Architect in the better management of Autism and Autistic patients. The freedom ..... These alarming rates of increase call for attention by all the fields and clearly.
DEPARTMENT OF ARCHITECTURE, SCHOOL OF VIJAYAWADA.
PLANNING
AND
ARCHITECTURE,
CENTER FOR AUTISTIC CHILDREN AN ARCHITECTURAL INTERVENTION
Submitted by: SRIVANI MANCHALA Code
No. - 1090100096
External Guide: PROF. DR. RACHNA KHARE Internal Mentor: ASST. PROF. ANIL KUMAR CHILAKAPATI
CERTIFICATE
This is to certify that the thesis titled “CENTER FOR AUTISTIC CHILDREN: AN ARCHITECTURAL INTERVENTION” has been submitted by SRIVANI MANCHALA (1090100096) towards partial fulfilment of the requirements for the award of Bachelor of Architecture. This is a bonafide work of the student and has not been submitted to any other university for award of any Degree/Diploma to the best of my knowledge.
HoD, Department of Architecture
Thesis Guide
Date:
Thesis Coordinator Date:
Internal Mentor
UNDERTAKING
I, SRIVANI MANCHALA, the author of the thesis titled “CENTER FOR AUTISTIC CHILDREN : AN ARCHITECTURAL INTERVENTION”, hereby declare that this is an independent work of mine, carried out towards partial fulfilment of the requirements for the award of Bachelor of Architecture, at the Department of Architecture, School of Planning and Architecture, Vijayawada. This work has not been submitted to any other institution for the award of any Degree/Diploma.
Name & Code: SRIVANI MANCHALA, 1090100096
Date:
20 – 05- 2014
Place: Vijayawada.
PLAGIARISM DECLARATION
I know that plagiarism is wrong. Plagiarism is to use another's work and pretend that it is one's own. Each contribution to and quotation in this Thesis Report from the works of other people has been attributed and has been cited and referenced. This Thesis Report is my own work. I have not allowed, and will not allow anyone to copy my work. It is to be understood that by this certificate, the undersigned affirms that he/she fully understands what plagiarism is and how to successfully use research materials to summarize, paraphrase, quote and document properly.
SRIVANI MANCHALA Name and Signature of the student
Date: 20-05-2014
ACKNOWLEDGEMENT It is with a great pleasure, privilege and gratitude that I place on record my sincere and heartfelt thanks to my mentor and guide Prof. Rachna Khare, Professor, SPA Bhopal, for her able guidance, valuable encouragement and support in carrying out this thesis work. I thank her for the immaculate support in accurately analysing the available field level data on the role of Architecture / Architect in the better management of Autism and Autistic patients. The freedom she gave me and the valuable discussions I had with her have motivated me immensely and enlightened the path of my career as an architect. I shall cherish for the rest of my life, the valuable interactions I had with her, which have contributed significantly in shaping this thesis and getting it what it is today. I consider it to be my proud privilege to have had her as my guide and GURU. I thank sincerely Dr.N.Sridharan, Director, SPA Vijayawada, for his encouragement, support and the facilities provided for the smooth and successful conduct of the studies reported in this thesis. I thank him profusely for suggesting Prof. Rachna Khare as my guide. I am extremely grateful to Dr.Saroj Arya, Retd. Psychologist, NIMH, Hyderabad for her benevolent help in the research on the psychology of autistic children. Despite her busy schedule and extensive work, she personally took me to the autism centers, helped me in my research and referred me to India’s biggest institution of Autism, Action For Autism, New Delhi. But for her valuable help, it would have been very difficult for me to visit the various Autism centers and conduct my research. I also thank Dr.Thomas Kishore, HCU, Hyderabad, Dr.Geeta, SPARSH, Hyderabad and Dr. Sanchita, AFA New Delhi, for lending their helpful hand in the conduct of this study in their respective institutions. I thank Dr.Poonam Natrajan, National Trust, New Delhi, for helping me in understanding the procedure and therapies involved in the center and specially for giving valuable contacts of people associated with Autism centers.
I am indebted to my father, Dr.M.Raghunath, Scientist F, NIN Hyderabad, without whose help it would have been very difficult to conduct my study in Autism centers. I sincerely thank him for guiding me and referring me to various doctors and psychologists who helped me in conducting my research work for this thesis. I also thank him for the moral support and encouragement during the crucial times of my thesis.
I place on record my sincere thanks to Ar. Chetan Shivaprasad, Kham Design, Bengaluru, for suggesting several literature studies and books on Autism. School of Planning and Architecture, Vijayawada has been my home for the past 5 years, where I spent my productive time in learning and discovering architecture in a better way. I am thankful to my internal mentor Sri. Anil Kumar Chilakapati, Asst. Prof, SPA Vijayawada for helping me in understanding the complexity of the design and philosophical yet simple solutions to it. I would like to thank sincerely, Dr.Natraj Kranthi, who guided me throughout my thesis and helped me in understanding the design problem through another perspective. I would like to thank him for his enormous support and encouragement during crucial moments. A special and well deserving thanks to my friends, Anirudh Gudimella, Gayatri Patnaik, Sandeep Kumar, Pavan Polagani, Vishnu Surapaneni, Deepak Das and Saatvika Dinesh for constant support and encouragement during the thesis right from the synopsis until the final stage of the thesis work. I would also thank my juniors Preeti Sinha, Aarushi Chawla, Lalana Bhatina, MitraVinda Varapula, Ankita Jain, Aayushi Mishra and Yoshita Pinjala for helping me morally and physically during my thesis. I thank all the staff members of SPA Vijayawada for their help and support not just during the thesis but throughout my study there for the last five years. Words fail me to thank the never ending contributions of my parents Dr M, Raghunath and Mrs.Jayasri Manchala and my sister Srividya Manchala, who have always been there with me showering kind support and encouragement, which makes me proud to be whatever I am at this stage in my life
EXECUTIVE SUMMARY Centres for Disease Control & Prevention (CDC) estimates that approximately 1 in every 88 children are diagnosed with some level of Autism, (one in 54 boys) a sharp jump from the previous numbers released in late 2009. In the case of facilities for children with Autism, the line between healthcare environment and educational environment becomes blurred. Recent research has shown that the educational environments have a profound effect on learning and performance among autistic children (Mostafa, 2008). Many design solutions that target autistic individuals have been introduced for implementation in both mainstream and special education classrooms, however, only few of these design approaches have been tested via research. If classrooms and learning environments are not designed to accommodate students with developmental disabilities, it can be assumed that they will not learn essential skills and may struggle to live in our society (Khare & Mullick, 2009). Autism is one such disorder which is by and far the most challenging developmental disorder which has been overlooked by the architects as a condition that influences building design. (Mostafa.M 2008) A predominant effort has been made in exploring the scope of environmental design or the autistic children with the dawn of inclusive education in the world. The present research study accentuates the need for a fresh approach in designing educational and rehabilitative spaces for a supportive environmental intervention of autistic children Aware of the diversified ways in which built environment can be perceived, this paper attempts to understand the built environment from another perspective. This study aims to develop an innovative tool and technique for the sensory environments of children with autism by developing four main phases. After gathering, analysing and synthesizing the data into a narrative format, the research created tool and techniques to incorporate the evidence into renovating and building diagnostic, treatment, and educational facilities for persons with autism. The results of these phases has helped in creating a tool and technique of design guidelines and subsequently designing the center for autism.
This paper attempts to define and describe behavioural impact on spatial sequencing, appropriate building materials, acoustics, colours and textures, circulation patterns, lighting and ventilation. This research makes an effort to understand the psychology of children with Autism and attempts to provide an appropriate solution for it. The study and research has allowed creating a center for autistic children considering their requirements by evaluating new standards based on inferences from various case studies and literature studies. It also attempts to understand the impact of environment on teaching strategies, address needs, fears and comforts of children with Autism and critically review the relevant theories and implement the learning on the design.
DEDICATED TO MY PARENTS & SISTER
INDEX 1
INTRODUCTION
1
2
SYNOPSIS
2
2.1 AUTISM
2
2.2 AIM
3
2.3 OBJECTIVE
3
2.4 SCOPE AND LIMITATIONS
4
2.5 NEED FOR THE PROJECT
4
3
RESEARCH METHODOLOGY
5
4
RELEVANT THEORIES
6
5
LITERATURE STUDY AND REVIEW
9
5.1 NETLEY SCHOOL FOR AUTISTIC, LONDON
9
5.2 WHITTON GATEWAY ASD UNIT, LONDON
11
5.3 NEW STRUAN – A CENTER FOR AUTISM, ALLOA,
13
SCOTLAND 6
COMPARITIVE STUDY OF SCHOOLS
15
7
STANDARDS FOR SPECIAL CHILDREN
16
8
MY PERSPECTIVE – CONNECTING SENSORY SENSITIVITIES WITH THE SURROUNDING SPACES
18
9
8.1 SIGHT
18
8.2 HEARING
22
8.3 TOUCH
22
8.4 SMELL
23
REFINED LEARNING FORM THE LITERATURE
25
10 TENTATIVE DESIGN REQUIREMENTS
26
11 DESIGN GUIDELINES
27
12 DESIGN METHODOLOGY
28
13 SURVEY FORMAT
29
14 CASE STUDIES
30
14.1
ACTION FOR AUTISM, NEW DELHI
30
14.2
SPARSH a special school, HYDERABAD
37
15 COMPARITIVE STUDY OF SCHOOLS
43
16 INTERVIEW WITH PSYCHOLOGIST
44
17 SITE LOCATION
48
17.1
TOPOGRAPHY
48
17.2
CLIMATE
48
17.3
KESHAVARAM VILLAGE
49
17.4
JUSTIFICATION OF SITE
49
17.5
LOCATION OF SITE
52 51
18 SITE ANALYSIS AND INFERENCES
52
18.1
ON SITE FACTORS
53
18.2
OFF SITE FACTORS
55 58
19 CONCEPT 19.1
LINING ACTIVITIES WITH CONCEPT
60
20 DESIGN DEVELOPMENT
64
21 ZONING AND SITE PLAN
65
22 SECONDARY BLOCK
66
23 PRIMARY BLOCK
67
24 HOSTEL BLOCK
68
25 ALL OTHER BLOCKS
69
26 ARCHITECTURAL ELEMENTS
70
27 CONCLUDING COMMENTS
71
TABLE OF CONTENTS TABLE – 1
15
TABLE – 2
16
TABLE – 3
27
1- INTRODUCTION What do we really know about how children with autism obtain and process information? What do we, the “neurotypicals”, know about how autistic individuals see and interpret their world? Autism is a behaviourally defined disorder characterized by impaired social interaction, delayed and disordered language and isolated areas of interest. In 1986 Temple Grandin published her first book, Emergence, in which she described growing up with autism, providing for the first time an insider’s view of a different kind of life. Since then, a growing number of similar personal accounts have appeared, each adding more insight into their inner world. There has been significant efforts in understanding their behaviour and the remedies. It also had an impact on the environment and its design which has greatly influenced the field of architecture over the last few decades. Hence there is a necessity for a behavioural centered design. Autism is one such disorder which is by and far the most challenging developmental disorder which has been overlooked by the architects as a condition that influences building design. (Mostafa.M 2008) A predominant effort has been made in exploring the scope of environmental design or the autistic children with the dawn of inclusive education in the world. The present research study accentuates the need for a fresh approach in designing educational and rehabilitative spaces for a supportive environmental intervention of autistic children1.
1
There is much debate over how to respectfully and sensitively refer to individuals who have an ASD diagnosis. Recently, Gernsbacher et al [59] took an empirical approach to this question and compared Google search results for the terms “autistics” and “person/s with autism.” They found that 99% of the hits for the term “autistics” were from organizations led by autistic persons, whereas the first 100 Google hits for “person/s with autism” led to organizations run by non-autistic individuals. In light of these findings, I respectfully use the term “autistic individual/s / children” throughout this paper. However, I do so knowing that the most respectful designation may change with time. The way we refer to individuals diagnosed with autism may change as we learn more about the condition and as our sensitivities move with the spirit of the times.
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2- SYNOPSIS 2.1- AUTISM “Autism is a severe disorder of communication, socialisation and flexibility in thinking and behaviour, which involves a different way of processing information and of seeing the world.” (Jordan, R. 1999) In 1943, Kanner coined the term ‘early infantile autism’ to describe children with unusual behaviour patterns that had been present from early childhood. His original paper gave detailed descriptions highlighting extreme autism, obsessiveness, and good relationships with objects, a desire for sameness, stereotypy and echolalia. Typically, Autism is characterised by a ‘triad of impairments’ identified by Wing and Gould in 1979. The triad represents three broad and interacting aspects of Autism, all of which will be inconsistent with the individual chronological age. The triad of impairments
1- Social Impaired, deviant and delayed or atypical social development, especially interpersonal development. The variation may be from ‘autistic aloofness’ to ‘active but odd’ characteristics.
2- Language and communication Impaired and deviant language and communication, verbal and non-verbal. Deviant semantic and pragmatic aspects of language.
3- Thought and behaviour Rigidity of thought and behaviour and poor social imagination. Ritualistic behaviour, reliance on routines, extreme delay or absence of ‘pretend play’. Children under Autism can be identified based on the following 4 categories (National Autism Standards). Pupils on the autism spectrum will have different levels of support needs in relation to:
Understanding the social interactive style and emotional expression Autistic children find social interaction very effortful. They cannot easily understand commonly used implicit social messages and may find it hard to
2|Page
understand or relate to how social rules change due to context, or what is considered socially ‘appropriate’. The actions of autistic children are often misinterpreted as intentionally insensitive. For them to interact with people, they need help.
Understanding and using communication and language - Both verbal and non-verbal (ex: gesture; facial expression; tone of voice)
Differences in how information is processed can lead to a strict adherence to routines and rules and/or difficulties in planning and personal memory. Pupils on the autism spectrum have difficulties in predicting what will happen when a familiar timetable or activity is changed. Conversely, such styles of processing can lead to strengths and abilities in a number of areas (often related to factual memory or areas of interest and motivation).
Differences in the way sensory information is processed, often leading to over sensitivities (often to external stimuli such as lighting, smells, or sounds), and under-sensitivities (often not noticing internal feelings such as pain, body awareness and hunger, until they become overwhelming). It should be noted that sensory sensitivities can lead to extreme levels of stress and anxiety in unfamiliar or over-stimulating environments.
2.2- AIM To design a center for autistic children so as to create an enabling environment comprising of learning spaces, rehabilitation center and accommodation. 2.3- OBJECTIVES
To identify their deficits and understand the role played by architectural elements in their intervention.
To understand environmental implications for teaching strategies used for children with autism in educational spaces.
To address the enabling aspects of environment that might improve functional performance of children with autism in educational spaces and rehabilitation spaces. For example- Visual Character, Spatial sequencing and its quality, Escape areas, Clutter free spaces, Colour, Texture, Materials, Acoustics etc.,.
To address their needs and design accommodation based on their behavioural aspects, cultural and social aspects. 3|Page
To critically review the relevant theories and implement the learning in the design of the project.
To understand the impact of existing structures on the intervention of autistic children.
2.4- SCOPE AND LIMITATIONS Studying the mind-set of autistic in itself is a very vast subject hence this topic limits itself to the study and research of their behavioural aspects in educational
environments
and environments
which help
them in
rehabilitation. It attempts to define quiet spaces, intervention areas, open spaces, transition spaces, circulation spaces, multi-sensory areas and inclusive education spaces for the autistic. It also attempts to understand their perception of spaces through 5 senses. 2.5- NEED FOR THE PROJECT Centres for Disease Control & Prevention (CDC) estimates that approximately 1 in every 88 children are diagnosed with some level of autism, (one in 54 boys) a sharp jump from the previous numbers released in late 2009, and frighteningly distant rate from one in 10,000 cases seen in the 1980s. Experts estimate that every 2-6 children out of every 1000 have Autism. The prevalence rate of autism in India is 1 in 250 (figure may vary as many cases are not diagnosed) and currently 10 million people are suffering in India. The government only recognized the disorder in 2001, till 1980s, there were reports that Autism didn't exist in India (Dr. Vinod Kumar Goyal, TOI). These alarming rates of increase call for attention by all the fields and clearly architecture has been ignoring the effect of built environment in their development.
4|Page
3- RESEARCH METHODOLOGY Experiences of parents, caregivers, psychologists with autistic children
CONCEPT Consulting psychologist to understand their behaviour
Case Study in Bengaluru, Delhi, Hyderabad and Vijayawada
Deriving research concept: Understanding the impact of the environment on their behavioural intervention
Literature study on Autism and ASD `
1- Establishing their needs
2- Formulating Enabling aspects of Environmental Design for Autistic Children
Theoretical study
Analysing various theories by designers on architectural intervention
PRELIMINARY RESEARCH 3- Theory on Behavioural centric Environmental Design
SECONDARY RESEARCH
Critical study on existing buildings and their impact on autistic children
Altering the environment based on design parameters
4- Structured Questionnaire to study the effect of design parameters
5- Design Guidelines DESIGN PROCEDURE 6- Schematic Design/ Conceptual Design
Energy efficiency and sustainability
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7- Final Design
Site layout
Defining sensory areas, playgrounds, and circulation spaces
4- RELEVANT THEORIES Considering Indian context Dr Rachna Khare and Dr Abir Mullick have put forth their theories which were later tested in the environments of autistic children. According to them the following are some of the design parameters can be followed in order to integrate the space in their intervention. 1. Provide Physical Structure. Providing a physical structure not only enhances their predictability of the environment and improves their clarity about the space but also helps them in reducing their anxiety and distracted behaviour. It clearly compartmentalizes one area from the other there by reducing visual distraction and child’s tendency to wander from place to place /repetitive behaviour. 2. Maximize Visual Structure and Provide Visual Instructions As autistic children are socially and verbally impaired, visual cues and visual structure helps them in understanding the space better than depending on verbal information. This includes using colour codes, numbers, symbols, picture labelling etc. Many organizations use visual cues to communicate with them. They believe that it improves their confidence and promotes their independence. It is not transient like verbal communication which is the major reason for their short term memory. Providing visual instructions helps them to process verbal information, understanding written messages and re-establishes attention on the task. (Dr Thomas Kishore) 3. Offer Opportunities for Community Participation The main purpose of providing an environment is to integrate them with the ‘real world’ and help them understand social behaviour. By incorporating everyday activities such as crossing road, shopping, using public transport and interaction with the nearby communities helps them to integrate with the society and also helps to train themselves and job opportunities in the future. (Grandin 2008; Hodgdon 2005; Siegel 1998) 4. Present Opportunities for Parent Participation
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By allowing parent to participate in educating autistic children helps them to connect home and school environment. This also helps parents to understand various ways to interact. This can be done by providing a one way mirror between parent’s room and therapy rooms / classrooms. (R.Khare, A. Mullick 2009) 5. Maximize Future Independence Education in other words is to help students acquire knowledge and sharpen their skills to have an independent and productive life. Autistic children should also be educated in the same way. Many organization have spaces like kitchen, vocational activity area, commodity store, bakers and confectionery, computer room, dressing area as self-help activities to help autistic children in being independent in the future. 6. Offer Generous Space Standards A generous space standard may help them deal with social stimulus comfortably (Humphrey 2005). Children are known to wander from place to place with their hands away from their bodies. Therefore some architects use double than the usual standards while designing spaces like corridors and transition spaces .Crowded spaces makes them uncomfortable which effects their behaviour negatively (Mostafa. M 2008). 7. Provide Withdrawal Spaces As much as integrating them with the common environment is encouraged, an escape area is a very vital space to avoid unnecessary stress and anxiety. Withdrawal area is used as a place for particular students to get away from distractions and stimulations and regain some self-control. A quiet corner in the classroom or an alcove in any large area can act as an escape area (R Khare, A.Mullick 2009). 8. Maximize Safety Autistic children are unaware of safety and precautions due to their mental deficits. They are attracted to different objects and sometimes are obsessed with them, forgetting their own safety. A constant supervision is difficult and hence the environment itself should be carefully designed avoiding sharp edges, slippery surfaces, electrical outlets, breakable objects and enhancing railing heights, visual cues for harmful objects, secured boundary etc,. 9. Maximize Comprehension 7|Page
By designing spaces that have clarity and simplicity, it would require less effort in understanding the environment. A clear layout, zoning, proper sequencing of spaces, simple forms and clutter free space help autistic children in understanding the space clearly. 10. Minimize Sensory Distractions Visually segregating spaces, covering windows, one to one work areas are encouraged by designers while designing learning environment. Colour plays an important role in their sensory distraction. Using subtle colours as background and contrasting colour as main activity will draw their attention. 11. Provide Sensory Integration Sensory dysfunction is the "inability to modulate, discriminate, coordinate or organize sensation adaptively" (R. Khare and A.Mullick). No matter where they fall on the autism spectrum, sensory dysfunction makes children with autism either oversensitive or under sensitive to the sensory input; this effects their perception and understanding to the surrounding environment. The children those are hyposensitive they search for such opportunities in the environment, and those who are hypersensitive try to run away or get extremely disturbed with the presence of these visual, tactile, auditory and other sensory stimulations. 12. Provide an acoustical environment Autistic children are prone to be distracted with surrounding noise. By using acoustical materials as flooring, roofing and wall materials one can achieve a noise free environment.
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5- LITERATURE STUDY AND REVIEW 5.1-
NETLEY SCHOOL FOR AUTISTIC, LONDON
View of the internal courtyard
Street frontage of building entrance to the center
Netley ASD Unit is a specialist facility for autism built within the existing grounds of Netley Primary School. The form of the single storey 4300 sq.ft building, determined by site constraints, is a single storey ‘L plan’ with solid boundaries as shown in the figure, enclosing a courtyard. Entry to the community centre is electronically controlled in one wing through a controlled door on Netley Street, and to the ASD in the other through a controlled gate into the courtyard, with a second controlled entrance at the junction of the building’s two wings.
Access to the building: Controlled access makes the building secure to contain children running, as well as excluding unwelcome intruders.
Spaces in the center: The unit accommodates two teaching spaces and a multipurpose therapy room in addition to a staff office, toilets and storage areas, in a single storey design. The building also accommodates an adult education unit. This includes a crèche, which is used by Camden LEA as a community facility.
Classroom area: The classrooms (two) are designed as 3D spaces with different areas defined in plan and section to create diversity within a
9|Page
View of one classroom showing full length windows and roof lighting.
single space. Both classrooms incorporate a ‘one-to-one’ or withdrawal space and a separate wet-room area.
Lighting and ventilation: Both classrooms have extensive, floor to ceiling windows providing good daylight and views to the courtyard. Roof lights to the rear of each classroom provide additional lighting during the day and ventilation. Providing many openings on walls and on roof have both positive and negative impact. As discussed, positive factor being not depending on artificial lighting and ventilation and negative being, this can distract the children as the numerous openings invites chaos and confusion in class area. Usage of blinds or opaque paper are some solutions followed by the staff to avoid distraction.
Visual comfort: High ceilings give an airy feeling to all spaces, including corridors in both units, and artificial lighting has been designed to come from the same direction as the daylight. Simple and clean surfaces without any intricate detailing to reduce distraction. Visual cues are also provided for them to understand space and objects.
Colours and texture: The circulatory areas and transition spaces used subtle Lilac and classrooms are painted white. All the walls are neatly plastered and painted. The classrooms are muted, with neutral colours to both walls and floors. The exception to this is the entrance hall, where the architects have employed colour and used a curved, green wall to create a more welcoming but calm atmosphere.
Construction technology: No sustainability measures were incorporated, but high levels of insulation, natural ventilation natural day lighting (use of sun pipes) and condensing boiler contribute to low energy consumption. Externally all materials were selected for low maintenance, and timber cladding is protected by large roof overhangs, other finishes being brick, aluminium and slate roofing. Canted and curved walls were incorporated in the design as safety measure for the children.
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5.2 - WHITTON GATEWAY ASD UNIT, LONDON Whitton Gateway ASD Unit is a specialist facility for 15 children on
the
autism
spectrum
in
London. The unit is situated within the grounds of the existing campus of a school and also doubles
up
as
a
school
community facility. This is a
Credit: GA Architects
standalone building with three classrooms, sensory room, communal space and supported facilities.
Entry to the building: The ASD unit is in a corner of the school grounds away from the entrance. Hence a separate access was created which allows the children to be dropped off discretely at the door, rather than being taken through the busy playground in the morning and evening.
Orientation of the building: The building in a sense turns its back on the existing school and is intended to be inward looking, private and discrete, with a desire by the architects to create some secluded green space for the children of the unit.
Transition space: Circulation space would not just be a corridor but would be the main social space and ‘heart’ of the building. Hence the entry and circulation space are designed giving a circular form. All but one of the classrooms open directly into this circular assembly, which also is connected to the library and external green space. The space is well lit by picture and clerestorey windows
External side of the classroom
and is designed to be calming and noninstitutional.
Classroom spaces: All the key communal spaces are generously designed and are capable of being used for more than one function. Furthermore all of the 11 | P a g e
classrooms are considerably larger than would be the case for mainstream children, with a classroom average of 4–5 m2 per child for up to eight children, rather than 2–3 m2 for classrooms of 25–34 children. Classrooms are also designed to be clutter-free with generous integral storage. Each are well lit by a ‘picture’ window wall, which looks into and provides access to the private green space. The classrooms do not incorporate a one to one space within themselves.
Lighting and ventilation: All picture windows to classrooms and the main court space have internal blinds to allow teaching staff to diffuse sunlight as required. These may however be susceptible to interference by the children. Artificial lighting has dimming control, which can be operated by the staff to adjust lighting levels as required. The main circular court space is naturally ventilated by a mono-draft, ‘wind-catcher’ system in the roof, rather than by any mechanical ventilation, which can be noisy and distracting.
Visual comfort: Classrooms have extensive use of pinboard space for visual cues. All but one of the classrooms has good visual links to the private, external play space around two sides of the building. The internal court space also operates as a spill out zone for children who need to take time out from classroom activity.
Colours and texture: The building has a muted colour scheme which supports the spatial hierarchy utilising both green and blue colours which research shows to be calming. All paints and adhesives are non-toxic and water-based.
Construction Technology: The building’s materials and surfaces are robust. Walls are block-work and plaster, with an extremely hard-wearing cord carpet on the floor.
Safety and Precaution: All but one of the classrooms has good visual links to the private, external play space around two sides of the building. The external space has an extensive CCTV system utilised for security and monitoring. Also the site is next to a busy road and so has a 2 metre high reflective acoustic fence around the two exposed sides of the building.
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Ground floor plan as built
5.3-
NEW STRUAN – A CENTER FOR AUTISM, ALLOA, SCOTLAND
External façade of the building
Soft landscaped play area
New Struan is an independent school run by the Scottish Society for Autism (SSA). The building also functions nationally as an Autism Centre encompassing other functions including an autism advisory service, a centre for education and training in autism, an education outreach service and a research, diagnosis and assessment centre.
Plan of the building: The plan of the building is an upside down ‘T’ shape, with the horizontal section of the ‘T’ running east to west which includes spaces like reception, cafe and training rooms. Diagnosis and assessment are 13 | P a g e
then contained within the spine of the ‘T’, beyond a set of secure doors. The spine runs north to south and contains a single storey atrium space of circulation
with
classrooms
either side looking east and Atrium circulation – Heart of the building
west into external play areas which are secure. The atrium is the ‘social heart’ of the school and is a powerful orientation device.
Classroom space: The classrooms are integrated with this atrium space with small niche or anterooms which act as transition area. The classrooms are smaller than the usual and can only accommodate 6 children. Unlike the other 2 schools the individual open space provided in the classroom has glazed surface so as to make them feel visually connected. Classrooms also have individual work station space, pin board area, circular group areas etc.
Lighting and ventilation: The classrooms have clerestorey windows with louvers which diffuses direct sunlight and throws it onto the ceiling. Roof windows provide a good lighting and cross ventilation in the classrooms and in the atrium space. All artificial lighting has high frequency ballast and dimming control.
Colours and Texture: The classroom is designed to be muted in colour, allowing teachers to add stimuli as required i.e, using muted colours as background and contrast colours as foreground detailed activity. Finishes such as carpets and wall colours are clearly coded to support the spatial hierarchy. The architects have chosen muted ‘earth’ colours. The atrium walls are neutral, allowing the children’s paintings to personalise the space.
Acoustics: All the classrooms are sound insulated to a very high standard (150 mm dense concrete masonry wall, with 19 mm thick dense plaster either side).
Play area: The building is surrounded by soft landscaped play area for the children. It is visually connected to the classrooms of the unit.
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6- COMPARITIVE STUDY OF THE SCHOOLS Table 1
Aspect
Netley school for Autistic
Whitton gateway unit for ASD
Location
Heart of the city, Surrounded by tall buildings.
A part of main school; Ample open space in and around the school.
Orientation
L- Shaped building oriented towards NS direction,
Accessibility
Electronically controlled entries from both streets.
Secluded from the main school, this unit turns its back to the main school building. Separate entry from the other side of the site to drop off the children at door step.
Spaces in the unit
Two teaching spaces, a multipurpose therapy room, staff office, toilets and storage areas.
Area
Lighting
Ventilation
Visual comfort
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4 classrooms, social area, a library, storage space, staff area, circulation space, reception and toilets.
CLASSROOM SPACE Not mentioned 2-3 sq.m per child and upto 8 children in one class Roof lighting, Floor Floor to ceiling to ceiling windows, windows, Natural daylighting clerestorey using Sun pipes. windows, Artificial lighting with dimming control. Good ventilation Cross ventilation through windows on in 2 classrooms one side High simple
ceilings, and clean
Numerous pin board areas, visual
New Struan- A center for autism Located in the outskirts of the city; Ample open space around the school. TShaped building oriented in N-S direction. Only front entry into the atrium, accessible by parents to drop off children at door step. Reception, cafe and training rooms. Diagnosis and assessment rooms, external play areas, class rooms and toilets. Not mentioned
Clerestorey windows with louvers, roof lighting, artificial lighting wth dimmers Sillroof windows for proper ventilation. Numerous pin board areas,
surfaces, visual cues.
proper
connectivity with private and external courtyard.
visual connectivity with external play area.
Transition Space
L – Shaped external courtyard connecting all the areas in the school.
Circular social space with wind catcher roofing system; connects all classrooms
Colours Texture
Circulation spaces – Mild Lilac Classrooms - White
Muted colour scheme with green and blue coloured walls. Cement block plastered walls, hard cord carpets as flooring.
T-Shaped atrium connecting all the area in the school with proper roof lighting. Muted “earth” colours.
and
Construction Technology
No sustainable methods, high insulation, natural day lighting techniques. Timber cladding, brick, aluminium and slate roofing being other materials.
150mm thick concrete wall with 19mm internal and external plaster.
7- STANDARDS FOR SPECIAL CHILDREN (NBC 2009) Table 2
ASPECT
MIN
MAX REQUIREMENT
REQUIREMENT Stairs - Tread Stairs – Riser Ramp (Slope) Ramp (width) Door (width) Door handle position Wheelchair Manoeuvring space Working table
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300mm Slope 1:12 (For short distances) 1800mm 900mm + 380 mm (for the wheel chair) 1450mm x 1500mm
150mm Slope 1:20
-
800mm wide x 600mm deep x 750mm high
800mm from FFL 1550mm x 1400mm
TYPICAL WASHROOM PLAN
TYPICAL WASHROOM SECTION
SIGNAGE USED AT THE ENTRANCE 17 | P a g e
8- MY
PERSPECTIVE
–
CONNECTING
SENSORY
SENSITIVITIES WITH THE SURROUNDING SPACES After a critical analysis of the literature study and conversation with the psychologist, autistic children can be categorised into 2 types. 1- Hypo sensitive (under sensitive) 2- Hyper sensitive (over sensitive) The following are the precautions that should be taken while designing spaces for the children. 8.1- SIGHT: Our sight helps us to define objects, people, colours, contrast and spatial boundaries. Children with an ASD may experience the following differences. Hypo: Objects appear quite dark to them and hence it is advised to use as many mild colours as possible so that their sight sensitivity can be improved. Hyper: Easier and more pleasurable to focus on one detail rather than the whole object. It is henceforth advised to give simple details on the walls, windows, doors etc. The following are some of the architectural elements which are to be carefully scrutinized while designing spaces for the autistic.
Lighting: Various theory have surfaced concerning the sensory issues. For example some say that there should be limitation the daylight and ventilation but the other contradict the same. At the same time majority of them agree in reducing the usage of fluorescent light as the individuals affected with autism are vulnerable to sub visible flicker of the bulb which leads to headaches, eye strain and increased repetitive behaviour. Schools for autistic children use day lighting which according to eminent psychologists helps them in their cognitive abilities and improves overall health. There should be some spaces where children can look in and out but not the classrooms as they can be very distracting. The provision of day lighting should be the least distracting and maximize the usage of incandescent 18 | P a g e
lighting. Graded lighting with various intensities in one particular room helps them to get exposed to various types of lighting.
This picture depicts the usage of different types of lighting in one room and also encouraging the use of day lighting.
Another example of depicting the usage of different types of lighting.
Colour and Texture: The perception of colours by autistic children differ from the neurotypicals due to the defect in their sight because of chemical imbalances and neural deficiencies. Stating the discussion with Dr Thomas Kishore, Reader in Health Psychology Department, HCU, most of the children with ASD see colours with greater intensity than neurotypical children. For these children, red appears nearly fluorescent, vibrating with intensity. A small proportion of the children see the colour as neurotypical children do and 5% of them see muted colours i.e., they perceive every colour as grey.
Using subtle colours in the background and contrast colours as the main activity will draw their attention. Fascination to spiral and the like patterns makes them sit at one place. The usage of glazed or polished tiles should minimized; matt finished tiled can be altered with textured tiles for them to distinguish between the textures. These areas will then act as “MULTI SENSORY AREAS”. If carpets are being used then one can use both hard and soft material. Several ancient cultures, including Egyptian and Chinese, practised “Chroma therapy” or using colours to heal. This is used today as holistic or alternative treatment in many health centers. a) Red- Used to stimulate body and mind and increase circulation but mostly its usage is avoided as children perceive this colour with greater intensity which hurt their sight.
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b) Yellow- Helps in stimulating nerves and purify body; risky as it can cause anxiety or cheerfulness based on their sensitivity. Hypo sensitive children react in a positive manner but causes anxiety in hyper sensitive children. c) Orange- Helps in healing lungs and heart and increase energy levels. Very energizing colour for both sensitivities. d) Blue- Believed to soothe illness and treat pain also increase their productivity. Dark shades can be overly depressing whereas light shades such as Caribbean Sea Water have a calming and soothing effect. e) Green- Helps in maintaining good health. Considered one of the safest colours as it maintains tranquillity without making the children overly depressing like blue. Psychologists suggest that soft tones of green are the best colours for autistic children. f) Black- Extremely depressive and should be avoided and can create feelings of loss and oppression, causing the child to draw back inside. g) White- Similar to blue this colour can be either very soothing or very agitating based on their sensitivities.
This picture depicts the usage of subtle colours as background and contrast colours for important details.
Notice that the background of all the rooms are subtle colours like peach, cream etc. And also the flooring uses different colours.
Visual Character: A very simple and clutter free spaces must be designed as children under this spectrum can very easily be distracted by confusing designs and shapes. Spaces should be organized and compartmentalised according to their activities. For 10 children and a teacher, a minimum of 15’x20’ room should be designed. Too small spaces can be suffocating where as too large spaces can be very distracting. Open plan classrooms and multipurpose rooms with open design is very problematic and very confusing. One solution can be creating areas that are
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organised and free flow areas. Fletcher Thompson believes that “ceiling heights must be kept low, spatial volumes small and learning spaces intimately proportioned, especially when teacher-student interaction is primarily one-on-one.” One can create an un-distracting and functional area by thinking about the activities that happen in that room. Bookshelves, walls, furniture, soft furnishings and variety in flooring materials can all be used to create a calm, structured environment, and to help autistic children recognise the activities of a room. Simon Humphrey, a renowned architect in field on autism, suggested that by eliminating shadows and junctions around the window has a calming effect on the minds of children. .
This picture depicts the usage of minimal materials yet interesting how children fill their space with life and colour.
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This is an example of a reduction of detail around a window which helps eliminate shadows and junctions whilst also having a calming effect. Note the absence of architraves and skirting.
8.2- HEARING: One of major impairment in children with ASD thereby effecting their communication and the ability to balance themselves (to an extent) Hypo: Mostly have only one ear functioning and therefore they sometimes do not recognize certain sounds. Children under this sensitivity enjoy loud noises and crowded places. Incorporating large open spaces helps in their social interaction and can help them in distinguishing between the sounds.
Notice that the above room is modified according to acoustics by using a more texturally neutral sound absorbent material, with light pale shades or light-coloured corkboards instead of carpet.
Hyper: Contrary to the above these children have magnify the noise, listen to every detail. Hence it becomes very difficult to them to concentrate on one particular thing. A solitary space should be provided away from the clamorous spaces for the children to aid them in learning.
Acoustics: My understanding of autism is that they struggle to discriminate different sounds and are more sensitive to it. Any building must respond to this in terms of impact of sound, flanking and reverberation time. This can be achieved by using opaque materials roof in order to reduce the impact of rain, mass wall construction using acoustical materials. Areas that have fewer auditory distractions can help improve attention while lessening verbal stimulations or outbursts. Use of noise and echo treatment in all classrooms, especially speech rooms to increase attention span. Moreover, all the classrooms should have the option of being acoustically modified; so autistic children are gradually placed from spaces that have total acoustic treatment to non-treated rooms in order to endure the external world.
8.3- TOUCH: This is a very important sensory activity for the children to distinguish between various objects and react accordingly. Hypo: They have ability to withstand high pain and are known for selfharm. Attracted to heavy objects. 22 | P a g e
Hyper: Touch sensitive, very particular about their clothing; they only like certain types of material and expect the surrounding to possess the same. Curtain cloth, carpets must be of the gentle material.
Materials and Elements: Complexity in the detail of the building causes visual distractions and sometimes obsession. By using limited pallet of materials and reducing hard edges visual distractions can be limited. Quality of spaces can be enhanced by carefully
Notice that elements and materials used in this corridor are elementary and uncomplicated. Use of a materials should be non-abrasive and smooth.
selecting the materials and adaptable furnishings that foster their development and learning. Sensory elements that are soft, such as beanbag chairs, stuffed couches, swings, carpeting, and water have an advantage and proved to be beneficial for autistic children. Hence there is a necessity to provide such sensory opportunities at a school for their exploration. 8.4- SMELL: Highly responsive to various types of smell. Children with ASD may experience the following Hypo: Non responsive to any type of smells be it their own body odour. Sometimes they go lick the object to identify it. Avoid any sharp and needle like surfaces. Hyper: Highly responsive to every odour. This sensory activity overpowers their other senses. Toilets, kitchen and the like spaces are usually places far from their learning spaces.
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Spatial sequencing: Rooms that develop odours like toilets and kitchen must be placed away from the therapy rooms to reduce distractions. If it becomes inevitable to place such room beside therapy room then the orientation of the room and wind direction must be considered and placed such that the air from the toilet/kitchen does not pass through the classroom. The following diagram
Retrieved from http://harrodd-r.com/autism-and-design
depicts a probable solution for designing spaces for the autistic children.
Quiet space: Autistic children require more personal space than normal children and this should be considered when designing classrooms, halls and anything that will contain social interactions. In places were educational activities are done there should be space large enough for one caretaker and one student.
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9- REFINED LEARNINGS FROM THE LITERATURE
The building should have a simple layout which reflects order, calm, clarity and has good signage and transition space.
Autistic children may show different sensitivities to spaces: some will be frightened by large, open spaces and wish to withdraw to smaller spaces, while others will not like enclosed spaces. Providing a mix of larger spaces with smaller ones to withdraw to when anxious can help.
Designing low sensory-stimulus environments reduces sensory overload, stress and anxiety i.e, by proper positioning of spaces like toilets and kitchen away from the classroom and therapy areas, using non flickering lighting fixtures, providing good acoustics etc.
The provision of pleasant, well-proportioned space, with plain, bare walls decorated in muted soft colours will allow teachers to introduce stimulus, (such as wall displays of work or information), gradually to suit pupils needs.
Classrooms can be arranged so that teachers may employ different teaching methods, with spaces for individual work or screened personal workspaces.
Containment in the class base for reasons of supervision, safety or security by the use of two door handles, at high and low-level, must neither compromise escape procedures, nor violate human rights, (in that children must not be locked up unless they are secured or detained legally in secure provision).
Robust materials should be used where there are children with severe disabilities and safety precautions for doors, windows, glass, plaster and piped or wired services are required.
There is a need to balance security and independence and to find the right mix between tough materials and special equipment on the one hand and ordinary, everyday items on the other, in order to avoid an institutional appearance, at the same time eliminating risks.
Simple or reduced detailing and changes of plane may reduce the opportunity for obsessiveness.
The building should have non reflective surfaces, non-confusing textures, and reduced corridor area to eliminate running opportunities.
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10-
TENTATIVE DESIGN REQUIREMENTS
1- Facilities at Autistic center
Vehicle parking
School for Autistic children
Rehabilitation center
Accommodation
Community area
Soft landscaped Play area
2- Facilities at School
Classrooms, Soft Play rooms. Computer Rooms
Sensory areas, Quiet areas, Therapy rooms
Library, Storage area, Services
Reception Area, Waiting Area
Toilets
Kitchen and Canteen
3- Facilities at Rehabilitation Center
Doctor’s Room
Pharmacy
Nurse lounge
Patient rooms, Toilets
Treatment rooms
Diagnostic unit
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11-
DESIGN GUIDELINES
Table 3
ASPECT
STANDARDS USED IN CASE STUDY and TSS FOR SPECIAL CHILDREN
ORIENTATION OF THE BUILDING
N-S direction for the maximum usage of sunlight and warmth in cold countries.
ACCESSIBILITY
Electronically controlled and monitored entrances. Pick up and drop off points at the entrance to the school. Classrooms, therapy rooms, sensory rooms, soft landscaped play area, library, storage, toilet, cafeteria, lunch room, transition space, atrium, one to one assessment area and quiet spaces. 2-3 sq.m per child and not more than 8 children per classroom. Floor to roof windows with opaque blind curtains, roof windows, clerestorey windows and artificial lighting with dimmers. No incandescent lighting. Sill to windows for proper ventilation, wind catcher roofing systems. Muted colour scheme; white, muted earth colours, light green and blue. High ceilings, visual connectivity between classrooms and play areas, visual cues, non-reflective flooring and pin board areas. Considered as heart of building as a most effective social area; usually circular. Toilets and kitchen are placed far away from the classrooms and therapy rooms. No sharp edges, minimum detailing, ample room size, ceiling height and corridor width. Opaque roofing material in order to reduce the effect of rain, mass wall construction. Min 300mm wide Tread, Max 150mm high riser and 50mm Kerb space. (TSS standard for special standard) Min 1800mm wide, Min 1:12 slope ; Max 1:20 slope ( TSS standard for special standard) Min 900mm + 380 mm (for the wheel chair), Handle position – 800 mm from FFL ( TSS standard for special children) 1450mm x 1500mm buffer space ( TSS standard for special children)
SPACES IN THE UNIT
AREA REQUIRED LIGHTING
VENTILATION COLOURS AND TEXTURE VISUAL COMFORT
TRANSITION SPACE SPATIAL SEQUENCING SAFETY MEASURES ACOUSTICS STAIRCASES RAMP DOOR
WHEELCHAIR MANOUEVRING SPACE
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12-
DESIGN METHODOLOGY Experiences of parents, caregivers, psychologists with autistic children
Understanding the impact of the environment on their behavioural intervention
Literature study on Autism and ASD
Studying the standards for special children
Related theories on the topic
Critical analysis of the Literature study
Learning from the literature review
DESIGN REQUIREMENTS (Based on their needs and various social, cultural, environmental and educational aspects.)
Structured Questionnaire to understand the existing design of schools in India (To Parents, Caregivers, and Institutions)
CASE STUDY (Critical analysis of existing cases in Delhi, Hyderabad and Bhopal)
Inferences from the case study
Final Design for the Center for Autistic Children (5-18 years)
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Conceptual Design
SITE STUDY AND ANALYSIS (Understanding the sensitivities of the surroundings and its possible impact on the individual)
13-
SURVEY FORMAT
1- Basic Information 1.1-
Name of the organization
1.2-
Location
2- Background 2.1- When was the organization established? 2.2- The number of student intake initially? 2.3- What were the facilities provided? 3- Facilities at the institution 3.1- No. of classrooms, therapy rooms, treatment rooms and sensory rooms. Architecturally, are the rooms according to the requirement? 3.2- Provision of playground, soft landscape areas? 3.3- How many children are admitted in the institution? Do the rooms cater to all? 3.4- Is the therapy supervised by a doctor? If yes, then is there a separate room with all the facilities? 4- Opportunities for Parent participation 4.1- Are the parents involved in their intervention? 4.2- Facilities for parents – waiting area, parking facility, connecting room with one way mirror? 4.3- Are the facilities provided sufficient for the child? If yes, how were they helpful? If no, what other facility do they want, is anything bothering the child? 5- Behavioural Aspects 5.1- Rating the child on the scale of 1-10 for autism; observing outbreaks, temper tantrums, social interaction etc. 5.2- Reaction to various elements like colours, texture, lighting 5.3- Are the children obsessed with any object or space? If yes, why?
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14-
CASE STUDIES
1- Tamana, a school of hope, New Delhi 2- National Autistic Center, New Delhi 3- Autistic Friendly School, Hyderabad 4- SPARSH, A special school, Hyderabad 5- National Institute for Mental Health, Hyderabad 6- Arushi, Bhopal 14.1 - ACTION FOR AUTISM – NEW DELHI
Location: Pocket 8, Jasola Vihar, New Delhi Orientation: NE – SW Building
Typology:
Institutional
building for autistic children and adults Climate: Hot and dry
The front façade of the building
Area: App 600 sq.m
INTRODUCTION Action For Autism (AFA), New Delhi is the pioneering, national and nonprofit autism society of India. The organisation provides support and services to individuals with autism and those who work with them in South Asia. Founded in 1991, this parent organisation began with the goal to "put autism 30 | P a g e
on the Indian map." Awareness of autism in India has grown tremendously in the past decade, and their activities have also changed to meet current needs in India. According to AFA, there are currently 17 lakh people with Autism in India. The organisation works through direct services, advocacy, and research to improve the lives of children with autism and their families. They are also committed to assisting other countries in South Asia achieve legal recognition of autism and develop services for children and families. The center was started by Merry Barua along with other parents whose children are autistic, in a small room at Chiragali. Currently she is the Head of the institution which comprises of 60 students and 25 teachers. To more effectively orchestrate national activities for autism, this organisation expanded and was relocated to the AFA National Centre for Advocacy Research and Training at Jasola vihar in 2006. This 4 storeyed center comprises of 8 classrooms for the secondary children, 5 Parent- child intervention rooms, 2 Sensory rooms, 2 Occupational therapy rooms, a library and a Research unit. The center caters to 60 individuals of age 3years to 34 years. They not only train the individuals in the triad impairment but also guide them about the future independence. The center also employs high functioning autistic adults in their office which boosts their confidence. GROUND FLOOR The ground floor comprises of reception area, office area, seating area, cafeteria, library, a storage area, swimming pool, outdoor play area and toilet. The corridor connecting all these areas is only 1.5m wide which makes it difficult for children to walk without any assistance. 1- The children walk from the reception to the cafeteria to buy food and then head to their class. This way they learn how to use money.
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2- Swimming pool is used
during
summer
which
according to the staff is an effective way to teach sensory skills. 3- The seating area in the reception is very spacious and some children use this area as an escape space. 4- The counter present outside the reception sells the products made by the children during their arts and crafts class. 5- The play area present outside the building is used by secondary children during their playtime. FIRST FLOOR The first floor comprises of parent-child intervention wing which has 5 rooms, 3 classrooms, 1 sensory room and toilet. The corridor in the Parent- child wing is only 1m which makes it difficult for two people to walk simultaneously. The other corridor leading to sensory room and other classrooms is 1.5m wide which makes it difficult for children to walk without any assistance. 1- Parent- child wing: This area in an early intervention zone where the parent of the child below 3 years is trained to understand the complication of the disorder. Parents are also taught to understand the behavioural and cultural aspects of the children. This way the intervention not only happens in the center but also at home. 4 rooms have a look through window frame beside the door so that parents can look into the class without distracting the children.
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Lighting and ventilation: The corridor leading to these rooms is dark, gloomy and narrow (1m wide) with no proper natural light. The rooms are well lit and ventilated naturally; also there is a provision of artificial lighting in every room. Colours and texture: All the walls are rough textured and coloured white. Since this area is for toddlers, the walls are decorated with sensory
Notice that the corridor is narrow and poorly lit.
stimulating materials such as charts depicting fruits, vegetables, colour coded activity tags etc. Children sometimes tend to harm themselves by scratching the walls and circumambulations around the furniture and accidentally hit the walls. There is a necessity of smooth finished walls with variegated textures for them to distinguish between the materials. Acoustics: The rooms are not treated acoustically; the noises from the adjacent class are very much audible which distracts the children from concentrating on their activity. Some of the rooms use curtains as acoustical materials but given the number of children and their ability to make noise, curtains are not sufficient. 2- Semi open play area: This area is for low functioning children who cannot interpret safety. The semi open area is covered all around by with MS grill. Playing with other children promotes social interaction. 3- Sensory area: This is a one to one intervention area where the child is taught by projecting videos and pictures on the wall. Low functioning children use this space as it is dangerous to let them play outside without assistance. Due to the space constraint (the area of this space is about 10sq), the personal space of the child is compromised which triggers anxiety and develops seizures. Lighting and ventilation: The room is well ventilated with windows on one side. The requirement of this room does not indicate the provision of a window as children are taught in the darkroom with the help videos and pictures on OHP. 4- Toilet: The toilet provided is not children friendly; they need assistance to use the washroom.
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SECOND FLOOR The second floor comprises of 4 classrooms for secondary children (high functioning), 3 classrooms for primary children (low functioning), 1 sensory room, 1 storage area and toilet. The corridor in the secondary children classroom is only 1m which makes it difficult for two people to walk simultaneously. The other corridor leading to sensory room and other classrooms is 1.5m wide which makes it difficult for children to walk without any assistance. 1- Classroom children):
area The
approximately accommodates
(Secondary classroom
10sq.m 6
children
is and per
classroom with a teacher student ratio of 1:6. Some experts consider this as extra burden on one teacher. The usual ratio followed elsewhere is 1:3.
Picture depicting typical classroom
The classroom has spaces for sitting, weaving, computer education and storage space. There is a look through window from the corridor so that parents can look at the activities by the children without disturbing the class. Only in secondary classrooms computer education is provided; the teachers believe that these children learn better and faster over the computer than over the blackboard.
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Lighting and ventilation: Although the classrooms are well lit and ventilated by windows on one side, the views through the windows are distracting so the management blocked the windows with opaque sheets. Picture depicting the opaque sheets over the windows
Colours and texture: All the walls are rough textured and coloured white. The walls are very dull with no decorative pictures or images. Many organisations use colour coded picture cards over muted colour walls to communicate with children. Since this area is for secondary children, communication is not an issue. Although they are repetitive in their behaviour, they can communicate with others. Acoustics: The area of the rooms being just 8sq.m and not being acoustically treated distracts the children from concentrating on their activity. 2- Classroom area (Primary children): There are 3 classrooms for children between 3 – 10 years age. The furniture is these rooms
Primary classroom
are compatible with the children. The classroom is approximately 10sq.m and accommodates 5 children per classroom with a teacher student ratio of 1:5. Lighting and ventilation: The classrooms are well ventilated by 2 windows on two sides. It becomes very difficult for children to concentrate on their activity. Hence the management covered the windows with curtains to block both light and ventilation. They encourage using artificial lighting and ventilation
for
these
children.
Colours and texture: All the walls are rough textured and coloured white. The walls are very dull with no decorative pictures or images. Although the area is for primary children, the walls are not decorated with colour coded picture activities. The use of colour tape on the ground acts as a compartmentalising of the space. This makes children feel as their personal space and helps them to calm down. 35 | P a g e
Acoustics: The area of the rooms being just 8sq.m and not being acoustically treated distracts the children from concentrating on their activity. Some of the rooms face the road, therefore the vehicular noise and the street noise distract children. 3- Semi open play area: This area is for low functioning children who cannot interpret safety. The semi open area is covered all around by with MS grill. Playing with other children promotes social interaction.
THIRD FLOOR The entire floor is dedicated to research and diagnostic unit. The organisation recently collaborated with UCLA on a research on Autism. There is also a gathering space for parents to meet the teachers once in a month to check the progress in this floor. COMMON
SPACES
IN
THE
CENTER 1- Circulation Space Ground floor - Circulation space is rarely used by individuals. Walk from cafeteria to office. First and Second floor - Parent child wing and the toddler classrooms are connected by narrow corridor. Secondary classrooms are connected with a well-lit corridor of 1.5m wide Third floor - Corridor connects the research unit with the gathering space. Circulation space in every floor is narrow and accommodates many other activities along with circulation such as play area, storage, fire safety etc. The main circulation space is 1.5m which is very unsafe for children as they 36 | P a g e
walk with their hands away from the body. Children usually wander in the corridor as the space has no distractions. 2- Swimming pool Swimming pool is operated during the summer days and summer camp. This is a sensory technique to teach children the sense of water. According to the teachers this proves to be an effective sensory technique for children to learn quickly. 3- Play Areas The play area in the ground floor is adjacent to the parking facility. It is located beside the entrance to the building. This is a dead space and is not used by children as they are intimidated with the vehicles around them. High functioning group of children use this play area during their play time. The play areas in first and second floor are covered with grill. 14.2 - SPARSH a special school – HYDERABAD
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Location: Sikh road, Near Diamond point, Secunderabad, Andhra Pradesh Orientation: SW- NE Building
Typology:
Residence
turned into a day center Climate: Hot and dry Area: App 200 sq.m INTRODUCTION SPARSH is a comprehensive multi-service school that provides educational, therapeutic
and
recreational
The façade of the building
services for children with special needs thereby fostering their physical, educational, emotional and social development and thus enabling them to play, learn, live and function in the real world. They are a group of specialists from the field of special education committed to providing 'that extra' needed to make a difference in the lives of differentlyabled children by encouraging them to realize their true potential. The school empowers the Kids with autism to access the state of the art rehabilitation intervention viz., educational, therapeutic, vocational, employment, leisure and social activities, sports, cultural programmes and full participation. To achieve optimum results, the institute has developed and introduced innovative structured training courses like Early Intervention, Rehabilitation Psychology, Special Education and Disability Rehabilitation at school level.
The school divides children based on their mental abilities into 4 categories. The following are the training and therapies provided by the school. 1- Special education 38 | P a g e
2- Speech and language therapy 3- Occupational therapy 4- Sensory integration therapy 5- Behaviour modification 6- Applied behaviour analysis 7- Discrete trail training 8- Physiotherapy 9- Cognitive behavioural management 10- Remedial teaching for children with learning problems 11- Parent training programme The management also provides regular assessment services, online international professional support, neuro-psychological intervention, familyfriendly ambience. The school is a place where children of differing abilities i.e, children with autism and cerebral palsy, mental retardation, learn together. GROUND FLOOR
The
ground
floor
of
approximately 200 sq.m area,
comprises
of
3
classrooms, a sensory play area, kitchen, office space, exercise area and common bathroom.
A
typical
residential plan is turned into a day care center for children with disabilities. All the bedrooms are turned into classrooms. FIRST FLOOR
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The first floor comprises of 4 classrooms, a quiet room, wash
area,
a
television
space, a balcony and two toilets. The
following
are
the
various spaces in the school. 1- Classroom space The school has 8 classrooms divided amongst 4 categories of children. Every classroom is furnished with cupboards, drawers, tables, chairs. Every room has a mirror for enhancing the skills of the child. Each classroom caters to minimum 2 children and maximum 7 children. All the classrooms have an area approx. 12sq.m. The classrooms in the school are one to one classroom, toddler’s classroom, secondary classroom and high functioning children classroom. Lighting and ventilation All
the
classrooms
are
naturally
ventilated
with
ample
day
lighting.
Artificial lighting is also used in every classroom as the views from windows often distract the children
A typical classroom space
and are closed with curtains .Therefore in most of the classrooms the child is made to sit in a corner facing the wall so that they are not distracted. Colour and texture Muted colours are used as the background in 6 classrooms; the other two have bold colours. Parents often complain that this makes their child gloomy and unyielding. Contrast colours are used to depict the important details the child has to learn. All the surfaces have smooth textures making the child difficult to understand the difference between various textures.
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Safety and precaution Marble as flooring material makes it very difficult for the children to walk. Autistic children use washrooms very often. It is therefore difficult to walk on marble flooring with wet feet unless assisted by the care takers.
2- Circulation space Circulation space in the ground floor is unorganised with spaces for exercise and sensory skills due to the space constraint. Exercise space is also provided in the circulation space for physical fitness of the children.
Unorganized circulation space in ground floor
The balcony space in the first floor is used as a space for understanding the spaces around the building. Also the views from the classrooms are distracting for children; this space lets them have undistracted views.
The circulation space in the first floor is used as gathering space twice in a month when parents, caregivers and children meet to check the progress of the children. TV set in this space acts as visual communication and teachers believe that this is one of the best ways to for them to learn things fast.
Circulation space in any autistic center is considered as heart of the building as children like to spend a lot of time in this space to move around. This school also provides a clutter free and spacious circulation space in the first floor. In the ground floor the area becomes much
Circulation space as gathering space
unorganised as multiple activities takes place in the same area. Children are very distracted as the sensory space is not isolated from the circulation space.
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3- Toilet and wash area 4 classrooms are provided with attached toilet and bath areas. One bathroom has both Indian and Western style for the children to learn how to use both. It is known that autistic children do not like squatting; therefore both systems are provided for them to get accustomed to both the styles. The wash area in the first floor circulation space is used to teach sanitary habits to children. This area becomes difficult to access for children in the ground floor. The wash area is very compatible with children as the water does not squatter. Every toilet has a provision of geyser. The school also teaches children how to take
Common bathroom for classrooms. Notice that both Indian and Western styles are provided
bath and other sanitary activities. Teachers also complain that the ventilators are too low, so the children try to climb on the commode onto the ventilator. All the toilets are not safe for the child to use it alone. Toilets and wash areas have to be very simple and should be compatible with the children. Proper safety measures such as handrail, low height commodes and anti-skid flooring have to taken.
4- OTHER SPACES
One to one area
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Seating area at the entry
15-
COMPARITIVE STUDY OF THE SCHOOLS Aspect
Location
Orientation Access to the building Spaces in the unit
Area
Lighting
Ventilation
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Action for Autism, New Delhi Located in the residential area in the outskirts of the city surrounded by park, water plant and Agra canal.
NIMH, Hyderabad
Located in a dense residential area in the heart of the city, surrounded by schools, pharmaceutical centers and market area NE - SW S-N Single and Separate secured entrance entrance and exit to the building gate 10 classrooms, 5 7 secondary Parent child classrooms, 6 intervention primary rooms, 2 sensory classrooms, 1 rooms, a library, kitchen, 1 indoor and computer outdoor play education area, cafeteria, room 2 rooms research unit, for autistic gathering space , children, 2 office space, vocational reception and training rooms, 6 toilets. office and staff rooms and 4 toilets. CLASSROOM AREA Approx 10 sq.m Approx 12 – 20 for 6 children sq m for 6 children Windows and Windows and artificial lighting artificial fluorescent lighting Good ventilation Cross ventilation through windows in every on one side. classroom. All the classrooms face either
Sparsh – a special school, Hyderabad Residential building turned into a school, located in residential area.
SW-NE Accessible by everyone, no security. 7 classrooms, tv room, storage space, exercise area, sensory area, kitchen, sick room, quiet space, lobby and toilets.
Approx 6sqm for 6 children Windows and Artificial lighting
Cross ventilation in 2 classrooms.
Visual comfort
High ceilings, simple and clean surfaces but no proper visual cues.
Transition Space
Long L shaped narrow corridor.
Colours and Texture
All rooms are coloured white and have rough texture
Width Lighting and ventilation
Colour and Texture
16-
courtyard or playground. High ceilings, spacious corridors, Tactile environment with no proper visual cues. Long and wide (2m) L shaped corridor. All rooms are coloured beige and have rough texture.
CIRCULATION AREA 1 to 1.5m wide 2m wide Properly lit and Corridor opens ventilated by into courtyard, windows opening well lit and to courtyards ventilated. Artificial lighting is also used. White coloured which gives a spacious feeling. Rough textured
Beige coloured spacious corridor.
No visual connectivity between the spaces. No proper visual cues. Linear and T shaped corridor connecting all the rooms Muted colour scheme with red, orange, maroon and beige coloured walls. Smooth finish. Visually disturbing space 3 – 4 m wide Artificially lit even during the day time using fluorescent tube light. No proper light or ventilation. Maroon coloured dark corridors
INTERVIEW WITH PSYCHOLOGIST
DR SAROJ ARYA (NIMH, HYDERABAD) Dr Saroj Arya, a renowned Psychologist who previously worked in National Institute for Mental Health, assisted me in understanding the potential, capabilities and problems faced by children in autism. She worked in NIMH for 25 years and has dealt with hundreds of children with autism. She has attended and organized many interventions for children in. Her helpful hand has enabled me in assessing the current day scenario of autism in India and the measures taken to endure the disorder. 44 | P a g e
The conversation started with an overwhelming appreciation of the field of architecture for taking interest in the well-being of the children under Autism. Discussing about the children in the spectrum she stated that there is nothing normal or abnormal, it’s ordinary and extra-ordinary and people under the spectrum are extra-ordinary. They are truly unique; they have literal and lateral sort of tangential logical thinking which is disarmingly charming. The importance of space for their betterment was stated where the importance of built form in shaping their behaviour was discovered. For this one must understand the impact of their culture, behaviour and social aspects to design a space for them.
Environmental and Behavioural studies Environment had profoundly impacted the individuals in the spectrum but is more often than not ignored. The primary problem that characterises their behaviour is the inability to enforce meaning on their experiences. Although they have the capabilities to act on their environment or learn skills, they have no independent capability to comprehend the meaning of these activities. They cannot determine the connection between their experiences and demands, while the fundamental themes or principles are still unclear to them. This severe impairment in generating meaning becomes a critical aspect in deciphering their capabilities in understanding the environment.
Research on design of environments for people in the spectrum is usually based on the idea of that some state of ‘fit’ is definable and attainable. In most of the researches fit has been conceptualized as an environment that matches the abilities of the user with an appropriate level of support. Likewise, in architectural design the fundamental concept for analysing human behaviour is ‘behavioural setting’ that includes only those aspects of physical environment that are critical to behaviour. If these settings are harmonious with the behaviour then there is a ‘fit’. This behaviour setting concept and the concept of fit-misfit are the basic building blocks in architecture. The pioneers in designing spaces for the autistic developed a set of design parameters based on their behavioural aspects. 45 | P a g e
Cultural aspects Culture refers to a shared pattern of human behaviour. It is the way of life. Autism is of course not truly a culture; it is a developmental disability caused by neurological dysfunction. However it affects the ways that individuals eat, dress, work spend leisure time, understand their world, communicate, etc. Thus, in a way, autism functions as a culture which yields the characteristics and predictable pattern of behaviour in individuals with this condition. Parents, teachers and care givers should be someone who understands both cultures and able to translate the expectations and procedures of the nonautistic environment to the individual with autism. Environment has a major role to play in this translation.
When every structure is designed considering the functionality, culture, behaviour of the setting, then why aren’t there spaces for the autistic according to their needs? Incorporating their culture in our design plays a vital role in their intervention.
Sociological aspects Impaired communication is one of the trademark characteristics of autistic children. Unfortunately the environment surrounding them is not encouraging social interaction. It is important that a child with autism is ‘contained’ for their own safety, but it is also important for them to interact with others or at least feel that they can. History and nature shows that this can be achieved with subtle manner; by providing enclosed courtyards, vigilant playground and multisensory areas. According to the experts, it not only enhances their social skills but also boosts their confidence level. Nature provides best solution for containment; a serene picturesque open space can provide such opportunity.
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Observation and Recommendation
The classroom should be at least 20’x15’ with a student teacher ratio of 3:1. Every classroom must accommodate only one activity as multiple activity distracts their concentration.
Subtle colours must be used for the walls with contrast colours as backgrounds of important details. Autistic children devote their attention on the details and therefore one must try and accommodate minimum and essential details in the structure. For example patterns or paintings on the wall affect their temper; they critically analyse paintings to understand the deeper meaning and lose their temper if the painting conveys a negative meaning.
A mirror must be accommodated in speech and occupational therapy room for them to interact with themselves and understand their task. Mirror is an essential element in their progress. It conveys the voices of colours, shadows, movement and their echoes, silence, spaces and distance.
Sensitivity to resonating sounds is very alarming in autistic children which the ‘neuro typicals’ fail to notice. Areas that have fewer auditory distractions can help improve attention while lessening verbal stimulations or outbursts.
Spaces must be clutter free as visually distracting design can be very confusing; people on the spectrum tend to be visually-orientated. Clean lines without much detailing and sparse decorations helps autistic children to concentrate on their task.
An organized environment can be achieved by creating stations, or segregating areas according to activities. A small space can feel suffocating, while a space that is too open can bring on a free-falling feeling.
Autistic children need a quiet space to control their temper tantrums and which helps them in being calm and organize their behaviour.
The designed space must provide lots of level difference which helps in enhancing their fine motor skills and also allows the management to be vigilant.
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SITE LOCATION
Map showing the extents of HMDA and the location of the village
17.1 - HYDERABAD TOPOGRAPHY
Hyderabad is the 4th most populous city in India and 6th largest urban conglomeration; situated on hilly terrain surrounded by lakes. The city has a population of 6,809,970 (2011 census) with a density of 18,480/km2 Area - 650 sq.km Location - Hyderabad lies on predominantly sloping terrain of grey and pink granite, dotted with small hills, the highest being Banjara Hills at 672 metres from MSL. Granite ridges and hills weathered into picturesque balance forms are a part of Deccan Shield. Soil type- Mainly red sandy soils with few area of black cotton soil Seismic zone - 1 and is seismically exposed to least earth quakes.
17. 2 - CLIMATE - Hyderabad has a tropical wet and dry climate bordering on a hot semi-arid climate. - Annual mean temperature is 26 °C (78.8 °F) - Summers (March–June) are hot and humid, with average highs in the mid-30s Celsius - Maximum temperatures exceed 40 °C (104 °F) between April and June. 48 | P a g e
- Winter lasts for only about 2 1⁄2 months,. - Lowest temperature -10 °C (50 °F) in December and January. - Temperatures in the evenings and mornings are generally cooler because of the city's moderate elevation. - Heavy rain from the south-west summer monsoon falls between June and September. - Avg Humidity - 52% 17.3 - KESHAVARAM VILLAGE
EXTENTS OF KESHAVARAM VILLAGE AND LOCATION OF SITE
The village is located at NE corner of the Hyderabad city extents at a distance of 34 kms from Secunderabad Railway station 42 kms from Imlibun Bus stand 69 kms from Rajiv Gandhi International Airport.
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Landmarks - The closest landmark to the village is Shamirpet Lake and Shamirpet Deer Park located at a distance of 11.5kms from the village.
Access - The only access road to the village is Hyderabad - Karimnagar Highway which is also known as Rajiv Rahadari which is a 4 lane of 30 m wide.
Rajiv Rahadari / SH - 9
Population - The village had around 1500 people and 300 residences. The major
occupation of the people here is agricultural farming
Soil type - Red sandy soil which is suitable to grow Mangroves, Sugarcane and Paddy farming.
17.4 - JUSTIFICATION OF THE SITE CFA (Care for Autism) Society is setting up an exclusive facility for children with autism on a 10 acre farm, nestled among 100 plus mango trees, which is exactly 24 Kms from their existing center at Bolarum. The Existing site
proposal if for 100 children which is an Alternative residential environment for
children and adults with Autism. There is a requirement of the center for Autistic children due to the alarming rates of increase (1 in 150 children in India are affected with autism to some extent) of children affected with autism. 1- The site is located in a village free from city traffic, pollution and population havoc which is perfect fit environment for their rehabilitation. 2- By locating the Center in a village, awareness of this disorder can be spread to nearby villages. 50 | P a g e
3- By training people in village, employment opportunity can also be created. 4- The surroundings of the site are farmlands; children will be exposed to a natural environment which proves to be an effective way for their rehabilitation. 17.5 - LOCATION OF THE SITE The site is located at the extreme Northern corner of the village abutting Hasmapet Road which is 6m wide. AREA: 10 ACRES Landmarks around the site - ZPHS located half km from the site and Gutti konda located right in front of the site. Provisions around the site - Village has 10 commodity stores, an Anganwadi, ZPHS School.
Approach road to the site
ZPHS School located at a distance of half kilometres from the site
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Gutti konda, a landmark located opposite the site
18-
SITE ANALYSIS AND INFERENCES
18.1 - ON SITE FACTORS 1- SOIL TYPE Red sandy soil (30 % loam and 70% sand). INFERENCES 1- If the structure is G or G+1 then stone or earth footing can be used. 2- If the structure is more than G+1 then stepped foundation or pile foundation (based on Soil Bearing Capacity) should be used. 2- VEGETATION Upto 150 m the land is planted with Mango trees hap-hazard and land is also covered with unwanted growth of grass. Beyond 150m Mangrove plantation is organised with a distance of 6m between the trees. INFERENCES 1- As far as possible the Mangroves should be retained; farming can be encouraged, as a part of their vocational training 2-Sensory garden can be created by retaining some part of the mangroves. 3- Space amidst the trees can also be used for other sensory activities. 3- EXISTING FEATURES At a distance of 10m from the site boundary on the bottom left corner there are huge boulders. These boulders may be surfaced parts of huge rocks underground. No sewage / drainage facility Electricity line runs along the left boundary of the site A compound wall with gate along the 52 | P a g e
NW ridge. INFERENCES 1- Boulders can be effectively used as building material. 2- Foundation is not required in this area. Proper sewage line should be provided. 3- Compound wall can be retained. 4- CONTOURS Site is a flat land with no contours. Only a few boulders are present at one corner of the site. INFERENCES 1- One of the major inferences from the interviews with the psychologists is that if there are level differences it is better as it improves their fine motor skills. This way there is also proper vigilance on the children. 2- Since the land is flat, level differences must be created while designing the buildings. 3- Slight slope can be created to direct the rain water or run off water into rain water harvesting pit.
18.2 - OFF SITE FACTORS 1- CLIMATE Tropical wet and dry climate bordering on a hot semi-arid climate. Annual mean temperature is 26 °C (78.8 °F) Summers (March–June) are hot and humid, with average highs in the mid-30s Celsius Maximum temperatures exceed 40 °C (104 °F) between April and June.
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Winter lasts for only about 2 1⁄2 months,. Lowest temperature -10 °C (50 °F) in December and January. Temperatures in the evenings and mornings are generally cooler because of the city's moderate elevation. Heavy rain from the south-west summer monsoon falls between June and September. Avg Humidity - 52% WIND DIRECTION - South East to North West ( Source - Wikipedia) INFERENCES 1- SW being the hottest during any season, built structures or playground must be avoided and open space with many trees must be planted. 2- SE must have lowest height structure so as to have an unobstructed wind flow.
2- SURROUNDINGS Site is surrounded by farmlands on all the sides. Residences are located at a distance of approximately 200 m from the site. ZPHS at a distance of half kilometer. INFERENCES 1- Some centers encourage the local school children to visit their center and interact with autistic children. With the presence of ZPHS very nearby, awareness about autism can be spread and an opportunity to let the autistic children interact with the real world. 2- Since the surroundings are farmlands there will unobstructed flow of wind into the site.
3- SUN PATH E-W via South INFERENCES 1- South, West and Southwest are the hottest sides, least number of openings must be provided ; if inevitable solariums can be provided to trap the heat from entering into the building. 2- North side provides glare free lighting which is an apt position for 54 | P a g e
classrooms and sensory rooms.
4- APPROACH ROAD 4m wide road bifurcates from the 6m wide Hasmapet toad leads to the
site. There is proposal by Govt to extend the road to 18m.
5- TRAFFIC CONDITION Site is located in a village 12 kms from Rajiv Rahadari/ State Highway -1, therefore there is no traffic havoc. Locals prefer traversing by cycle than by two/ four wheelers. Hence there is no pollution problem. There is a regular bus service once every 15 minutes.
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CONCEPT - PUZZLE
WHY PUZZLE? • Puzzle indicates the mystery and complexity of Autism; reflecting this attribute in the design is crucial as children with Autism are very difficult to interpret and understanding their interpretation of space is a challenge. A simplistic design would suffice if the design include various spaces to explore and includes the aspect of ‘something new’ for children to learn things easily. • Each puzzle piece indicates the children with Autism waiting for the rest of picture to fit- the ‘fit’ in the puzzle would be another child with Autism or us ‘the Neuro typicals’ - to complete the picture and give it a meaning. The design of the center should be such that the different blocks go hand-in-hand with one another and form the center to make it a better place for children to live and learn. • Each puzzle piece is different and unique but gives a meaning when put together properly in the big picture. The design of the blocks and spatial sequencing has only one correct possibility to provide a ‘fit in environment’. 55 | P a g e
Design must be based on their interpretation of spaces and sequenced based on their predictability of spaces. • Indicates the diversity of the individuals effected with Autism. The main aim of the center is to unite the diversified spectrum of Autism and provide a meaningful platform for their betterment. • Logical way to arrive at a solution. A ‘FIT IN ENVIRONMENT’ and an Ingenuous environment. Based on the concept, case study and literature study, the following are parameters to be followed in the design for the center.
Picture depicts the inability of the child understand the space due to the long
pathway
leading
to
it.
Designers play an important role in determining
spaces
which
SIMPLE
are and
COMPREHENDABLE by the child which betterment.
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helps
them
in
their
FLEXIBILITY & ADAPTABILITY The combination of triad dysfunction results in the broad spectrum of functional skills and interests in Autism. Therefore there must be flexibility in the design and must also be adaptable by children in the spectrum. This will help in 1- Including the individual educational skills and needs of children with autism rather than following the main stream school methods. This will help the child to adapt the new method easily as it is user friendly 2- Working with regular teachers along with therapists. Helps them feel comfortable and not alienated. 3- Re-arranging the classrooms for 1-1, group and parallel sessions. This way none of the sessions are disrupted. 4- Using multi-sensory teaching methods both in the classroom and outside. PREDICTABLE & NON-THREATENING 1- Complexity in design confuses children with low functioning Autism; layout, spaces, shape and form must be as simple as possible. 2- Non-threatening environment leads to reduced level of anxiety. (R.Khare 2007) 3- Sense of clarity has a calming effect on children and they show reduced level of challenging behaviour. (R.Khare 2007) 4- Children will feel more comfortable and safe in the environment. SENSORY INTEGRATION Sensory dysfunction is the ‘inability to modulate, discriminate, co-ordinate or organize sensory activities adaptively’. (M Mostafa 2008). By including sensory skills it helps children to 1- Integrate sense like rolling, jumping, vibrations, music, and different visual experience for better understanding 2- Calm themselves and develop tolerance in over reactive children. 3- Improves concentration and attention span and reduces behaviour tantrums in children.
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SAFETY & SECURITY Children with Autism are unaware of the dangers in the environment due to their impaired imagination and communication skills. Their sensory dysfunction attracts them to harmful objects & equipment. Therefore there is a need to integrate safety and security while designing. The environment should offer 1- Safe use if fixtures, equipment and fittings. 2- Controlled access to high risk areas. 3- Supervision and ease of observation 4- Presence of help indicators both visual and auditory. FUTURE INDEPENDENCE Education in a broader sense is to provide an environment & opportunities for children to acquire knowledge and skills to lead a productive and independent life. Same goals applies to children with Autism. • Self-help training • Domestic skill training • Vocational training Spaces accommodating the above activities must be provided to expose children to the ‘real-world’ scenario.
19.1 - LINKING ACTIVITIES WITH CONCEPT
QUIET SPACE - Adaptable and safe environment with no distracting views. At the same time child should not feel suffocated in the space.
(Ethics of containment)
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SENSORY INTEGRATION - Away from the hustle bustle of the city and away from all the sensory distractions like sound and smell. Spatial
sequencing plays an important role in enhancing their sensory activities.
PROXEMICS - Sensitive to touch; lavish circulation spaces. Group activity spaces would function better if provided outside.
LEGIBILITY - All the spaces must be clearly defined; no clash of activities in a space. comprehension.
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Visual cues must be provided to ease their
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DESIGN DEVELOPMENT
Puzzle is complete when all the puzzle pieces fall in the right place. This has been translated into architectural language where each puzzle piece represents blocks, central axis, and circulation pathways, open and closed spaces which are overlaid to find a solution to the design. INITIAL DESIGN STRATEGY STAGE - 1 PROS 1-
All the buildings are located in close
proximity. 2- Common areas connecting Primary and Secondary blocks. 3- Admin block as high sensory stimulation area with respect to the form. 4- Hierarchy of open spaces CONS 1-
No visual connectivity between spaces.
2- Long corridors – artificial lighting. 3- Entry to the building highly sensory stimulating which is nonwelcoming. 4- No proper physical connectivity between primary and secondary blocks
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STAGE – 2 It was very important to create visual connectivity because of their social impairment, it is difficult for children to interact with others. Visual access creates a defined pathway from home to school and back to home. PROS 1-
A guiding axis leading to all the
blocks. 2-
Deliberate tilt in the placement of
the blocks according to the existing wind direction. 3- Common area nearer to all blocks but away from classroom area for reduced distractions. CONS 1- Common central courtyard between both the school blocks. Very intimidating space. 2- Secondary block is not a continuous block. 3- Common area away from administration block. STAGE – 3 It was very important to create visual connectivity because of their social impairment, it is difficult for children to interact with others. Visual access creates a defined pathway from home to school and back to home.
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Shape and form of the building were based on the behavioural aspects, sensory stimulations and psychology of the children based on the literature study and case study. FINAL STAGE
BLOCKS IN THE CENTER 1 – ADMIN BLOCK 2- VOCATIONAL CENTER 3- SECONDARY BLOCK 4- PRIMARY BLOCK 5- HEALTH CLINIC 6- DINING HALL AND CANTEEN 7- HOSTEL BLOCK 8- FACULTY RESIDENCES 9- HOME STAYS DESIGN PRINCIPLES 1- Visual corridor to visually access all the blocks; also the level differences and varying heights of the blocks help them differentiate the blocks. 2- Restricted vehicular entry to one side of the site both physically and visually. 62 | P a g e
3- Sensory pathway connecting all the blocks covered with various textured and scented shrubs and plants. 4- Courtyards amidst all the blocks as a small gathering space rather than large intimidating gathering space. 5- Various levelled terraces in secondary block. 6- Colour coded blocks for easy navigation between the spaces and easy identification of the activities. 7- Vocational Training Center for future development of the child. 8- Non-threatening and predictable environment with no repetitive patterns and textures on the buildings. 9- All blocks have different windows and colour coded doors for easy identification of the blocks and the built spaces.
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21-
ZONING AND SITE PLAN
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SECONDARY BLOCK
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PRIMARY BLOCK
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HOSTEL BLOCK
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ALL OTHER BLOCKS
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ARCHITECTURAL ELEMENTS
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CONCLUDING COMMENTS
This paper has focused on providing a critique of the existing literature with respecting the design of educational environments for Autistic children, drawing out a number of key design criteria. It has then focused on a number of designs to assess in practice the implementation of those criteria and to discover where possible further innovative approaches may exist. There is clearly a requirement for an architect to be aware of the issues contained within the critique of the literature study. Where these issues are not addressed they will have a detrimental effect on the ability of the child to learn or function effectively within their environment. The opportunity exists to create designs which rather than the provision of a neutral container provide ‘environments for learning’. Clearly this type of space allows teachers and other professionals to utilise the environment in a way that benefits ‘visual learning.’ Through this approach the term ‘learning space’ becomes particular to the experience of the individuals who use it. Lastly, the literature which exists with respect to designing for autistic children is not readily available to designers. Educational professionals and architects would both benefit if design guidance were available in a concise and accessible form. Furthermore, design programmes involving the betterment of autistic children by investigating the ‘creation of the classroom environment as learning tool,’ would bring in tremendous change in their intervention.
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BIBLIOGRAPHY Brian Kerner, A. L. (2012, April 26). Retrieved from http://www.dewberry.com/News/Blog/12-0426/Classroom_Design_for_Students_with_Autism_Spectrum_Disorders Carol L. Spears, D. V. (2011, December 21). JKP Blog. Retrieved from http://www.jkp.com/blog/2010/12/art-spears-and-turner-room-redesign/ Grandin, T. (Director). (2010). The world needs all kinds of minds [Motion Picture]. Hall, J. (Director). (2011). Am I Still Austistic [Motion Picture]. Harrod, N. (27, November 2013). Harrod design research. Retrieved from http://harroddr.com/autism-and-design/ Henry, C. N. (2011, October 19). Arch Net Corporation. Retrieved from http://www.archdaily.com/177293/ Heylighen, A., & Baumers, S. (n.d.). Beyond the Designers’ View: How People with Autism Experience Space. Belgium. Humphreys, S. (2007). Autism and Architecture. Autism London, 1-8. Iain Scott. (2009). Designing learning spaces for children on the autism spectrum. Edinburgh: G A P. Iarocci, G., & McDonald, J. (January, 2006). Sensory Integration and the Perceptual Experience of Persons. Journal of Autism and Developmental Disorders, 15. Khare, R., & Mullick, A. (2009). Incorporating the behavioural dimension in designing inclusive learning learning environment for autism. ArchNet IJAR, 45-65. Lette, K. (Director). (2012). Raising a child with Aspergers [Motion Picture]. Lo, M. (2012, November 10). Hopeful Parents Community. Retrieved from http://community.hopefulparents.org/forum/topics/color-theory-and-autism Martha Herbert, M. P., & Weintraub, K. (n.d.). Retrieved from http://www.helpguide.org/harvard/autism_revolution.htm Melinda Smith, M., Jeanne Segal, P., & Ted Hutman, P. (2013, November ). Retrieved from http://www.helpguide.org/mental/autism_help.htm Mostafa, M. (2008). An architecture for autism: Concepts of design intervention for the autistic user. ArchNet IJAR, 189-212. 71 | P a g e
Mukhopadhyay, T. R. (2011). How can I talk if my lips don't move? New York: Arcade Publishing. N.Henry, C. (2012, April 4). Arch Daily. Retrieved from http://www.archdaily.com/223076/architecture-for-autism-exterior-views/ Owren, T. (2013). Autreat and Autscape: informing and challenging the neurotypical will and ability to include. Norway. Quirk, V. (2013, October 9). Arch Daily. Retrieved from http://www.archdaily.com/tag/autism/ Sasha. (2012, April 16). Bild Architecture. Retrieved from http://bildarchitecture.com/architecture-for-autism-spectrum-disorders-spatialconsiderations/#.UpxzBMQW2sw The National Autistic Community. (2013, June 25). Retrieved from http://www.autism.org.uk/living-with-autism/understanding-behaviour/behaviourguidelines.aspx Torky, E. A. (2013, November 7). Sustainable Building Conference. Retrieved from http://www.sb13-cairo.com/app/webroot/img/ckeditor/ESRAA%20TORKY.pdf Vogel, C. L. (2008, June). Autism Asperger Digest. Retrieved from http://www.designshare.com/index.php/articles/classroom_autism/ Wendler, D. (Director). (2013). My lie with Asperger's [Motion Picture]. Williams, T. (2011). Autism Spectrum Disorders – From Genes to Environment. Croatia: InTech. Winter, N., & Dickinson, J. (n.d.). Retrieved from http://dickinsonpartners.com/site/page-22/autistic-sensitive-design/
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