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- Title
DESIGN METHODS AND SUGGESTIONS FOR AUTISTIC-FRIENDLY SPACES.
- Authors
Ibraimi, Fjolla
- Abstract
In our revolutionary world, it is mandatory to design healthy, non-discriminatory and accessible environments for broadest range of human abilities. For decades, one of the main design considerations that architects and urban planners had the responsibility to address, is the need to remove the so-called ‘architectural barriers’ for people with physical disabilities. While this has been done with utmost attention and care, there has been little to no considerations for individuals with cognitive or mental disabilities. Autism like other cognitive disabilities, has been excluded from accessibility design guidelines for many years, but as the number of students with autism grows rapidly, the concern for supportive learning environment for these children is starting to increase. Perceptions, experiences, and interactions of autistic individuals with their surroundings are different form their neurotypical peers. Considering that they may not be able to verbally communicate their experience, it often remains unexplored, not heard nor understood. This study aims to explore how the built environment can act as a stimulant in the improvement of the lives of children with autism. To understand the needs of these children in the learning environment, it is necessary to know more about the symptoms and characteristics of their disablement. Designers need to create better understanding of what happiness, comfort, and satisfaction means for autistic people, so that they can translate it into design solutions. The research focuses on the sensory issue that has an effect on the way that autistic individuals are able to learn. By analyzing relations between their sensory perception, their learning difficulties, building codes and regulations in the field of design and different approaches for designing for autism, this thesis attempts to understand the specific design requirements for these individuals. The study considers many design aspects such as movement, space, color, light, shape, patterns, and wayfinding, in order to build up a design guidance for learning environments of children with autism.
- Subjects
AUTISM in children; CLASSROOM environment; BUILT environment; HAPPINESS; SATISFACTION
- Publication
Knowledge: International Journal, 2021, Vol 49, Issue 4, p715
- ISSN
2545-4439
- Publication type
Article