Autism & Architecture How can informed design help to improve the sensory experience of those on the autism spectrum in educational buildings in the UK? CHARLES PERRIAM 180208070 DIL HYPrivacyI would like to give special thanks to the staff at Woodlands Centre for Autism in London and Mossbrook School in Sheffield. Without their participation this study would not have been possible. Special thanks also to Professor Karim Hadjri. Your guidance during the course of my research has been invaluable and | have very much enjoyed working with you. Finally, thank you to Richard Rothwell for his proof reading skills and to Kat Haycock for your continued support, as always. This dissertation builds upon a preliminary document submitted by me in April 2019. Some chapters contain original content from this previous document. Word Count: 6568 Not including titles, references, footnotes, image captions, bibliography or appendices.PrivacyCHAPTER 1 - CHAPTER 2 - CHAPTER 3 - CHAPTER 4 - CHAPTER 5 - CHAPTER 6 - CHAPTER 7 - INTRODUCTION LITERATURE REVIEW METHODOLOGY CASE STUDY A: THE WOODLANDS CENTRE FOR AUTISM AT NETLEY PRIMARY SCHOOL Focus Groups Post Occupancy Evaluation Phenomenology CASE STUDY B: MOSSBROOK SCHOOL Focus Groups Post Occupancy Evaluation Phenomenology DISCUSSION REFLECTIONS BIBLIOGRAPHY IMAGE REFERENCES APPENDICES 32 40 48 54 62 68 15 23 29 51 71 79 82 86 89Privacy“Lused to be afraid that as long as | was autistic, !d never be able to live properly as a human being. There were so many things / couldn't do like other people, and having to apologise day in, day out totally drained me of hope” -Naoki HigashidaPrivacyChapter 1 IntroductionA BRIEF INTRODUCTION TO AUTISM With around 700,000 people currently living on the autistic spectrum in the UK, it is estimated that autism is a part of daily life for around 2.8 million people throughout the country.’ Detailed assessments are required for a diagnosis by the NHS, highlighting the likelihood that these figures might even underestimate the prominence of Autistic Spectrum Disorder (ASD) at the current time, with the potential for thousands showing symptoms to remain undiagnosed Autism is a developmental condition that affects how people make sense of the world around them.’ By its very nature as a spectrum condition there will be variance in the severity of each person's symptoms and characteristics. The Autism Education Trust outlines four key areas of difficulty for most of those living on the autism spectrum, these are: social understanding, sensory processing, information processing and communication.* My proximity to friends and family members with diagnoses on the autistic spectrum certainly highlights the scale of the task that faces us in creating a society that is truly inclusive to those living with this condition. 10‘Reality to an autistic person isa confusing, interacting mass of events, people, places, sounds and sights. There seems to be no clear boundaries, order or meaning to anything. A large part of their life is spent just trying to work out the pattern behind everything’* Often, people with ASD describe the problems they face in everyday situations such as walking down the local high street, or even attending school. This indicates the need for improved support to ensure that people on the autism spectrum are able to achieve their potential. Some encouraging steps have been made towards this goal, with the Department of Health and Social Care announcing plans to introduce an updated national autism strategy in autumn 2019.5 11AUTISM AND SCHOOLS IN THE UK Through the Government's free school agenda, a number of organisations including the National Autistic Society have been able to set up autism specific-education facilities throughout the UK. As well as this, a small number of state funded community schools have received provision from local authorities for new facilities specifically geared towards users with ASD. Many of these have been in operation for several years, with little or no investigations conducted into their suitability for the task. This study will investigate the relationship between the built environment and the needs of those with ASD in an educational setting, It aims to raise awareness of the extra sensory dimension that physical spaces can have when perceived through the eyes of users on the autism spectrum, something that is often under-represented within the notion of ‘accessibility’ in design 12‘Environments designed and created specifically for children with ASD clearly have a beneficial impact not only on the children themselves but also upon those who care for them. This intricate interplay and delicate balance between environmental factors and human factors converge to create a space where children can be children - not just children with a disability’® * National Autistic Society, ‘About Autism’, National Autistic Society, 2018 [accessed 12/03/19] 2 Reid, B, We've Got Great Expectations: The Chance of a Lifetime for Children with Autism, National Autistic Society, 2011, , pp.4. * Autism Education Trust, ‘What Is Autism?’, Autism Ealucation Trust, 2019 [accessed 12/03/19] Rachna Khare and Abir Mullick, Educational Spaces for Children with Autism; Design Development Process, 2008, CIB W 084 Proceedings, Building Comfortable and Liveable Environments for All, Atlanta USA, pp. 66. ® Department of Health and Social Care, UK Government, [accessed 12/03/19]. * Teresa Whitehurst, The Impact of Building Design on Children with Autistic Spectrum Disorders, Good Autism Practice, 2006, Vol 7(1), pp.38. 13PrivacyChapter 2 Literature ReviewIn this section | will discuss a number of studies relating to the design of architectural space for autistic users. It is worth considering that existing literature in this field remains quite scarce, with our understanding of ASD in relation to physical space still developing Mostafa (2008) as well as Khare and Mullick (2009) employ a very scientific method of investigation; seeking to analyse architectural impact on autistic behaviour through the development of quantitative numerical data. It is clear that both see their work as preliminary knowledge that has come about in response to the ‘exclusion’ of autistic needs in design codes of practice worldwide. They use the lack of existing research as justification for the generalisations their studies make through their quantitative analysis cof human behaviour in response to architectural characteristics that have been deemed ‘most likely’ to have an impact on autistic children. Mostafa (2008) clearly highlights the positive impact that specific considerations of acoustic control and intuitive spatial compartmentalisation can have ‘on an autistic child's ability to engage in learning environments. The idea of ‘universal design’ is introduced by Khare and Mullick (2009) whereby a physical environment is considered for everybody in order to minimise the segregation that people with ASD can sometimes face. 16Compartmentalised space creates ‘separate defined zones’ helping reduce distraction and improve productivity Compartmentalisation allows spatial efficiency with multiple activities occurring in the same room. It also allows each area to cater specifically for the activity itis hosting. Universal’ spaces should be avoided as they can ‘be overwhelming and unpredictable. Soundproof speech ‘space gives promising indications’ of improvement of attention span, response time and behavioural temperament Sensory zoning found to be more effective than functional zoning Providing a visible ‘option to escape" positively influences behaviour of participants and results in less use of the escape spaces themselves Arrangement of spaces toallow one-way circulation according to the daily schedule is seen to be positive Figure 1 - An interpretation of the key points made in a study by Mostafa (2008) 17Similarly motivated by the lack of inclusion of those with ‘less visible’ disabilities into the idea of ‘accessibility’ in the built environment, Sanchez, Vazquez and Serrano (2011) discuss the advantages brought about by a greater understanding of both physical space and its autistic users. They believe a good understanding of ASD is essential if the implications of architectural space on those with autism is to be fully understood. Studies by Beaver (2011), Humphreys (2005) and Whitehurst (2006), are rooted in a more personal understanding of the condition (whether this be through friends, family or work), and use this as a basis upon which to compile and adapt their own hypotheses. Often, discussions are centred around the general themes of adequate natural lighting and good ventilation, suggesting no more than is expected of any piece of architecture. The relative depth of the research of Sanchez, Vazquez and Serrano (2011) ultimately results in a discussion that covers similar themes to the remainder of Beaver (2011) and Humphreys’ (2005) work: mental processes, social interaction, sensory perception and safety. This leads to similar recommendations of generous provision of space, ‘robust’ finishing and improving the ‘predictability’ of environments. Studies such as these use their research to highlight instances of good and bad practice, reiterating the importance that ‘mandatory’ future studies around this topic continue to do the same. 18The visual background isrecommended to eas neutral and de- cluttered as possible tolimit distraction and sensory challenges Durable fixings added bearing in mind the Opportunities for possibility of eventual diffuse and natural abuse lighing should be maximised ‘Snoezelen’ rooms (multisensory stimulation spaces) can help people with ASD Spaces need to be to ‘sttune their sensory ‘readable, predictable perception’ and imaginable’ to minimise nervousness that results from alimited ability to ‘imagine. This can be done by colour coding doors or providing graphical cues to what the user will ind inside. Figure 2-An interpretation of the key points made in a study by Sanchez, Vazquez and Serrano (2011) 19:Motivated by the lack of personal focus shown by previous research, Kinnaer, Baumers and Heylighen, (2016) introduce a unique methodology. Existing guidelines on the subject are interrogated with reference to the insights and viewpoints provided by six autobiographies written by those with ASD. Whilst | support the methodology that this study is advocating, only six viewpoints cannot accurately represent the entirety of the autism spectrum. This, is not to disregard the conclusions completely, with many of the theories interrogated aligning well with views expressed in the autobiographies, a testament to the quality of research up to now. The value in this study is revealed when looking to the opinions expressed in the autobiographies to provide a more nuanced view of what the physical environment can mean from the perspective of people on the autism spectrum rather than reducing this to scientific data or conerete guidelines. 20Every space needs aclear function to ‘Everything in allow ‘fixed place’ its place'doesn't for activities to occur. necessarily mean Uf this isnot the case hidden away neatly. thereisariskoflack [— Somewith ASD need oi ipbecey of engagement. posessions on display Yura les welt this represents a huge familiar external part of who they are. features (eg. landmarks) helps with the perception that things are still ordered the same way Material environment should be ‘predictable, comprehensible _ Stimulating sensory and controllable’ in ‘aces aie Elements of spaces Pena stimulating escape should be designed peel inom ‘spaces account for tobe replaced easily Te occurances of hypo (eg. carpet tiles) as Provide fesssuratee: and hyper sensitivity . both physically and i durable materials Beneficial to be and fixings can fentall, completely separate create impersonal from main space environments’ (perhaps ona slightly different level) Figure 3- An interpretation of the key points made in a study by Kinnaer, Baumers and Heylighen (2016) 21PrivacyChapter 3 MethodologyThis study is based on the analysis of two case studies. As the ‘autism specific’ spaces form part of a larger school in both instances, linking back to the idea of ‘universal design’ and the integration of children with ASD into mainstream education, this formed the primary basis for the selection of these particular case studies. The two case studies were examined using three methods in order to ensure multi-dimensional analysis, contributing to a deeper discussion. 24FOCUS GROUPS Semi-structured discussions with teachers at the case study schools gathered feedback on the relationship between the children and their environment. The aim was to develop an insight into the effect of sensory stimulus such as light, sound and temperature as well as architectural form and materiality on the behaviour, attention span and perceived happiness of the children. Due to ethical considerations and sensitivity to the fact that those with ASD can find communication challenging and stressful, it was decided that no contact would be made with the children. POST OCCUPANCY EVALUATION The POE, carried out during visits to both case studies in June and July, uses observation in an attempt to determine how each space is used. It looked to quantify sensory qualities of the architecture such as light levels, sounds, smells, tactility, temperature, materiality, robustness and size of space so the results can be analysed against the hypotheses of previous studies as well as the data gathered from the focus groups PHENOMENOLOGICAL ANALYSIS My own phenomenological account was recorded during the visit of each case study. A valuable tool in beginning to understand the experiences and problems that people with ASD might be experiencing in a certain architectural space, this helped to analyse the effect of each space with respect to a human user, bringing a personal sensory focus back to the discussions. 25TRIANGULATION Figure 4 - The process of triangulation whereby themes were identified from the data gathered from the three methods of investigation. These were brought together with common themes forming the basis of dicussions and analysis to follow. 26 Privacy27 PrivacyPrivacyChapter 4 Case Study A: The Woodlands Centre for Autism at Netley Primary SchoolINTRODUCTION TO THE BUILDING The Woodlands Centre for Autism is a specialised resource base for children with diagnoses on the autisrn spectrum, located on the Netley Campus in the London Borough of Camden. With places for 24 children between the ages of 3 and 11, the building consists of one specially designed learning space for children with autism, and two adapted classrooms previously used as an adult leaming centre. 30entation of the Woodlands Centre for AutismTEACHER FOCUS GROUP The focus group at Woodlands involved gathering the opinions of four members of staff, each with several years experience working at the centre. aed Y / we / PLAYGROUND (Distraction) t ve Hot Box VY | Selety] ——— Corners seen (ees “Ss, —~ auiet/safe Space ~ Door Y “Sasnooss xf w\ Quiet fime ea tS tee yy snc \ oy CHILDREN une in “sae hee \ \ eee iad \ Classrooms vung \ Noise 7 we . y (ara) Ns sso sn pe vite 3, p= ([LimtedConmel] ——Anarenees Figure 6- Thematic analysis of the focus group conversation at Woodlands. Looking at the movement of the discussion as well as the frequency that themes were touched upon. 32“She has a lot of sensory processing difficulties and will tell you that the lights in her classroom are really loud...” Participant A.1 Highlighting the topic covered most frequently revealed the emphasis this particular school places on good natural lighting. Conversations largely followed the pattern of recommendations in existing studies; with a large window wall and celling lights in the purpose built classroom providing ample natural lighting for the activities occurring within it, while the low ceilings and small openings mean the adapted classroom “doesn't have a lot of natural light” according to Participant A.2, and is reliant on artificial lights that buzz. As implied by Participant A.1 this can cause significant disturbance to both the staff and the children, with the distractions these subtle noises can cause to those who are hyper-sensitive not difficult to imagine. Skylights, such as those present in the purpose built classroom, are clearly favoured by the staff not only for allowing plenty of natural light into the room but also limiting views out into the immediate surroundings, such as the playground, that the children can often find distracting. 33{ITS TOO HOTILETS 60 OUTSIDE ‘A few of our children don't really show that they feel the heat, they won't take their jumpers off and clearly theyre hot... | hate being hot and it makes me feel awful so it’s probably more likely to be me to go ‘et’s go outside” Participant A3 Whilst higher levels of natural lighting are generally seen as positive, it is important to minimise the potential problem of “hot boxing” that comes with the addition of large glazed openings, such as the large west-facing window wall at Woodlands. Participant A.3 suggests that children with sensory processing issues are not always able to tell if they are too hot, and having the ability to communicate this is yet another challenge to overcome. Control cover the environment becomes a huge consideration when it comes to temperature in schools such as this, with staff also talking about issues with the building's mechanical heating system causing lack of comfort on their own part. The importance of this is amplified when considering the influence this can have on an autistic child's ability to be comfortable in that same environment.” 34“| think some of them can get that feedback from being pressed between the wall and this pole... you hear some of the children ringing it and getting some exploration out of the room” Participant A.3 It was interesting to find that the metal columns present in the classrooms provide a good opportunity for sensory exploration by the children. Participant A.3 recounts the tendency of a number of children to “ring” or knock loudly on the metal surface in order to produce the “resonant metal sound”. This. suggests that material palettes do not have to be unstimulating, as is so often recommended in previous research to avoid the ‘disturbances’ that come with varied and stimulating material or colour palettes. It is exciting to imagine an environment full of opportunities for tactile sensory exploration, allowing children to engage in a different type of learning. 35‘A lot of the children willgo into a corner so that nobody Is behind their back. Or alot of the children will go into the quiet room or put themselves in a cupboard. So | do think that control over your space and being able to be in a smaller quiet space if you want to is really important” Participant A.1 According to staff at Woodlands, a main threat to an autistic child's safety is their tendency to “escalate” when overwhelmed or unable to regulate their senses. Participant A.1 explained some of the adaptations that have been made to the physical environment with this in mind, the most important of these being the minimisation of hard surfaces or sharp edges in the building, features that could have been considered as part of the building's original design. Woodlands also place great emphasis on the inclusion of "quiet, small spaces” in their building. Helping children “de- escalate”, these ‘sensory rooms’ (Snoezelen), or small separate spaces within the classroom are invaluable to the safety of children and those around them. 36“/ think you need... a separate space for your group work and a separate space for conversation and you have really separate spaces for different things and | think you need to be flexible with that. You need to change the space sometimes. But it does need to be visually like: ‘this is where we do this.” Participant A.2 Participant A.2 outlines the need for flexible visual separation of activities within a learning space, echoing the advocation of ‘visual’ boundaries to help children ‘understand the structure of the school day’? With flexibility meaning that an environment can be easily changed to best suit the needs of the activity or child, this appears to be a good way of optimising a space for use by children who can be easily distracted or disturbed 377TWS “So many of the children, when they're walking through doors, they stop and cover their ears and wait for the door to close because they're anticipating the sound of it... its actually a good coping strategy because you can't control doors everywhere” Participant A.1 It was interesting to discuss the imperfections that exist in the building's design and how these are potentially seen as positive "coping strategies” that can minimise the chances of escalations happening in the first place. The main example used by Participant A.1 was the large, heavy doors in the school that tend to slam shut. Interestingly, children have learned to “cover their ears and wait for the door to close because they're anticipating the sound of it”, behaviour that is seen as very positive by the staff in terms of preparing them for life outside the school. 38? Teresa Whitehurst, The Impact of Building Design on Children with Autistic Spectrum Disorders, Good Autism Practice, 2006, Vol 7(1), pp.36. ® Christopher Beaver, Designing Environments for Children and Adults with ASD, Good Autism Practice, January 2011, Vol.12(1), pp.10. * Lynn Plimley and Maggie Bowen, Autistic Spectrum Disorders in the Secondary School\London: Paul Chapman Publishing, 2008). 39POST OCCUPANCY EVALUATION Sanchez, Vazquez and Serrano (2011) advocated the inclusion of a variety of space sizes in order to aid the social skills of children with autism by allowing them necessary spaces for different kinds of interactions, whilst also allowing them space to ‘retire’ when ‘overcome by a socially demanding situation’."° What is noticeable at Woodlands is the comparison between the purpose built classroom, which contains a separate escape space iin line with this recommendation, and the adapted classroom with much less permanent pockets of space. This indicates the usefulness of providing spaces that vary in atmosphere as a result of their size, helping children when they struggle to process larger, more populated spaces. Additionally, both large classrooms have been divided into clear, smaller sections through the careful positioning of furniture, indicating the preference for classroom activities to be carried out in spaces that are at least perceived to be smaller. 40Curtain added 2mspaceat to further theedgeof separate theroomis _thespace separated by alowlevel = 4 Figure 7-Theescape space inthe Figure 8- Less permanent spatial zoning in the adapted purpose built classroom classroom Furniture positioned to create clear zones in the room Figure 9- The adapted classroomThe POE highlighted the disparity between natural light levels in the purpose built and adapted spaces. With four very small square windows and a low ceiling ina typical adapted classroom, the space was very dark even on a bright summer afternoon. Conversely, the large west facing window wall and skylights in the purpose built classroom created a room that was extremely well lit, with no need for supplementary artificial lighting. It is important to also note the disparity in temperature, with the light purpose built classroom much warmer than the adapted classroom. With the study being carried out in the summer excessive heat gain is naturally seen as a negative; it remains to be seen how this is viewed in the winter. 42Ceiling lights produce more diffuse light andno buzzing Small west facing windows don't let much natural light in Lowceiling =~ height Figure 10- The adapted classroom Rootichtscct = ‘more natural light into the classroom Fluorescent artificial lighting not needed Figure 11 - The purpose built classroomThe interior of Woodlands is characterised by white walls and ceilings with very little material variation in line with the neutrality that is often advocated to reduce stimulation. Attempts have been made across the building to add personality through the addition of brightly coloured visual displays and tactile adaptations such as textural rugs, ignoring the tendency for these to encourage ‘challenging behaviour and confrontation’ through the opportunity for children to ‘rip them, enjoying the tactile, sensory effect’."' This suggests a total avoidance of stimulating sensory experiences as part of the architecture is seen as a missed opportunity in this instance, with displays placed to minimise the risk of misbehaviour and instead provide the opportunity for ‘consistent tactile stimulation’ for those that need it." 44Displays add personality to the otherwise neutral environment. They are often placed higher upon the walls. Textural rags add tactility to the classroom spaces. Figure 13 - Textural rugin the classroom 45Kinnear, Baumers and Heylighen (2016) suggested that maintaining views of familiar external features helps with the perception that ‘things are still ordered the same way’."'In line with this, the POE looked to quantify the level of isolation of the building by analysing how much can be seen and heard from within the classrooms. With views out of all spaces limited only to the playground, which is enclosed on three sides by school buildings and on another by a high level wall, it is reasonable to assume that the theoretical benefits of this principle are unlikely to be felt in this particular setting. The landlocked site also means that very little of the noise that characterises, the streets surrounding the site could be heard from inside the school. 46Window wall provides views out into the playground which can be distracting for the children Figure 14-The window wallin the purpose BN a buildings on built classroom = three sides make the space seem inward looking Neighbouring residential buildings limit views and overlook the playground i Figure 15 - View of the playground from the classroom window 47PHENOMENOLOGY As a result of their size, irregular form, sloping ceilings and curved walls the awkwardly shaped spaces felt vast, with a lack of predictability to how activities could occur within. With the tendency for these spaces to be divided into smaller parts highlighted in the POE, my own lack of clarity when experiencing the space further indicates the need for clear zoning to mitigate the stress that can be a feature of anybody's behaviour in overly large or complex spaces, not just those with ASD."* A common theme connecting the permanently designed ‘safe space’ in the purpose built classroom and the much more make-shift version in the adapted classroom was that they were overly dark. | subconsciously avoided entering either of them during my visit, opting instead to view from afar. With darkness being an observation throughout the adapted classrooms, in which the least time was spent, the emphasis on discussions around natural lighting by the staff does not seem misplaced. The uninspiring and monotonous visual feel of the extensive white surface treatment highlighted in the POE meant that it was difficult to predict the kind of spaces | was about to enter when moving through the building, something | was focused on in an attempt to identify the ‘structure, clarity and predictability’ emphasised by Harker as being essential to minimise the ‘uncertain and threatening’ nature of a ‘difficult and confusing world’."® Throughout my visit | became reasonably unaware of my bearings, with a lack of visual or sound connection to the busy surrounding area that | knew existed. It is easy to see why this is a potential problem for children with autism who could perhaps benefit from the reassurance that comes with familiarity, particularly in a setting that is likely to cause stress." 48*° Pilar Arnaiz Sanchez et al, Autism and the Built Environment (September 2011), In Tim Williams, Autism Spectrum Disorders ~ From Genes to Environment, pp.377, www.intechopen.com/books/ autism-spectrum-disorders-from-genes-to-environment/autism-and-the-built-environment [accessed 17/04/19], ‘Lynn Plimley and Maggie Bowen, Autistic Spectrum Disorelers in the Secondary Schoo! (London: Paul Chapman Publishing, 2006). * Dagmara Woronko and Isabel Killoran,Creating Inclusive Environments for Children with ‘Autism (September 2011), In Tim Williams, Autism Spectrum Disorders - From Genes to Environment, pp.215, www.intechopen.com/books/autism-spectrum-disorders-from-genes-to- environment/creating-inclusive-environments-for-children-with-autism [accessed 17/04/19] * Marijke Kinnaer et al, Autism Friendly Architecture from the Outside In and the Inside Out, Journal of Housing and the Built Environment, June 2016, Vol.31(2), pp.191 * Rachna Khare and Abir Mullick, Incorporating the Behavioural Dimension in Designing Inclusive Learning Environments for Autism, Jnternational Journal of Architectural Research, 2009, Vol.3(3), pp.50. "8 Maurice Harker and Nigel King, Designing for Special Needs: An Architect's Guide to Briefing and Designing Options for People with Learning Disabilities (London: RIBA Publishing, 2002), pp.92. * Marijke Kinnaer et al, Autism Friendly Architecture from the Outside In and the Inside Out, Journal of Housing and the Built Environment, June 2016, Vol.31(2), pp.191 49PrivacyChapter 5 Case Study B: Mossbrook SchoolINTRODUCTION TO THE BUILDING Mossbrook School is a special school for children aged 4 to 11 located in Norton, south of Sheffield City Centre. As part of a collaboration between Sheffield LEA and Sheffield School of Architecture in 2003, 2 new ‘Classroom of the Future’ was designed by Sarah Wigglesworth Architects on the Mossbrook site, with the aim that this be inclusive of the unique learning needs of pupils with ASD.” 52Figure 16 -A sketch representation of the Classroom of the Future at Mossbrook School 5 3TEACHER FOCUS GROUP The focus group at Mossbrook helped to gather the insight of the two teachers at the school that have extensive experience of working in the ‘Classroom of the Future’ Sevan a, . Y Quiet — CHILDREN EE = Distraction] © [Calming] \ me LZ ‘ Quiet Room Noise \ oN SENSORY en wasaan —~ fS te Sounds Sensory Room / soa [eRe Sims] ——— Figure 17- Thematic analysis of the focus group conversation at Mossbrook. Looking at the movement of the discussion as well as the frequency that themes were touched upon. 54“The quieter they are the better. Because a /ot of our noise... that kind of background distraction is a bit like there’s a constant hum of noise. So being over here you can tell its really peaceful and quiet which | think helps.” Participant B.1 Noise levels appeared to be the most important factor to keep under control (having been mentioned eight times during the discussion), with the separation to the main school building and the tranquillity this brings being the main benefit from the perspective of staff. Reducing distraction for the children during lessons, this case highlights the benefits of a standalone classroom as an effective way of achieving an environment that gives children with ASD better opportunities to engage. 55\ “You can have a sensory room set up... you can have a calm, quiet room where they can Ire. | tend to find that those set ups work better because you can tailor them to all the children in the environment, because obviously autism impacts them all differently.” Participant B.1 According to Participant B.1, the "feeling of space” provided by the large volume of the main classroom "tends to help quite a lot” with regard to the children feeling comfortable in their environment. This is not only due to increased levels of personal space for each child but also to the minimisation of smaller combinations of spaces where children often "struggle to work out where they are”. It is difficult to decipher the thoughts of the staff with regard to the auxiliary spaces, with Participant B.1 describing the benefits of having “offshoots” of rooms allowing the inclusion of "different areas to engage the children" whilst also providing the opportunity for environments tobe “tailored” to an activity or child. This is contradicted by Participant B.2 who states that “you can't really do a massive amount in there", clearly finding limited benefits to these spaces. 56“It’s got good ventilation so we just open the windows, they've all got safety catches so that’s fine to do” Participant B.2 Despite having large openings, Participant B.2 stated that increased temperatures are rarely a problem due to the "good ventilation” in the space. High and low level windows being safe and easy to open not only provides a good opportunity for cross ventilation but also affords a good level of control over the environment, something the teachers seemed particularly happy with. It appears that an increased level of control is always beneficial to ensure a person with ASD is able to keep a space at a temperature that is suitable, minimising the need for them to communicate this to somebody else, something that many find challenging, 57ety “Maybe because it’s got the wooden roof... that might have an impact on it [reducing problems for sensory children as a result of sound)” Participant B.1 The materiality of the building appears to be another feature that contributes to the “quietness” the teachers regard so highly. The building is designed to incorporate a ‘variety of natural and new materials so children can learn about them close at hand’."* As part of this material strategy the ceiling of the building is clad in timber with Participant B.1 talking cof how this material seemingly minimises echoes. As we have come to understand from various accounts of those living with ASD, background sounds and echoes can become a major disturbance to those with hyper-sensitivity and as such it is important to take advantage of opportunities to minimise this within the architecture. 58“Yust having that surround of nature on two sides makes amassive difference because its just that kind of calming environment | think” Participant B.1 Details such as a glazed section of flooring creating a view into a badger hide, coupled with well considered views out to the surrounding natural landscape mean that the children are able to enjoy their natural surroundings, finding it “relaxing and calming”. While this might be true, it remains to be seen how much this impacts learning activities within the classroom, with the tendency for many children to become easily distracted by things happening elsewhere." Participant B.1 was quick to dismiss this idea, highlighting the fact that itis the visual connection with other children that provides the main risk of becoming distracted or jealous (the reason for the very limited views in the direction of the adjacent playground) with the connection to nature on the other two sides of the building being seen as a very positive and "calming" distraction for the children. 59i f f “Eom “For a lot of our children words don’t mean a great deal so alot of the time it is about trying to give them multiple stimulus so they know where they are going, a visual or asound. And also rooms having a different appearance even if it’s just the door colour tends to help.” Participant B.1 Providing users with ‘environmental information through smell, sight, sound and touch’ is an interesting strategy for minimising the stress that comes with an unpredictable environment." Efforts have been made at Mossbrook to do this through the subtle integration of sounds, played through speakers to prepare children for the activities they are about to participate in. Simple visual cues such as colour have also been integrated, indicating that making an environment predictable and clear does not have to be a difficult design challenge and could be integrated as part of a more permanent architectural strategy. 60Prue Chiles, Classroom for the Future: An Adventure in Design and Research, Architectural Research Quarterly, September 2003, Vol.7(3-4), pp.246. *® Prue Chiles, Classroom for the Future: An Adventure in Design and Research, Architectural Research Quarterly, September 2003, Vol.7(3-4), pp.251. ® Magda Mostafa, An Architecture for Autism: Concepts of Design Intervention for the Autistic User, international Journal of Architectural Research, March 2008, Vol.2(1), pp.201 %© Clare Vogel, Classroom Design for Living and Learning with Autism, Autism Asperger’ Digest. 2008, Vol.3, www.designshare.com/index.php/articles/classroom_autism [accessed 24/09/19]. 61POST OCCUPANCY EVALUATION In a clear departure from recommendations made in previous research to keep material palettes neutral to reduce the risk of children becoming ‘offended’ by the space, the material palette at Mossbrook is reasonably varied." With an unusually shaped metal clad shell being partly broken up by areas of timber, bright green doors and glazing frames, this material palette seems a long way from the ‘neutrality’ that most accept as the norm. This made for a much more exciting space to be in, with the form and materiality of the exterior of the building continuing to the interior, helping to improve the ‘clarity and predictability’ of the spaces being entered. 62Metal cladding Timber screen allows children toobserve weathering of materials Timber ceilingThe ‘Classroom of the Future’ is quite large to reduce the ‘perceived threat’ that comes with lack of personal space for children with ASD. There appeared to be no attempts made to ‘compartmentalise’ space, with desks taking up roughly half of the room, leaving the other half relatively empty. Despite this clear preference for a larger space in which to conduct daily activities, the existence of the smaller library in one of the three auxiliary rooms clearly indicated the desire for a smaller, less intimidating space to be available for the children’s use at times when the main classroom might become overwhelming. This space had an abundance of natural top lighting and a noticeable disconnection to the main classroom, allowing children to self-regulate in a completely separate environment. However, this could also mean that teachers lose the ability to observe behaviour and the children also become completely disconnected from the remainder of the class when suffering from a time of over-stimulation or anxiety, something that should be avoided according to architect Simon Humphreys. This could explain why two of the auxiliary rooms are instead used for storage to achieve the ‘clutter-free’ environment that is often recommended to reduce the ‘temptation’ that some visible objects can bring. 64Large root light provides lots of diffuse natural lighting tothesmall space Books on display in line with the theory that some children with ASD like tobe able to see posessions rather than them being hidden away Figure 21- The auxiliary library spaceHaving established the benefits of the classroom’s well considered connection to nature, the reality of the building's daily use has a tendency to compromise the architectural intention. For example, the glazed badger hide viewpoint in the floor has become scratched to the point that it cannot be seen through and the window wall that connects the classroom with the adjacent lake has been shuttered off. This highlights the importance of robust and easily usable finishes in classroom spaces, to maintain the benefits that thoughtful design solutions can bring to the children later in a building’ life. 66Figure 22 - The glazed badger hide viewpoint in the floor of the main classroom Figure 23 - The main classroom Window wall out to lake shuttered off with teachers unsure of where the key is 67PHENOMENOLOGY | felt uneasy at the distinct disconnection of this space with the rest of the school, something the teachers saw as a positive. | found myself lacking the feeling of orientation that familiar sounds and a visual connection to the surroundings can give you, making it feel like | had stepped into ancther world. This has. the potential to cause issues for those with autism in terms of how ‘imaginable’ it is to move between different parts of their envionment, with the inability to ‘elaborate a mental image of what lays behind a door or wall’ attributed to the ‘extreme nervousness that those with autism sometimes experience. As well as this, | am wary of this separation between children with autism and those without becoming a negative, through a lack of integration that is integral to the school’s vision. 18 In a space that seemed relatively run-down and separated from the rest of the school, the light levels and the clarity this gave to the main classroom provided a huge boost to my experience. For the first time | felt connected to the surrounding landscape, something that was extremely comforting given the lack of connection to the school and the playground | had just entered from | found the effect of the material palette that is ‘key to the learning experience” at Mossbrook had been diluted by the lack of maintenance of the white walls and timber structural elements that characterise the interior. This is in contrast to the form and materiality of the exterior, which has a more high-tech aesthetic, a disparity that could induce extra stress when moving between contrasting spaces and environments.” | found myself standing at the lighter end of the large classroom, amongst the desks and away from the emptier, darker end which was much less inviting Nevertheless, the elongated form of the space helped me to ascertain this from the start and | was given a 68choice to stay away from the parts of the room that were not as inviting. Within the large classroom, the children’s desks helped to make the space feel less overwhelming and more aligned to the human seale, Features like the low level glazing have been designed to give maximum impact to the children, with the benefits much more difficult for an adult to experience due to their superior size. It is interesting that this space appears to give much more away to those that are smaller, giving the impression that it is only them who have the right to explore it fully. 2 Christopher Beaver, Designing Environments for Children and Adults with ASD, Good! Autism Practice, January 2011, Vol.12(1), pp.10. ® Maurice Harker and Nigel King, Designing for Special Needs: An Architects Guide to Briefing and Designing Options for People with Learning Disabilities (London: RIBA Publishing, 2002), pp.92. 28 Simon Humphreys, Autism and Architecture, Autism London, February 2005, pp.7. % Simon Humphreys, Autism and Architecture, Autism London, February 2005, pp.7. % Lynn Plimley and Maggie Bowen, Autistic Spectrum Disordlers in the Secondary Schoo! (London: Paul Chapman Publishing, 2006), 2 Pilar Araiz Sanchez et al, Autism and the Built Environment (September 2011), In Tim Williams, Autism Spectrum Disorders ~ From Genes to Environment, pp.376, www.intechopen.com/books/ autism-spectrum-disorders-from-genes-to-environment/autism-and-the-built-environment [accessed 17/04/19] ” Prue Chiles, Classroom for the Future: An Adventure in Design and Research, Architectural Research Quarterly, September 2003, Vol.7(3-4), pp.251. % Maurice Harker and Nigel King, Designing for Special Needs: An Architect's Guide to Briefing and Designing Options for People with Learning Disabilities (London: RIBA Publishing, 2002), pp.92. 69PrivacyChapter 6 IDI ervIssitoye)ri orca Cee (eked peo ed rn (al Boer Cry Figure 24 - Triangulation diagram outlining the themes that came about from the three methods used in this study and how they have been brought together to form the discussion section which ‘follows. 72 PrivacyWhilst the maximisation of natural lighting has been highlighted as fundamental by previous research into this topic and unanimously confirmed by my focus groups as an important consideration, this is nothing new. Good architects are always striving for this to be a key feature of the spaces they design, and rightly so. Instead, neise was highlighted by my research as one of the biggest factors to consider when designing specifically for those with ASD, echoing the importance placed on sound and acoustics by Mostafa as ‘the most influential architectural factor on autistic behaviour’, including ‘attention span’.” Whether it be through physical isolation or the manipulation of sound through materiality or form, conversations with staff at the case study schools highlight that quiet spaces are the most effective for ensuring children with ASD get the most out of their learning environment. It is worth noting however, that when quiet classroom spaces are entered from a noisy corridor or playground, it is seen as beneficial to include a buffer space for the children to ‘prepare for transition’ between turbulent and calm spaces. Looking beyond this | was keen to test some of the other theories put forward in existing literature, the first of which is that of Whitehurst (2006) who recommends that it is not only important to ensure that children are comfortable in any environment that is created, but it is equally important to ensure the wellbeing and comfort of the teachers, not least because of their tendency to subconsciously influence the mood of their students." This is backed up by the staff at Woodlands, who were able to list several elements of the architecture that they found problematic for themselves. Spanning from architectural details such as buzzing sounds from artificial lights and temperature control, to fundamental problems with the building's form and layout, the teachers inferred on multiple occasions that their own frustrations with the environment can transfer to negative behaviour from the children. 73Another widely accepted recommendation of previous research Is the use of a ‘limited palette of materials’ in order to reduce the ‘stimulation and obsessive behaviour’ that can come with the inclusion of this kind of detail.2? The retrospective tactile additions made at Woodlands and the deliberate avoidance of a muted material strategy at Mossbrook suggests the importance that these environments do not become unfriendly or impersonal in their evasion of ‘disturbing’ colours or materials. Instead, the evident success of the ‘Classroom of the Future’ indicates it is possible to create pieces of architecture that are themselves a learning tool, helping children with ASD learn about the world around them through a tactile relationship with a building and its materials. Architect Christopher Beaver discusses the importance of making the architecture ‘robust’ or ‘easily replaceable’ when designing for children with ASD." The emphasis placed on safety at Woodlands highlights an important consideration to. be made when looking at the ‘robust’ details that are recommended, with hard surfaces seen as a particular threat to the children’s safety, as demonstrated by padding around many of the metal columns and some of the walls. With the danger that a child with ASD can ‘escalate’ at any point, it is imperative that the architecture does not become an added danger to them. Any finishes intended to be resilient to daily use by these children need to be carefully considered to ensure they are not hindering the safety of those that use them. With this study revealing a number of small architectural details to be either beneficial or unsuitable for the users, it would be easy to recommend the inclusion or omission of these into future designs. What has also been highlighted however, particularly when talking to the teachers at Woodlands, are the benefits that can come from a building not being completely sensitive to the issues. 74faced by those with ASD, and that ‘cocooning’ can be unhelpful in later life.%* With teachers describing ways children have learned to ‘adapt’ and find their ‘own ‘coping strategies’ for small details that they are perhaps less comfortable with, the question is raised about whether it is a positive that designed solutions are not completely perfect, with some imperfection on the small scale embraced as a new way of coping with an uncertain world The idea that children with ASD ‘need more personal space’ is one that is unanimously accepted, leading to the recommendation of greater provisions of space when designing specialised learning environments. Not only reducing the threat that comes with a lack of personal space, the central large classroom at Mossbrook is helpful for orientation, minimising the problem of children getting lost in a network of smaller spaces (however simple this may seem to anybody else). With those on the autism spectrum tending to ‘need to position themselves in space’, the simplicity that is inherent in the spatial layout of the ‘Classroom of the Future’ is an effective way of helping people to do this. One conclusion from an in-depth study by Mostafa (2008) was the benefits that a strategy of ‘zoning’ and ‘compartmentalisation’ of activities and space can bring to the ‘attention span, response time and behavioural temperament’ of children with ASD in the classroom.” This seems in contrast to the previous discussion which advocated the benefits that a large open space can provide. Staff at Woodlands have helped to decipher this, advocating a larger classroom for similar reasons whilst also recommending the “flexible” and “visual” separation of spaces to help the children understand where certain activities happen. It is interesting to imagine solutions to this spatial dilemma, with a flexible system allowing a space to feel both large and open whilst also able to be compartmentalised into the activity zones that are 75essential for many children to feel comfortable and engaged with certain activities. In terms of orientation in the wider setting, it was recommended that a visual connection be kept to the external surroundings in order to give children some reassuring 'familiarity’® With both case studies doing this in very different ways, it highlighted a distinction to be drawn about the kinds of stimuli these visual connections offer. Firstly, the visual connection at Woodlands was mostly with the playground and some of the nearby buildings. This was seen by staff to be too much of a distraction with some children not engaging in classroom activities when other children were playing in the playground. In contrast, the ‘Classroom of the Future’ at Mossbrook deliberately looks away from the adjacent playground, instead focusing on the natural landscapes to the south and west. This is seen by the staff as a positive, describing the ‘calming’ benefits a connection to the natural world has on the development and learning of the children, in line with the ‘reduced frustration and anxiety’ that Humphreys also finds a connection to nature to bring.” The relaxed feel of the main classroom could go some way to explaining the apparent reduced demand for escape spaces at Mossbrook, with two being used for storage instead. 76® Magda Mostafa, An Architecture for Autism: Concepts of Design Intervention for the Autistic User, International Journal of Architectural Research, March 2008, Vol.2(1), pp.197. % Keith McAllister and Barry Maguire, Design Considerations for the Autism Spectrum Disorder- Friendly Key Stage 1 Classroom, Support for Learning, 2012, Vol 27(3), pp.107, >" Teresa Whitehurst, The Impact of Building Design on Children with Autistic Spectrum Disorders, Good Autism Practice, 2006, Vol 7(1), pp.36. ® Simon Humphreys, Autism and Architecture, Autism London, February 2005, pp.7. 8 Christopher Beaver, Designing Environments for Children and Adults with ASD, Good’ Autism Practice, January 2011, Vol.12(1), pp.11. % Keith MeAllister and Barry Maguire, Design Considerations for the Autism Spectrum Disorder- Friendly Key Stage 1 Classroom, Sygport for Learning, 2012, Vol 27(3), pp.104. Simon Humphreys, Autism and Architecture, Autism London, February 2005, pp.7. * Marijke Kinnaer et al, Autism Friendly Architecture from the Outside In and the Inside Out, Journal of Housing and the Built Environment, June 2016, Vol.31(2), pp.191 » Magda Mostafa, An Architecture for Autism: Concepts of Design Intervention for the Autistic User, international Journal of Architectural Research, March 2008, Vol.2(1), pp.194, % Marijke Kinnaer et al, Autism Friendly Architecture from the Outside In and the Inside Out, Joumal of Housing and the Built Environment, June 2016, Vol.31(2), pp.191 Simon Humphreys, Autism and Architecture, Autism London, February 2005, pp.6. aPrivacyChapter 7 ReflectionsReflecting on the methodology adopted by this study has provided an insight into how the data has been used and the discussions formed, helping to determine how future studies might advance from this. Firstly, the case studies were separated to assist the structure of the analysis, allowing more specific discourse to emerge in reference to each space These were later brought together as part of a critical cross-examination in the discussion, drawing from all the data gathered during the process of the study to improve the quality of the final analysis Reflecting on the methods used, | found the focus groups particularly useful in providing insights that, add value to discussions about existing theories that would otherwise only be speculated on. Through being less structured than the other two methods | have found phenomenological analysis less effective with regard to this subject. Perhaps because of the unique nature of every person with ASD, I have been conscious that too much focus on my own account of the spaces had the danger of invalidating some cof my hypotheses and as such my discussions have focused primarily on the data collected via the other two methods. Nevertheless, given the relative scarcity of information focusing on the link between autism and architecture, the mixed method approach adopted by this study is effective in the gathering of varied and meaningful information on the subject and it is essential that research in this field continues to highlight areas of good practice, as well as design failures, in this way. This will not only give us a more solid understanding upon which future studies can begin to elaborate, but will also become vital points of reference for architects when designing spaces with the complex needs of those with ASD in mind, something it is imperative begins to happen as a matter of course. 80Alongside this, an understanding of the condition more generally is essential before any such analysis of case studies is undertaken. It is upon this understanding that this study, alongside previous work, has been able to provide discussions on the topics highlighted by the research methods that would lack validity had that initial sensitivity to the unique and complex nature of ASD been absent. 81BIBLIOGRAPHY Beaver, Christopher, Breaking the Mould, Communication, Autumn 2003, Vol.37(3), pp.40. Beaver, Christopher, Designing Environments for Children and Adults with ASD, Good Autism Practice, January 2011, Vol.12(1), pp.7-11 Chiles, Prue, Classroom for the Future: An Adventure in Design and Research, Architectural Research Quarterly, September 2003, Vol.7(3-4), pp.244-261 Deasy, C.M. and Lasswell, Thomas, Designing Places for People: A Handbook on Human Behaviour for Architects, Designers and Facility Managers (New York: Watson- Guptill, 1990) Friedlander, Diana, Sam Comes to School: Including Students with Autism in Your Classroom, The Clearing House, January 2009, Vol.82(3), pp.141-144. 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