Designing for pupils with the autism spectrum disorder, case study of the Northern School for Autism, Melbourne, Australia

Silesian University of Technology, ul. Akademicka 2A, 44-100 Gliwice, Poland

^* Corresponding author: klaudyna.mentel@polsl.pl

Abstract

The manuscript presents the case study of The Northern School for Autism in Melbourne (2013), designed by Hede Architects. The building achieved several rewards including first place in the Council of Educational Facility Planners (CEFPI) Regional Award and the CEFPI Educational Facilities Award. It appeared on the list of finalists of the World Architecture News Awards 2013. Specialist Magda Mostafa classified it as one of the most dedicated facilities for people with autism spectrum according to Autism design index ASPECTSS™ rating. Practical autism therapists have been interviewed to carry out the expert survey about the subject building. Responses have been based on photographic material and diagrams attached to the survey. Respondents have been based on so-called sensorisms, i.e. manifestations of discomfort in the receiving and processing of sensory stimuli. This symptom can be recognized in pupils’ behaviour, revealed in unfavourable conditions for people with ASD. The examined group has been also based on their own therapeutic experience during the usage of educational facilities. The survey determined the probable impact of the applied design solutions on the perception of a child on the spectrum. The special method of designing for people with autism is to follow sensory features of different spaces as the main superior design tool. As a consequence, sensor map determines building functional zones. The manuscript describes other specific architectural solutions used in the project to decrease the deleterious impact of external stimuli on the sensory integration of students. Presented survey method reveals, that designing architectural project with sensorial guidelines may have a positive effect on the concentration of attention of students on the autism spectrum. By providing appropriate educational and therapeutic conditions, students might have a chance to function better in the community and be revalidated.