Autism and the Built Environment

Sánchez, Pilar Arnaiz; Vázquez, Francisco Segado; Serrano, Laureano Albaladejo

doi:10.5772/20200

Cited by 15 publications

(20 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Designing for people with developmental disabilities, especially for people with autism, is a new concept that is beginning to be discussed in the design and architecture community today (Sánchez et al, 2011). In North America, 1 in every 59 children are born with autism (Centers for Disease Control and Prevention, 2019) and boys are 4 times more likely to be diagnosed with autism than girls (Autism Speaks, 2019).…”

Section: What Is Autism?mentioning

confidence: 99%

“…Flexible layouts that are customizable to a person with sensory needs provide diverse ways of exploring spatial relationships with their bodies and help to provide a sense of control. Therefore, use of movable furniture is one way that designers can allow an individual to choose their space based on their comfort level (Gaines, Curry, Shroyer, Amor, & Lock 2014;Sánchez, Vázquez, & Serrano 2011;Shell, n.d.). A. Warman (personal interview at Faison School in Richmond, VA, 2019) recommends the use of tennis balls on the bottom of table and chair legs where hard surfaces have been used to prevent damage to the furniture and flooring materials when moved, that further expands the capabilities for teachers and students to easily customize and provide flexible furniture arrangements within the space to accommodate their needs.…”

Section: Spatial Sequencingmentioning

confidence: 99%

“…ADA was instrumental in this movement. When it became a civil rights law, guidelines were developed that helped to direct designers and architects in developing spaces that were accessible for people with physical disabilities (Sánchez, Vázquez, & Serrano, 2011). Prior to ADA, people in wheelchairs were often unable to easily access another level within a building because elevators were not available, doorways and corridors were not wide enough to allow wheelchairs to pass through, door handles were often knobs which did not allow someone with a fine motor impairment to grip them easily, and so on.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center

Clouse

Wood-Nartker

Rice

2019

HERD

View full text Add to dashboard Cite

The Americans with Disabilities Act (ADA) has been effective in establishing building standards that create accessible spaces for people with physical impairments. These guidelines have not addressed the needs of people with mental, emotional, and/or developmental disabilities. With the increase in autism diagnosis, designers/architects need to expand their planning to include more universal solutions. The purpose is to demonstrate ways of designing beyond ADA to address needs of people with autism spectrum disorder (ASD). To design effectively, designers/architects must identify sensory issues that influence these children in establishing a regulatory state enabling effective interaction with neurotypical peers. Design is also important for teachers, therapists, and parents of children with ASD to enable more successful interactions. If the environment is overstimulating for a child with ASD, then a parent/caregiver/therapist will struggle to achieve their goals. Mostafa recommended seven design criteria known as ASPECTSS™: Acoustics, Spatial sequencing, Escape spaces, Compartmentalization, Transition spaces, Sensory zoning, and Safety, when designing for people with ASD. These classifications lay the groundwork for the established guidelines. As designers/architects, we have a responsibility to create inclusive environments. To help, the authors highlighted a vocational center showing one plan that meets ADA guidelines and another that illustrates additional environmental features addressing the needs of people with ASD. These criteria originated from evidence-based solutions derived from a literature review and personal interview. These recommendations demonstrate that sensitivity to the needs of people with autism creates a solution that is better for all people.

show abstract

Section: What Is Autism?mentioning

confidence: 99%

Section: Spatial Sequencingmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center

Clouse

Wood-Nartker

Rice

2019

HERD

View full text Add to dashboard Cite

show abstract

“…Using moving furniture so that autism children can develop their own territories if needed and change the layout of their territory in some cases according to their own taste In designing lighting, it should be noted that the extreme responses of children with autism are minimized and prevented from directly observing the lamp Balance and coordination with other things, including low vision children Using the natural light: using sandblasting glass that creates one-handed light without the dispersion of natural light (Sánchez et al, 2011) Using artificial light: Light sources less warm in their temperature and colour, such as inflammatory bulbs (Cherry & Underwood, 2012) Visual permeability Attention to the visual hierarchy in the design of places of the territory so that children of autism can choose their desired territory according to the extent of visual permeation within the territory VOLUME 14 | Proc5 | 2019 | S2361…”

Section: Furniture and Lightingmentioning

confidence: 99%

The strategies for designing desirable territory for improving social interactions at the behavioural setting of the children with autism disorders

Zartaj¹,

Malekjahan²,

Salavatian³

2019

Journal of Human Sport and Exercise - 2019 - Summer Conferences of Sports Science

View full text Add to dashboard Cite

Improving the social interaction of children with autism is one of the significant factors to be considered in the autism children's behavioural territory. The most vital factor in strengthening social interactions in spaces is the existence of a desirable area for these children. The purpose of this study was establishing a place while preserving their territory for promoting the quality of social interactions of children with autism. Thus, the factors affecting the concept of territory in the autism children's behaviour base was analysed. Two autistic centres of Tehran were selected to test the results. The research method was mixed i.e. both quantitative and qualitative methods were examined in this paper. The results suggest that the desirable territory in the autism children's Behavioural setting is as a manifestation of their social interactions and must meet their social needs and pave the way for accessing and providing the services they need. Moreover, it should bring about the conditions, so that social interactions are continuously established among these children. Thus, the study focused on some aspects such as territory, so that while revealing their significance in the autistic children's Behavioural setting, present some solutions for the practical application of such concepts in designs.

show abstract

“…Small-scale schools or those with simple building layouts, Safety and Security (Vogel, 2008) (Arnaiz et al, 2011) Physical hazards (wiring, open stairways, unscreened windows, loose flooring, toxic paints, etc.) and emotional safety and security.…”

Section: The Impact Of Sensory Design On Autistic Behaviourmentioning

confidence: 99%

Preliminary Study on Sensory Design for Autism Centre

Ghazali¹,

Sakip²,

Samsuddin³

2018

E-BPJ

View full text Add to dashboard Cite

Autism Spectrum Disorders (ASD) is a lifelong handicap that affects the lives and the people around them. Knowing them as a unique person, designated learning environment should consider the sensory issues to overcome their needs. However, designers are lack of awareness in terms of sensory design while designing learning spaces for autistic children. This research objective is to identify the sensory design of physical learning enviroment in the Autism Centre, while the paper aims to develop the Design Criteria Checklist of sensory design for Autism Centre. The result of the study highlighted factors that relating to quality physical learning environment.eISSN: 2398-4287 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v3i8.1392

show abstract

Autism and the Built Environment

Cited by 15 publications

References 11 publications

Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center

Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center

The strategies for designing desirable territory for improving social interactions at the behavioural setting of the children with autism disorders

Preliminary Study on Sensory Design for Autism Centre

Contact Info

Product

Resources

About