. SCHEMATIC IV-This level was the final in the design phase, that is done in
accordance with the site, programs, standard, natural factors and the ideal
concept.

As the aim of the project is to create a suitable space for the autistic children with
blending the design with nature, the selected material is Wood. And the way the interior
spaces are arranged with green plants in them makes the design achieve its goal. The
suggested materials include:
 Wood and wood cladding
 Glazing
 Concrete
The design sustains the topography of the site as the site is not excavated or
leveled. So the design sustains the topography by elevating the base from the
ground.

The matter of the fact that how children with autism spectrum disorder react to
the heating cooling environment, light and noise the way the window are worked
for the proposed design are quite interesting.

Parapet detail

glass curtain wall

radiant floor heating

metal decking
hss 7.5 x 7.5 x 5/8

glass curtain wall

The negative aspects of this design included the following

From the design form we can see that the edge of the meeting point of the exterior wall
is sharp, that is not advisable for children who have autism spectrum disorder.

Entrance Administration Lecture Facilities Cafeteria

Library Interactive Spaces Exterior Space Medical Research

Storage/Services Circulation/
As we see from the programmatic elements there is no treatment facility on the center rather it
has educational facilities.

From the two floor plans (ground and first floor ) the designed corridors are too
long and too narrow that can cause the children with autistic spectrum disorder to be
depressed and annoyed.
 As it is seen from the ground floor plan the mini lounge and the gymnasium are
adjacent, that will cause odor diffusion and disturbance to the mini lounge user.

Although there is soft scape element on the surrounding of the site, the design seem to
forget there is water body around it.
 LOCAL CASE STUDY

ARCHITECT: BETHLEHEM ABRAHAM

BAHIRDAR UNIVERSITY
LOCATION: BAHIR DAR
DATE: 20011/2019
The selected site for the autistic center is located in Bahir Dar, kebele 13, around depo,
near to the gas station that is under deconstruction.
MAIN PROGRAMS
Administration, living space &
therapy rooms are the major
required program types.

SPATIAL SEQUENCING
Spaces should be arranged in
a simple and typical order as
much as possible. One-way
circulation can bring this
sequencing.

WEAVING WITH NATURE

Blending the spaces with
nature by creating maximum
connection with the outdoor
environment.

PERFECT TRANSITION
Biomorphic form is one part of
biophilic design so by driving
the form from a spiral shell
perfect transition of spaces can
be achieved.

CURVING OUT THE EDGES

Curving edges is a design
requirement when it comes to
autistic peoples which can also
be used to connect the
individual programs together.
From the site plan the design included 9 features included

The main entrance: by which the children with autism spectrum disorder, their parent,
and the employees can get the access to the building.

It is more like short and direct to the building not to create confusion for the
autistic children, as the building is designed mainly to give a service to them.

The main building: that included 3 main programs in it; Administration, therapy zone,
living areas, which are oriented based on their zoning and sensory.
Central calming space: this area is composed of a golden spiral that is used as a
therapy when we come to the children with autism spectrum disorder.

Hydrotherapy: a water scape element that is used for the treatment in the center, its
source is Lake Tana.

Pond: another water scape element around the main building that is used as an
entertainment area for the children.

Sensory garden: it’s an outside treatment area that is consisting of soft scape
elements.

Outdoor therapy: this therapy zone is composed of playing zone that can stimulate the
children with autism spectrum disorder ability.

Playing field: a recreational area can be used also as a waiting area for those that
came looking for treatment.

Water feature: consisted of a water scape element that is also a type of treatment the
center gave.
from the ground floor plan the design consists 3 main programs on it. Those are

1 administrative

2 living space and

3 therapy zone

Each of this main programs included different functions under them.

ADMINISTRATIVE ZONE

Reception: the purpose of this area is to receive children with autism spectrum
disorder and point out where they should go.

 Located in the ground floor

In general this administrative zone is located mostly on first floor of the building due to
the fact that giving the priority for the therapy zone.

LIVING SPACE
The living space include the dinning area that is located in the ground floor of the
building. The overall living space include

 Living area

 Dinning area

 Rest room

 Washing room

 Breakfast box seatlment area

THERAPY ZONE
This zone is the major purpose of the building which helps the children with autism
spectrum disorder to heal and meditate. This therapy zone include:

 Sensory room

 Occupational therapy

 Motor skill therapy

 Speech therapy

 Academic class

 Individual therapy

 Music therapy

From the above major programs their is a special functional room called escape space.

This escape space helps the children with autism spectrum disorder to create their
space in case of depression and anxiety.
Rooms in the ground floor Amount

Staff station 2

Academic class 1

Play room 1

Motor skill therapy 1

Occupational therapy 1

Speech therapy 2

Individual therapy 1

Rest room 3

Examination room 2

Waiting area 1

Reception 1

Living space 1

Dinning 1

stair 3

store 2
Rooms in first floor amount

Academic class 1

Occupational therapy 1

Sensory room 1

Escape space 1

Music therapy 1

Stair 3

Rest room 2

cafe 1

kitchen 1

Store 1

office 1

Work pool 1

Managers office 1

Roof garden 1
From the section we can understand that , as the concept of the design originates from
“BIOPHILIC ARCHITECTURE” the structural elements (columns) that are used have
tree like branches that can express how the design merges with nature.
From the elevation, it is understood that their is a height difference between the ground
level and first floor level. I.e. the ground floor height is 4.8 meters and the first floor
height is 4 meters. This is due to the fact that most of the therapy rooms are located on
the ground floor so that the children with autism spectrum disorder can not be
depressed by the short height of their healing and meditating room.
 From this area their is a visual continuity from the dinning area to
the sensory therapy that is found on the outer side of the building.

their are 3 sky light that are used to welcome direct sun light
through the building. So the truth is that the outer side of the environment is being used
by the inner side, this is one of the principles off the concept “BIOPHILIC”.

the Central calming space is one of the main concern of the design
as the spiral orientation of the space gives some stress revealing for the children with
autism spectrum disorder.

the hydro therapy that is originates from the water body(lake tana),
then circulates through the site and ends with flowing to lake tana again.
 CRITICS

The conceptual idea of the design is “BIOPHILIC”, that is used to create a meditating environment for
the children with autism spectrum disorder. As scientific researches discovered natural elements have
the power to be used in hospitality area to create a suitable environment for the users.

Sky light

garden

interior gardens and using sky light to create the outer environment inside the building are some of the
major features that can express biophilic environment.

The material selected for the design included wood , stone and other glazing material with steel frames.
The wood creates a unity and a harmonized environment to the site.
According to many scientific researches on autism, if their is a visual barrier or distraction the children
with autism spectrum disorder become annoyed, to solve this sorta problem the wall that is used in the
design is porous.

The provided circulation area is enriched with natural light and enough area so that their is no a narrow
space created.
 INTERNATIONAL CASE STUDY

EDEN ASD INSTITUTE

Architect: KSS Architects

Location: Princeton, NJ

Setting: Suburban

Context: Stand-alone school

Year Built: 2012

Number of Students: 55

Ages: 3-21

Size: 38,000 sq ft
 OVER VIEW OF THE CENTER
“The building has a comfortable residential scale but with an inherent
gesture in the design signifying a civic purpose.”
GENERAL SCHOOL FACILITIES
he school is located on the edge of a mixed-use development. The location provides
teachers and students with a strong sense of community, shared athletic and event
resources, ample open space, and many outdoor walking trails.

The school is envisioned as a house and an office, and centers on its vocational and
therapy. The house is the main area for students and is a life-learning space for
students to learn routine activities such as maintaining an apartment or working as
cashier.

The Eden institute was design to create a sense of community between the teachers,
students, and administrators working with the building. The school is clearly organized
around the programmatic features by placing the learning and classroom spaces of the
school on the northern part of the building and the utilities and administrative space on
the southern half. This separates the program by what the student will be using and the
stimulus in those rooms is due to their specific program type. Programs such as the
gym and cafeteria are placed away from classrooms as these areas are much higher in
stimulus than a classroom and moving between them would too harsh for the students.
Both “wings” of the building are connected through an inner courtyard, which serves as
a play space. The school incorporates many features, such as increased insulation
between walls to aid in noise dampening between rooms, wider hallways to make sure
student do not feel congested walking between classes, a central courtyard to organize
the entire building and act as a way finding device, and warm materials so the building
does not seem overbearing or institutional. The walking and exercise path allows
student to get out of the classroom and move around which can aid in calming them
down if they are experiencing too much input and cannot process the information. The
school also includes a program for early intervention in addition to its special education
spaces for student 3-21.
LOCATION

The located site is in front of Bukit Batok west ave 3 street, a main road that has a
relatively low traffic. That helps the center to be calm and cool for the user( children with
autism spectrum disorder) and also to be accessible for the users.

in front of the building their are 2 bus stops that helps the children to
easily recognize their school.

Between the area where the building starts and the location of the road their is some
set back so that their is no crowded space on the entry of the building.
FLOOR PLAN
PROGRAMS
I. MAIN ENTRANCE: used to access the building by the users( children with autism
spectrum disorder), teachers, administrative staffs and parents.

II. RECEPTION: An open area after the the main entrance in which every one in their
got information from it.

RECEPTION

MAIN ENTRANCE

ENTRANCE LOBBY

NB. The reception and the main entrance are adjacent that has positive impact on the
design.
III. GYM: An exercise area used to develop the movement or sensory skill of the
children with autism spectrum disorder. Program such as the gym is placed away
from classrooms as these areas are much higher in stimulus than a classroom and
moving between them would too harsh for the students.

CLASS ROOMS

GYM

GYM
IV. SENSORY ROOM: used in stimulating children with autism spectrum disorder
movement and other skills and abilities such as writing and reading.

V. WAWA STORE: this program is used to create a worker space in the center where
the students works as a cashier, to integrate the social interaction in the school.

It is in front of the main road so that their will

not be any high stimulus activity round the class rooms.
VI. CAFTERIA : The area with high stimulus zone.
VII. CLASS AND THERAPY ROOMS: An open and wide room to give an educational
and therapeutic treatments for the children with autism spectrum disorder.

THERAPY ROOMS

CLASS RROOMS

Classrooms are located along a single corridor to the northwest, each connected to a
series of individual therapy rooms. This sequence allows for a gradual transition from
higher to lower sensory spaces and from group spaces into progressively more
individualized spaces.

VIII. COURTYARD: A highly stimulated area that is used to create a centralized open
space and an open green space all around the center. Both “wings” of the building
are connected through an inner courtyard, which serves as a play space.

The created open courtyard used as a play ground for the children with autism spectrum
disorder.
IX. WALKING PATHWAYS: The institute connects to a large park by a curving walking
path, creating a series of interlocking exterior and interior spaces.

The walking and exercise path allows student to get out of the classroom and move
around which can aid in calming them down if they are experiencing too much input and
cannot process the information.
ELEVATION

Southeast Elevation of Education and Outreach Center

The material used in the facade and the interior are close to nature like wood that create
a feeling of calm for the user and for the environment it self.

The orientation of the facade is dominated by horizontal lines that can create the feeling
of stability on the environment.
Analysis
KSS Architects and Eden successfully established an education facility in an existing
context that most would have found difficult to work with. In addition to this, the project
also creates a link within the community by partnering with a nearby grocery store chain
to offer work opportunity for some of the student body. This is a critical step to focus
attention on when dealing with programs aimed at individuals with ASD. It is important
to interact with the community and context while maintaining safe boundaries and
privacy.

This idea carries further in the design where the architects placed the exterior gym in
the inner courtyard made by the buildings. Even though the space is located outside,
the surrounding architecture frames it on all sides, letting views and observations
happen from inside while providing security for the children outside.

Other design considerations that enable these children include wider hallways, durable
materials and finishes, flexible teaching spaces that can be rearranged depending on
the activity, natural lighting wherever possible and indirect lighting techniques that do
not cause sensory overload, and acoustic separations to control noise and sound levels.
Analysis
Analysis
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Autism Fact Sheet (2009, Sep). Autism Fact Sheet. Retrieved from
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“Autism Inclusion.” - John Hay Elementary School. Seattle Public Schools, n.d. Web.
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Building Better Schools: A New Model For Autism Inclusion in Seattle, Michelle Yates

CENTER FOR AUTISTIC CHILDREN AN ARCHITECTURAL INTERVENTION,SRIVANI

MANCHALA

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