Design Strategies for Autism Friendly Educational Spaces

Jenna Cappotto INT 650 Professor Hassnaa Mohammed Fall 2022 AUTISM FRIENDLY EDUCATIONAL SPACES Introduction “Children with neurological differences are the most stigmatized and least supported in the disability rights movement” (Wexler, Leuthi-Garrecht, 2015). The World Health Organization (WHO) estimates that 1 in 160 children worldwide has an autism spectrum disorder, or ASD. In 2018, the number in the United States was updated to 1 in 59 by the Center for Disease Control and Prevention (Park, Nanda, Adams, Essary, and Hoelting, 2020). Autism is an umbrella term for a multitude of diagnoses including Autistic Disorder, Asperger’s Syndrome, childhood disintegrative disorder, sensory processing disorder, and pervasive developmental disorder. (Williams, Vouchilas 2013). Autism spectrum disorders range in severity from mild to severe and are defined by behavioral criteria such as difficulty with social interactions and communication, and having a limited range of interests (Shabha, Gaines, 2013). Built environments in education have primarily been designed to meet the needs of neurotypical students (Black, McGarry, et al., 2022). Although teaching methods have evolved over time and new technologies are frequently incorporated into classrooms, the learning environment has not changed significantly in response to this rapidly growing population (Park, Nanda, Adams, Essary, and Hoelting, 2020). The goal of the systematic literature review is to investigate this gap in learning environment design and to identify key factors in the design of educational spaces that will accommodate the atypical sensory processing of neurodiverse individuals. Why Architecture for the Neurodiverse Matters A more holistic approach to education that puts more emphasis on individual learners’ needs is needed. Individuals with developmental disabilities such as Autism Sensory Disorder often struggle to process and navigate their environments due to their extraordinarily heightened senses (Davidson, 2010). This in turn impacts their ability to learn and reach their full potential. By placing these children with special needs into mainstream classrooms that are not equipped to suit their needs, we are marginalizing this group by not offering the same resources and opportunities that neurotypical students receive (Park, Nanda, Adams, Essary, and Hoelting, 2020). With the growing incidence of people with ASD, it is essential that we investigate how this population is affected by the current built environment. In doing so, adverse commonalities and successful interventions will be revealed. This will inform future design strategies for us to incorporate in the design of educational spaces, as well as elements to avoid. In addition, this study can serve as a communication tool for the general population to develop a better understanding of the neurodiverse and why they are exhibiting behaviors that could seem strange to an uninformed observer. With understanding comes empathy and empathetic design will ensure better equity for populations previously overlooked. A more successful learning environment for this group of people will foster their autonomy, inclusion, acceptance, and quality of life.