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Autism is a lifelong neurological disorder that affects communication, imagination and social abilities of an individual. There is no such highly prevalent condition that is so inadequately represented in the environmental research and design standards. This paper attempts to address and validate the environmental factors affecting the performance of children with autism in educational spaces. The paper is derived from a larger study that aims to assist in the development of design guidelines for educational facilities for children with autism, which are universal in nature and of benefit to all children. The study builds a framework that will work as a tool for architects, designers and facility managers to design high performance educational spaces for all. Although the overall study considers many design aspects such as observation, discussion and survey, the purpose of this paper is to identify the enabling aspects of educational environment for children with autism and measure their effects on educational performance.

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OBJECTIVE:The purpose of the Inclusive Indoor Play study was to learn about indoor play and develop design guidelines to inform design of inclusive playthings. PARTICIPANTS: Children with and without disabilities, parents, teachers, therapists, daycare owners and designers. METHODS: Focus group interviews; Children's drawings; and Indoor play simulation. RESULTS:The major findings suggest that: 1) play should encourage a child's creativity and develop imagination, 2) inclusive play concept must be employed to design playthings for children with wide age group, 3) inclusive designs improve usability, broaden market appeal, and increase user base, and 4) customizable playthings help children with and without disabilities personalize play situations. Three play principles provide new directions to designing inclusive playthings: 1) offer many play opportunities, 2) provide many modes of play, and 3) include many levels of play challenges. CONCLUSIONS: Inclusive Design Guidelines were developed from the findings of three studies: Focus group interviews, Children's drawings, and Play simulation. The guidelines served as useful tools for inclusive design and they were employed to design of six indoor playthings. The playthings were instrumental in promoting social inclusion and they met the criteria of the Inclusive Indoor Play project.