Let’s Empower Autism

Foundation​

Fateh Autism Village

- A LEAF Initiative
 Agenda
Site

Special Needs of Individuals with

Autism

Site facilities

Expected Output from You

• LEAF is not-for-profit Social Enterprise with a
mission to make a difference in the lives of
Individuals with Autism Q&A
• ​LEAF is setting up a residential school for
individuals with Autism by the name ‘Fateh Autism
Village’

An Initiative by LEAF 2
 Site

Brief for “Design Competition 2024” 3

 Police training Police
area residences
Agricultural land

L1
Agricultural land

L1 Katcha Path
10 ft wide
2 ft above L1

Agricultural land
L1

L2

Electrical/ Motor
room 6x6
L1 =Road
level
L1
L3-L2 = 1 ft
L2-L1=2 ft

Presentation title 5
Special needs of Individuals with Autism

“Social behavior” and “Communication

challenges”
Autism Spectrum Challenges:
varying levels of verbal and • Communication issues
Disorder
nonverbal communication
• Hypersensitivity-Noise
• Not a disease. It can be skills
caused by a disease or • Sleep Issues
genetic or non-genetic • Behaviour/meltdowns
very little or no eye contact.
reason. • Activities of Daily living
do not share their
 1% of world population experiences • Sensory Issues; Hyper and hypo
• Social inadequacies: social
 India, more than 1.2
Cr. resistance to touch, awkwardness
loud noise or dark areas • Rigidities: Resistance to change
 Autism is increasing Our people love:
• Eating
aggressive • Playing in water
behaviors or show • Sameness/ Routines
interest in unusual • Order in arrangement of objects, furniture
objects/patterns • Hoarding things
• Fixation (for things like pens, keys,
Bing spoons etc)
Videos • Few like tight hugs
What is important to design the place

Safety and Security and dignity

Our people should be safe and secure as they may have
• Self injurious behaviour.
• Abuse by staff or other kids
• Seizures
• Aggressive behaviors for instance due to hormonal changes during puberty
• Attention seeking behaviours like taking off clothes or peeing in clothes
• So sharp edges and corners should be avoided, avoid close places, providing withdrawal rooms

Our people should be joyous, happy and well looked after

The environment should exude tranquility, adorned with stunning natural landscapes that abound with lush
greenery and captivating beauty.

Learning should happen

Apart from Individual Education Programs and group therapies, the environment should be designed to actively
enhance learning, incorporating features such as sensory parks, tactile pathways, opportunities for interaction
with animals, and nurturing plants and trees and so on.
Special needs of Individuals with Autism
Visual
 Immune system problems
learner
Special  Five sensory systems are altered for them
Need  Rely heavily on their visual stimuli to
understand the world

“What it means for Design

criteria”
 Ventilated space
 Larger green cover
Reference​  More walkways/ physical exercise
 Canteen/mess away from bed-room
 Visual clues in the environment
 Calming colours/ elements
 Minimalistic aspects

Steven – Autistic Artist

Flew over New York for 20
minutes and reproduced exact
image in three days of sketching
– Even the number of pillars
were same

Video on Youtube
Special needs of Individuals with Autism
Same-
ness
Special “What it means for Design
Need
 any autistic individuals criteria”
 use this for purposeful direction
have “snapshot  create a specific storage spaces for objects
memories” and only  have permanent objects appear to be the “same,” e.g. the linens on the bed, the
remember environments
or objects exactly the way
chairs size and color
they were seen before  have some fixed structures such as a countertop and benches, bookshelves built in,
so that they cannot be moved around the space
 try to create a sense of “sameness” in designated areas with flexibility to bring in new
stimuli
 do certain activities in the same areas—work time, play, music
 reduce clutter in any learning environment
Special needs of Individuals with Autism
Special
Need
 multi-stimuli environment can
be confusing
 No Loud noises
 No Fluorescent lighting
 No Continuous TV/ radio
 Less Noise of adjacent area
Graded
Stimuli
“What it means for Design criteria”
 Create a simple environment with controlled sensory stimulation (music, smells)
 Natural lighting with the ability to control it
 Visual stimulation not to compete with the tutor
 No access to role-playing props (such as hats, coats, dress up, etc.)
 Seclusion in education areas
 Gradual/ low contrasting colours / subdued / warm colours
 Use textures that are not too extreme or temperature sensitive
 Be mindful of echo

“That doesn't mean the individual's entire environment or home should be simple. In fact, it is advantageous to
have multiple levels of stimuli available so that when the person masters a skill in the simple environment, he or
she can move to a more complicated one.”

Flexibility in
design

Step II: Assist when Step III: Instruction Step IV: Independent
Step I: Assist from
required based work
behind
No visual confusion
 Special Needs of Individuals with Autism
Sample class room

Natural light without visual

(wet area can be excluded)
interference

One to one work areas

Presentation title 12
Special needs of Individuals with Autism
Special
Need
 Due to variation in
‘Sameness’, ‘over
stimulation’, ‘inappropriate
association’ they may feel
fear, anxiety and throw
tantrum and sometime self
harm also
 Getting out of home and
wandering away
Tantru
“What it means for Design criteria” m
 Respite space for “escaping” overstimulating environments
 Different zones for residential, play, learn
 Safe and secure furniture/fixture/corners/stairs/doors/windows
 Lesser hard and sharp objects in access
 Soft corners, padded under stairs
 Durable, resilient materials to take abuse
 Curved hallways for graded transition, if possible
 Lesser number of doors so that access/wandering is controlled
 CCTV monitoring room
 Medical room for medicine/ first aid
 Keep TV/ other distraction away from Care Giver to avoid diversion
 Inner Zone for residences
• Securely gated
• Separate for females and males under 10
• Separate for males
 Mid zone for education/ play
• Securely separated
• Therapy rooms/ Mess/ Occupational center
 Outer zone for visitors /parents /security and other staff
Sample space allocation of some existing Autism centre

Laund
Occupation ry
al shed Male
Femal Skatin
e g

Swings Inner zone

Open Gym
Mess

Event A/c Stor

Hall e

Walking/ Cycling Track Evening Tea Class

area rooms Mid zone
Offic
Play / Yoga e
area Swimming
Pool
Guest
House
Sensory
Garden

Outer zone
Parking Security
cabin
Special needs of Individuals with Autism
Tantru
m
Special “What it means for Design criteria”
Need
Locking themselves in a closet or room  Safety and security is very critical without making it a closed
 Escaping therapy rooms or classrooms because there are too many
and unwelcomed space
doors to monitor
 Dangers related to playing with water, flushing things down toilets,  Proper Space planning in different zones
and drowning in pool  Individual stay in open areas most of the time and rooms are
 Interaction with other special needs children who can hit, bite, kick for rest and sleep
 Child abuse or sexual abuse from staff or other children, since many  Care taker respite room for rejuvenation and re-energizing
of the children are nonverbal or would not know how to express to themselves
an adult what happens to them
 Getting into hazardous areas
 Getting into food storage areas and eating things they are not
supposed to or over eat
 Wayfinding difficulties and getting lost on campus
 Navigating a crowded and loud hall in between classes
 Bathrooms located too far away for students who are not fully toilet
trained
Special needs of Individuals with Autism
A-
Social
Special “What it means for Design criteria”
Need
 Lack of interest in interaction  Allowing enough floor space that allows for many types of interaction and
with other people physical activity as you change your strategy for better interaction with
them
 Having rewards like squishing in bean bag, tickling, pressing hands
 Seating arrangement around table for better eye contact and collaboration
 Access to ‘motivator objects’ should be given to care giver/ educator only
 Keep media rewards (TV/movies) in collaborative areas
 Food/ water can be ‘motivators’. Keep them away from their access.
Mess/ kitchen away from Group home

 Greater need of sensory  Open area swings Sensor

inputs like diet e.g. swings,  Open gym y diet
vibrations, music, pressing  Lot of walkways
etc.

 They need assistance in  Cleanability - Use tile around the space

Bathrooms  Make sure it is big enough for caregivers to be in the space for assistance
 Proper height for sink, mirror Sanitize
 Universal design to accommodate children as they age each
 Should not lock themselves inside or escape area
Special needs of Individuals with Autism

Flexible
Special “What it means for Design criteria”
Need
 Therapy room – the room  Control stimuli: lighting, sounds, smells, and visual.
interior should not  For older children, a table or desk for them to work at and storage for their work.
become obstacles in  Educational tools put away for visual simplicity.
learning  Use minimal pictures or artwork on the walls
 For focus time, create visual and acoustical privacy
 Occupational therapy room need to house sensory gym, balance beams, small ladders,
fine motor areas, gross motor areas – buttoning, writing, finger printing etc.
 Smaller non intrusive areas for speech therapy – one to one therapy
 Having extra space that surrounds a grouping, where students can “go for a walk” to
burn off steam

 15-30% children are Medical

 Medicine room for storing medicines, emergency supplies
susceptible to seizures conditio
 Safe surfaces, no sharp objects, avoid breakables
(jerks, no control on body n
 Lockable stairs for supervised movement
for few seconds, may
fall)
 In Summary
 Ensure safety and security.

 Maximize familiarity, stability, and clarity.

 Minimize sensory overload.

 Allow opportunities for controlling social

interaction and privacy.

 Provide adequate choice and

independence.

 Foster health and wellness.

 Achieve affordability. Ensure durability.

 Ensure minimum disturbance to

Design for a Purpose 18
neighborhood.
Site Facilities required High 40o C
Low 6o C

Inner Zone Mid Zone Outer Zone

Residential Group Homes Therapy Areas Admin/Common facilities
 4 Group homes in Total  5/6 Therapy areas/Classrooms  Canteen/ Mess with store
 1 Group Home for Girls  One large Occupational area  Principal Office
 Ground + 1 floor  Accounts Area
 7 -10 bed-rooms with attached  Hall for Events/ indoor activity
bathroom  Central Store
 1 living room at ground floor  Staff quarters (Security/ Driver/
 Small kitchen Gardener)
Open area  5-6 Studio apartments for educators
Bed- room  Nursery
• 3 Individual beds. Two for kids, one  Sit out
for Care giver  Swings
• CCTV focusing on kids bed  Play area
• One table for individual work  Sensory walking tracks/park
• Fixed Wardrobe  Open gym
Kitchen  Walking tracks/ Cycling/ Skating
• Platform for induction
• Lockable Storage
• Utility space with washing machine,
drying line accessible

Draft Dimensions
Group Home G Flr. ~ 2500 to 3500 sq ft
 What is Expected from you

Space Layout Group Home design Key elements

included for Autism Outdoor detailing

How these facilities are Overall design of Group Key elements you have
planned in the whole area home Detailing on any introduced to help Detailing of any one area
Other facilities you bed-room, bathroom, individuals with autisms like Landscape area, out
recommend that should drawing, kitchen, drawing
door play area, parking,
be housed room, dinning, Front
walk way, swimming pool,
facade of the building.
and other facilities

Presentation title 20
General Submission Guidelines
• All text should be in English.
• The format of the sheets should mention the name of the trophy followed by the year i.e.,
“SHAPING SPACE TOGETHER’ BY: LEAF (Let’s Empower Autism Foundation) 2024”
• Submission format will be shared to your registered email Id.
• The soft copy of the sheets along with the authentication letter, declaration letter, and any other required documents prescribed in the
submission requirements should be uploaded on the submission link strictly before the deadline.
• 16” x 9” ratio size presentation with a total of 5 slides. (min. 300*300 dpi)
• The soft copy file of the sheets should not be corrupted or incomplete or in low resolution.
• It is mandatory to produce the original copy of the Authentication Letter for each entry (entry code should be mentioned) with the name of
participant.
• The Authentication letter should be signed by the HOD / Principal / Director and must be drafted on letter head of the college.
• It is mandatory for the colleges to produce the original copy of the Declaration Letter for each entry (entry code should be mentioned) signed by
the participants stating the work submitted on shared link.
• Submission link will be shared by mail.
Jury Criteria
The Designs will be judged on the following parameters:

Design Concept: Assess the originality, innovation, and clarity of the design concept presented by the student.

Functionality: Evaluate how well the design meets the functional requirements of the architectural brief or project specifications.

Spatial Planning: Consider the efficiency and effectiveness of the spatial organization within the design, including circulation, zoning, and accessibility.

Aesthetic Appeal: Judge the visual appeal and aesthetic qualities of the design, including proportion, scale, form, and composition.

Sustainability: Assess the integration of sustainable design principles, such as energy efficiency, use of renewable resources, and environmental sensitivity.

Contextual Integration: Evaluate how well the design responds to its physical, cultural, historical, and social context if possible.

Technical Proficiency: Consider the level of technical skill demonstrated in the execution of drawings, 3D digital models, and presentations.
Jury Criteria
The Designs will be judged on the following parameters:

Innovation and Creativity: Recognize inventive solutions and creative approaches to architectural challenges.

Critical Thinking: Evaluate the student's ability to analyze problems, generate ideas, and make informed design decisions.

Communication: Assess the clarity, coherence, and effectiveness of the student's verbal and visual communication skills in presenting their design.

Feasibility: Consider the practicality and feasibility of implementing the design within real-world constraints, such as budget, materials, and construction methods.

User Experience: Evaluate the quality of the user experience within the designed space, considering aspects such as comfort, usability, and human interaction.

Adaptability and Flexibility: Assess the adaptability of the design to accommodate future changes or evolving needs over time.

Cultural Sensitivity: Consider how well the design respects and reflects the cultural identity and values of its users and context.

Collaboration and Teamwork: If the competition involves team projects, evaluate the student's ability to collaborate effectively with peers and integrate diverse

perspectives.

.
 Timeline
Competitio
n Execution

Project Start 10 Mar 2K24 10 Apr 2K24

13 Nov 2K23 Submission deadline Design Brief to
Contractor for Site
execution

Design Competition First Group home

Registration Results announced Inauguration
13 Feb 2K24 31 Mar 2K24 13 Dec 2K24

Presentation title 24
 Tanjinder Kaur

Kamaldeep Singh

Geeta Chaudhary

Thank you Sohil Gaddani

Saurin Shah

Rajvi Pandya

Khushali Trivedi

Deepinder Singh