SENSORY ENVIRONMENT FACILITY IN SCHOOL

INTERIOR FOR AUTISTIC CHILDREN

THESIS

Submitted by

SWATI M NAIR
(Reg No: 211602101019)

Dr. M.G.R.
Educational & Research Institute
University
(Declared U/s. 3 of UGC Act 1956)

in partial fulfilment for the award of the degree

of

M.Arch
INTERIOR ARCHITECTURE
JUN 2023
 Dr. M.G.R.
Educational & Research Institute
University
(Declared U/s. 3 of UGC Act 1956)

BONAFIDE CERTIFICATE

Certified that the Thesis titled “SENSORY ENVIRONMENT FACILITY IN

SCHOOL INTERIOR FOR AUTISTIC CHILDREN” is the bonafide work of SWATI

M NAIR (Reg No: 211602101019) who carried out the Dissertation under my supervision.

Certified further that to the best of my knowledge the work reported herein does not form

part of any other thesis or dissertation on the basis of which a degree or award was conferred

on an earlier occasion of this or any other candidate.

Signature of the Internal Guide Signature of the External Examiner

HOD Dean
 DECLARATION

I SWATI M NAIR (Reg. No. 211602101019) hereby declare that this dissertation is done

by me under the guidance of Professors AR. RADHIKA is submitted in partial fulfilment of

dissertation report entitled “SENSORY ENVIRONMENT FACILITY IN SCHOOL

INTERIOR FOR AUTISTIC CHILDREN” in the requirements for the award of Master of

Architecture in Interior Architecture in Dr. M.G.R Educational and Research Institute,

Chennai.

Place: Chennai Signature of the Candidate

Date: 12.06.2023 SWATI M NAIR

 ABSTRACT

The purpose of this thesis is to give interior solutions to the children with autism. This

involves spatial planning, use of material, colour and light and how they affect the children

with autism inside the school. Taking all these parameters in consideration what interior

solution can be provided to these children is done in the research.

Issues based on sensory stimulation is the main problem occurred with these kinds of kids.

So, the school has activities based on the sensory stimulations. Therapies, Vocational

Training and Classroom Activities together can help these children make them better from

the previous condition. So, taking this thing in consideration interior solutions on the basis

of colour, lighting and material is given.

 ACKNOWLEDGEMENT

In the process of completing this dissertation, many of them have extended their support for

this project down the line. I express my gratitude to our PRESIDENT, Er.A.C.S.Arun

Kumar, DIRECTOR, Prof.Ar. Meenakshi Parthasarathy for their encouragement. I am

thankful to our DEAN, Prof.Dr. Swetha Madhusudhanan and HODs, Prof.Radhika. V

and Prof.Fathima Taskeen for their guidance and support throughout the project. My

institution, Faculty of Architecture - Dr.M.G.R. Educational and Research Institute

University. for the opportunity and support. I express my thanks to internal guide Prof.Ar.

Radhika V for her limitless time, discussions, encouragement, guidance, support and sincere

advice throughout the completion of my thesis. My sincere gratitude to all the secondary

data sources, relating to the influence of interior in spiritual experience, based on which I

have proceeded with mu thesis design project. My sincere thanks to my parents, my

classmates and my friends who supported in this project.

Candidate Name: Candidate Sign:

Swati M Nair,
 TABLE OF CONTENTS

CHAPTER NO. TITLE PAGE NO.

ABSTRACT iv

1 INTRODUCTION

1.1 GENERAL………………………………………………………….

1.2 AIM……………………………………………………………

1.3 OBJECTIVE…………………………………………………..

1.4 NEED………………………………………………………….

1.5 THRUST AREA ………………………………………………

2 OVERVIEW OF AUTISTIC SCHOOLS

2.1 AUTISTIC SCHOOL…………………………………………………….

2.2 UNDERSTANDING ASD……………………………………………….
2.3 DESIGN APPROACH FOR AUTISM SCHOOL DESIGN…….………
2.4 DESIGN OBJECTIVES FOR AUTISM SCHOOL DESIGN………….
2.5 SPECIAL NEEDS SCHOOL DESIGN PROCESS……………………..

3 LITERATURE STUDY

3.1 DESIGN PROCESS

3.2 ABOUT CLASSROOM

3.3 MATERIALS IN CLASSROOM

3.4 ABOUT THERAPY SPACES

3.5 SENSORY ROOM

3.6 VOCATIONAL TRAINING

4 STANDARD STUDY
4.1 SPECIAL TOILET
4.2 CLASSROOM FURNITURE
4.3 CORRIDOR, RAILING, DOOR SIZES

5 THRUST AREA STUDY

6 CASE STUDY
6.1 HAZELWOOD SCHOOL, GLASSGOW,SCOTLAND
6.2 NORTHERN BROTHER ISLAND SCHOOL, NEW YORK
6.3 THE WOODLAND CENRE FOR AUTISM.LONDON
6.4 LISA SCHOOL OF AUTISM, KOTTAYAM, KERALA
6.5 SANKALP SCHOOL, CHENNAI, TAMILNADU

7 PROJECT OVERVIEW
7.1 SITE ANALYSIS AND SITE PLAN
7.2 OVERALL GROUND FLOOR PLAN
7.3 OVERALL FIRST FLOOR PLAN
7.4 ELECTRICAL PLAN-GF
7.5 ELECTRICAL PLAN-FF
7.6 HVAC PLAN-GF
7.7 HVAC PLAN-FF
7.8 JUNIOR CLASSROOM INTERIOR
7.9 SENIOR CLASSROOM-1 INTERIOR
7.10 SENIOR CLASSROOM-2 INTERIOR
7.11 THERAPY ROOMS INTERIOR
7.12 VOACTIONAL TRAINING-KITCHEN INTERIOR

8 References
 CHAPTER 1: INTRODUCTION

1.1. INTRODUCTION:

Autism is a complex neuro developmental disorder that manifests in children by the age of 3, It houseboating
effect in the area of communication, socialization, cognition, imagination and initiative thousand it severely
inhibits a child’s repertoire of interests and social interaction autism spectrum disorder diagnostic criteria
for autism include sensory difficulties since they are so prevalent in autistic individuals. People with Autism
have sensitivities to sight, sound, smell, taste, touch, balance(vestibular), Awareness of Internal Body Cues
and Sensation (Introspection)In Autistic Person, Hypersensitivity or Hyposensitivity or a mix of both can
occur. The two are explained as follows: -

Hypersensitivity- is an excessive reactivity to intense lights or a particular wavelength (LED or Fluorescent

Light), They may avoid sensory input that they find overpowering because of specific sounds, scents,
textures, and tastes (try to get away from people, pulling away from physical touch, covering the ears to
avoid loud unpredictable sounds, avoid certain kinds of clothing)

Hyposensitivity-This means they need to be constantly moving and have trouble identifying some
sensations, such as hunger, sickness, or discomfort. Attraction to loud noises, bright lights, and colorful
colors, as well as to making noise and touching or rubbing against other persons or items

1.2.AIM

Aim is to create an environment creating balance between all these sensory issues with interior requirements
in school for autistic children

1.3. OBJECTIVE

To provide interior design solutions to create a great way to keep students encouraged and engrossed as their
attention wanes.

1.3. NEED OF STUDY

It is needed to have a study about the spaces for autistic children because easy design is essential for them
because of frequently struggle with spatial orientation and disturbances in the coordination of movement
circulation within a space. Areas should be arranged logically and in accordance with the usual routine
arrangement. Also, what all material, color and lighting they can adapt is important to know

1.4. SCOPE

Scope- Study about the sensory environment will let us know about the sensory issues faced by autistic
children and provide interior solutions accordingly

Limitation- Every single room can’t be designed on the basis of all types of senses, every room has its own
purpose of sensory stimulation

1.5. THRUST AREA

Sensory Stimulation on the basis of interior design so that it can create a positive and neutral effect on both
hypersensitive and hyposensitive autistic kids
 CHAPTER 2: OVERVIEW OF AUTISTIC SCHOOLS

2.1. AUTISTIC SCHOOLS

Designing is the art of creating an environment and arranging the space to suit the requirements of its
users. Understanding user needs lies at the heart of evolving any design concept. Normally sound, visual,
and tactile characteristics of space are used by designers to bring the essence of space to its users, also aids
the purpose and activities within a space, specifically for special need users. In spite of the obvious
opportunities of planning helpful engineering conditions for autistic users, autism has commonly been
excluded from architectural layout codes and guidelines.

For designing of autistic schools very less research material is available. Although the number of people
with these disabilities is on the increase, there were no standards developed for the special school designs.
It is needed to understand Autism Spectrum Disorder (ASD).

It is needed to incorporate their head, heart and hand towards their learning.

2.2. UNDERSTANDING ASD

Children/adults are highly sensitive or under-sensitive to sensory experiences. The spectrum dictates the
severity of the disorder, which is why it is called autism spectrum disorder.

All of these can generally result in intellectual disability, motor coordination, physical health, attentiveness
or disability to converse. But as each person is different, every student may not have all of these disabilities,
there can be some who have exceptional levels of intellectual ability but can have some other disability.

2.3. DESIGN APPROACH FOR AUTISM SCHOOL DESIGN

The main design approach required for Autism School design is that we will have to stimulate the senses.
The objective is to balance both the Neuro Typical Approach and the Sensory Design Approach, by creating
an environment that makes them independent to face the world, and also be sensitive enough for their needs
and requirements. Having releasing valves in the classroom or as a common space between some classrooms
will also be helpful in the school design for Autism. Mostly the sensory rooms, cozy coves etc, where the
students can be left alone to calm him/ herself is an important part of such design. For the balanced mental
growth of a child, implementing activities that involve both sides of the brain can be encouraged in the
school and designing spaces for such activities becomes critical.

2.4. DESIGN OBJECTIVES FOR AUTISM SCHOOL DESIGN

Dr. Stephen Shore's says that “If you have met an Autistic person, you have met just one Autistic person”.
We know that every autistic person is different. It is needed to create a design that makes the children capable
of facing the real world independently. It is needed to create an environment that is sensitive to the needs of
these children. Given the right environment and the teaching method, these children can lead a normal life.
2.5. SPECIAL NEEDS SCHOOL DESIGN PROCESS

Over the last few decades, many novel teaching methods have evolved. There are many novel teaching
methods that have evolved over the last few decades. Normally, people adapt to an existing building to suit
their needs. Now it is different. We can plan for the best school for these kids. We need to consider the
following points while involving in such a design.

1. Consider them as ‘Normal Kids’

We all are different and everyone is NORMAL.

2. Re-Imagining Disability

We tried to re-imagine disability. In one way, everybody needs support at some point in our life. Old people
need a different kind of support when compared with children. The need for support is not a liability or a
disability, but a virtue.

3. Adapting to the teaching methodology

These schools use teaching methods, which is different from normal schools. We have to get the right
environment or architecture for these kids so that both the students and the teachers feel comfortable.

4. New approaches

All these years, the school has adapted to an existing building to their needs. Now it is different, now there
is a chance to think differently and create the best school for these kids.
 CHAPTER 3: LITERATURE REVIEW

3.1. DESIGN PROCESS:

Flexible and adaptable Design

The ability to modify an environment at a moment's notice to meet the needs of various activities is one of
the most important characteristics in Autism Architectural Design. Movable furnishings and spatial
arrangements are preferred in such designs

Non-Distracting Space
The spaces should be non-distracting in terms of:
1. Physical clutter and obstruction
2. Odor
3. Visual and aural distractions

Controllable Environment
The child should be able to control his/her environment in order to feel more attached to the place.

Non –Institutional
Feeling really at home in their environment will allow children to relax and learn more. Use of natural light
as much as possible and removal of overhead fluorescents, using child-scale furnishings especially in
hygiene areas are some of the ways for creating a sense of softness and homeliness.

Non – Threatening
As autistic kids have extreme unusual fears and have a high perception of fear, it is advisable to design their
environments as non – threatening as possible.

Sensory Motor Attuned

It is important to provide spaces that involve pushing, pulling, jumping or hanging. Including furniture that
offers deep touch pressure is preferred in the classroom environment for special needs students

Predictable
Kids with Autism generally show resistance to change. Therefore, the building should be as legible as
possible and the sequencing of spaces should be very much predictable

3.2. ABOUT CLASSROOM:

Some students benefit from having their specific spot to work, play, or eat, visually defined. - A child
who has trouble staying in their assigned area in the classroom may benefit from tape on the floor
around their spot, so they know where they are expected to be small area rugs can also be used to
define an area.
Provide Shelves-If you want your child to get through dinner or homework/classwork without
distractions, move distracting material out of the environment or keep it in a closed container. If you
have the containers on shelves, (as is often the case in classrooms) it can be helpful to hang a cloth
over the shelves so your child is not distracted by the actual bins
Provide area for students who need frequent movement breaks throughout the day-classroom should
be provided by a cozy space/corner for students to relax/calm down.

Need to include books, a comfy blanket, and some calming objects.Items may include a stability ball or
wobble seat for sitting/bouncing on (some classrooms are actually replacing traditional seats with this type
of seating), a hanging swing, or a trampoline.

Give the classroom or learning space clearly defined areas. -can use tape, room dividers, different color
carpet (e.g., some carpet stores may donate left over pieces of carpet) or bookshelves to section off areas

3.3.MATERIALS IN CLASSROOM

Flooring-Soft textured flooring

Ceiling

Furniture Arrangement in Classroom

Wall

Wall-Natural and calming colours and a fascinating game to learn colours and shapes or anything may be
played using the interiors
 3.4. ABOUT THERAPY

Occupational Therapy
 Tactile Pillows (Flooring)

Tactile pillows have a more definite feel and texture, helps in reducing stress and fear

Neat and Accessible Storage Bins

Storage bins are perfect for children to slide open and close while keeping the contents out of sight,
preventing them from getting distracted when they should be doing something else.

19
3.5.Sensory Room
Sensory integration room is designed to provide calm, focus, and comfort to people with sensory
processing problems Interior of occupational therapy includes: -

Weighted Blankets (Flooring)

provide deep pressure that helps children feel hugged and comforted

Mood Lighting
Sensory lights and sensory lamps like bubble lamps and lava lamps can do wonders for easing their
child into sleep and rest.

Sensory Walls

20
 Sensory Garden

A sensory garden stimulates all senses: sight, touch, taste, and sound, all through the use of different plants
and materials. These gardens allow autism sufferers to explore their senses in a safe and stimulating
environment

3.6.Vocational Training

Training like planting of vegetables, culinary training, stitching training, bakery training etc. are given

Soothing Sound/Music
Some children on the spectrum like listening to repetitive sounds while others prefer soft music. Whatever
your child likes, there are dozens of sensory equipment for creating a sense of calm and peace

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 CHAPTER 4: STANDARD STUDY

4.1. TOILETS(REFERENCE-CPWD)

4.2. CLASSROOM FURNITURE

Reference-School for Children With Autism and Learning Disabilities (bennykuriakose.com)

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4.3. CORRIDOR,RAILING

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CHAPTER 5: THRUST AREA STUDY

24
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CHAPTER 6: NET CASE STUDY

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31
Ground Floor Plan

32
First Floor Plan

33
Electrical-gf

34
Electrical-ff

35
HVAC-GF

36
HVAC-FF

37
Junior Classroom

38
Junior Classroom

39
Junior Classroom

40
Senior Classroom-1

41
Senior Classroom-2

42
Therapy Space

43
Therapy Space

44
Vocational Training-Kitchen Area

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