Prioritising public spaces architectural strategies for autistic users

Sheykhmaleki, Pariya; Yazdanfar, Seyed Abbas; Litkouhi, Sanaz; Nazarian, Masoumeh; Price, Andrew D.F.

doi:10.1108/arch-07-2020-0142

Cited by 9 publications

(11 citation statements)

References 23 publications

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“…Qualitative research is enabled through inputs of the following three highly experienced autism experts, each having everyday hands-on contact (Sheykhmaleki et al, 2021) with autistic adults:…”

Section: Methodology Of the "Sensory Living Model"mentioning

confidence: 99%

“…Qualitative research is enabled through inputs of the following three highly experienced autism experts, each having everyday hands-on contact (Sheykhmaleki et al. , 2021) with autistic adults:Care-lead ( CL ), residential accommodation for YA's on campus, Henshaw's Specialist College, North Yorkshire ( Henshaw's ).Specialist Occupational Therapist and Advanced Sensory Integration Practitioner ( OT ), OT4me, North Yorkshire.Senior Behaviour Analyst ( SBA ), college and residential accommodation on campus, Henshaw's.…”

Section: Methodology Of the “Sensory Living Model”mentioning

confidence: 99%

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Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation

Love

2022

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PurposeThe study aims to evaluate: (1) How university students from interior architecture can create a forward-looking “Sensory Living” brief informed by both external autism experts and a specialist tutor, evidenced through Leeds City Council's live autism adult accommodation project. (2) Issues involved with moving an experimental studio teaching model online during the COVID-19 pandemic.Design/methodology/approachA grounded theory approach informs an innovative teaching model, run over two years, to create a better normal; challenges and opportunities are critiqued.FindingsFeedback from experienced autism-specific experts raises recurring sensory and communication issues which frame a series of design problems to help inform the student briefs. Students learn that the designer as advocate for vulnerable users is imperative. Aspects of online teaching that can benefit an experimental studio teaching model are identified.Practical implicationsIdentification of the responsive “Sensory Living Model” illustrates (1) How local authorities can avoid seclusion and integrate meaningful “continuous learning opportunities” into autism-friendly adult accommodation for post-pandemic health and wellbeing. (2) How to embed autism-friendly design in the university curriculum.Social implicationsThe study helps address some of the UK Government's “National strategy for autistic children, young people and adults: 2021 to 2026”.Originality/value“Ten Novel Sensory Living Themes” are uncovered to help inform the design of autism-friendly adult accommodation. These are of value to (1) local authorities and design practitioners in formulating design briefs and (2) universities in educating future designers of inclusive spaces.

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Section: Methodology Of the "Sensory Living Model"mentioning

confidence: 99%

Section: Methodology Of the “Sensory Living Model”mentioning

confidence: 99%

Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation

Love

2022

ARCH

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“…Predicated on the postulation that appropriating the environment has the potential to create an enhanced experience for users, the work of Sheykhmaleki et al (2021) addresses autistic children at the public space scale. Their work aims to establish an understanding of the most predominant design strategies through a prioritization process that place emphasis on the needs of autistic children in public spaces.…”

Section: Studio Teaching Experimentsspatial Transitioning For Autism ...mentioning

confidence: 99%

“…Predicated on the postulation that appropriating the environment has the potential to create an enhanced experience for users, the work of Sheykhmaleki et al. (2021) addresses autistic children at the public space scale.…”

Section: Preliminary Characterization Of Evolving Knowledge Spacesmentioning

confidence: 99%

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

Salama

2022

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PurposeCommemorating the 15th year anniversary of discourse, knowledge dissemination in architecture and urbanism through the contributions published in Archnet-IJAR: International Journal of Architectural Research, since March 2007, this article aims to capture, unpack and categorize the key content of published research outputs during the last five years into knowledge spaces.Design/methodology/approachWhile referring to key statistics of various recognized databases in order to highlight the journal growth, development and performance, the approach to the analysis is inspired by Crysler's Writing Spaces: Discourses of Architecture, Urbanism and the Built Environment. This is established through a preliminary conceptual content analysis that enables the development of specific content categories representing knowledge spaces based on the overall contributions to the journal since its inception in 2007 and then mapping the recent contributions, developed over the past five years (2017–2021), to these knowledge spaces. The thrust of the analysis is to instigate a structured understanding of Archnet-IJAR role in the development and dissemination of knowledge in architecture and urbanism.FindingsThe examination of the content and the analysis reveal two broad categories of knowledge spaces: established and evolving. Established knowledge spaces are recognized in terms of theorizing architectural and urban production; the public realm and assessment of designed environments; housing, the informal and the vernacular; urban heritage and historic environments; and architectural and urban politics. Evolving knowledge spaces were acknowledged in terms of architectural education and design pedagogy; collaborative planning and community design; architectural and urban sustainability and resilience; health, wellbeing and engaging with nature; and COVID-19 spatial and pedagogical implications. Characterized by clear definition and at the same time transparent borders, the identified knowledge spaces have the potential of generating further possibilities for future knowledge spaces.Research limitations/implicationsIn addition to a holistic analysis based on the scrutiny of contributions as they progressed from submissions to reviews to publishing, future work would involve more systematization, in-depth engagement with metadata and should benefit from IT applications and data mining software packages.Practical implicationsThis article is regarded as a cognizance platform and an enabling mechanism for researchers and future contributors to identify the unique particularities of their research, the nature of the content they aim to develop and the way in which that content may contribute to one or more knowledge spaces.Originality/valueEstablishing an understanding of the knowledge spaces which represent contributions published in Archnet-IJAR, the knowledge spaces identified demonstrate diversity and plurality; diversity in ontological interpretations of the nature of reality and plurality and pluri-epistemology in terms of how methods are pursued and the way in which such interpretations are developed, recorded, documented and communicated. These are knowledge spaces of possibilities and anticipation of growth, evolution and development.

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“…Environmental sensory information affects autistic users' (i.e. people on the spectrum disorder) cognitions of their surround and their response toward it (Sheykhmaleki et al, 2021). Autistic people are usually associated with sensory disorders and sensory sensitivity (i.e.…”

Section: Introductionmentioning

confidence: 99%

Comparing desired spatial ratios among autistic and non-autistic children

Sheykhmaleki

Yazdanfar

Litkouhi

2023

ARCH

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PurposeAlthough some architects have found spatial order and proportion strategy effective in designing the environment for autistic children, it is not clear what spatial ratios are preferred for autistic people. Therefore, this study aims to find the desired ratio among autistic and non-autistic children.Design/methodology/approachThe scale model questionnaire was chosen to determine the difference in the ratio preferences for autistic and non-autistic children, whereas two access types between the space zones are also considered. The questionnaire was administered to 50 autistic children, with a half-and-half distribution of moderate and mild autism groups, while males are twofold. It was also administered to 50 non-autistic children, approximately equal in terms of gender division. The scale model was designed in the form of a dollhouse to be played with a doll in 6 varied rooms categorized by 3 different ratios (1:1, golden ratio, 1.6:1 and 5:2) and 2 access types (linear and radial access) to measure how many times each room was selected by each group to run numerical analysis.FindingsIt was shown that, although the golden ratio has been previously considered in space design for autistic children, they appealed to the ratio of 2:5 with high frequency. While there is a significant difference between the spatial ratios preferred by autistic and non-autistic children choosing the golden ratio, the same type of space access system is preferred by both groups in their results.Originality/valueDespite the prevalent use of the golden ratio in design for autism design, this research shaped an empirical study for autistic users concluding a different perspective in design for autism.

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Prioritising public spaces architectural strategies for autistic users

Cited by 9 publications

References 23 publications

Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation

Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

Comparing desired spatial ratios among autistic and non-autistic children

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