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ABSTRACT
Aim
To design an autistic school in India
Objective
To design an autistic friendly interiors with respect to the design principles and
elements of design like space planning, colors, lighting, furniture, soft
furnishing, textures etc.
Scope
Autism is a recently discovered disorder and hence special centers to help the
autistic have started to grow. The field of Interior Design for Autistic is still an
undiscovered area and hence the designers have a lot of challenges to design
within the limitations and hence this area has a lot of scope for design
development.
Limitations
The limitations for this study are Colors, Lighting, Acoustics, Furniture and
Visual Signage and Way Finding.
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INTRODUCTION
Autism is a complex neurobehavioral disorder that includes impairments in
social interaction and developmental language and communication skills
combined with rigid, repetitive behavior. Although the precise cause of autism
is unknown, it is believed to be caused by abnormal brain structure or function.
However, the most obvious signs of autism and symptoms of autism tend to
emerge between 2 and 3 years of age. People with autism may also experience
over- or under-sensitivity to sounds, touch, tastes, smells, light or colors. Each
individual with autism is unique. Many of those on the autism spectrum have
exceptional abilities in visual skills, music and academic skills. About 40
percent have average to above average intellectual abilities.
Signs and Symptoms for Autism
The signs and symptoms of autism range from mild to severe. Some autistic
children are so unresponsive they appear to be deaf, while some children have
only minor delays in speech and social development. Repeated and overused
types of behavior, interests, and play are also some signs and symptoms of
autism.
The three main areas of difficulty which all people with autism share are
sometimes known as the 'triad of impairments'. They are:
Difficulty with social communication.
Difficulty with social interaction.
Difficulty with social imagination.
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HISTORY OF AUTISM
The word "autism" was first used by Eugen Bleuler, a Swiss psychiatrist in
1911 to refer to one group of symptoms of Schizophrenia. Autism comes from
the Greek word "autos" meaning "self".
The first ever clinical account of the disorder was published by Dr. Leo Kanner
in 1943.Dr. Kanner, who developed the first child psychiatric service at a U.S.
hospital, described a group of 11 children – eight boys and three girls – who
had "autistic disturbances of affective contact." He vividly depicted the
essential features of autism, all of which are echoed in current-day diagnostic
manuals.
Hans Asperger, an Austrian pediatrician, was working at nearly the same time
as Kanner with a similar group of children on the other side of the Atlantic. A
milder form of autism, Asperger syndrome, was named after him.
Autism and schizophrenia remained linked in many researchers’ minds until the
1960s. It was only then that medical professionals began to have a separate
understanding of autism in children.
From the 1960s through the 1970s, research into treatments for autism focused
on medications such as LSD, electric shock, and behavioral change techniques.
During the 1980s and 1990s, the role of behavioral therapy and the use of
highly controlled learning environments emerged as the primary treatments for
many forms of autism and related conditions.
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TYPES OF AUTISM
Autistic disorder
People with autistic disorder usually have significant language delays,
social and communication challenges, and unusual behavior and interests.
Many people with autistic disorder also have intellectual disability.
Asperger's syndrome
They might have social challenges and unusual behavior and
interests. However, they typically do not have problems with language
or intellectual disability.
Pervasive Developmental Disorder
Also known as atypical autism, people usually have fewer and milder
symptoms than those with autistic disorder. The symptoms might cause
only social and communication challenges.
Rett syndrome
This is found in girls primarily; they start developing normally but then
begin losing their communication and social skills. Beginning at the age
of 1 to 4 years, repetitive hand movements replace purposeful use of the
hands. Children with Rett syndrome are usually severely cognitively
impaired.
Childhood disintegrative disorder
These children develop normally for at least two years and then lose
some or most of their communication and social skills. This is an
extremely rare disorder.
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ELEMENTS OF DESIGN FOR AUTISM
COLORS
Autistic people may have a significant increase in color differentiation,
explaining the effects small changes in color hues can have on them. Colors can
be calming, soothing, and conducive to learning, or they can be agitating,
confusing, and painful to an autistic child. Hence color is a major issue in the
design of spaces for children with autism.
RED
Red symbolizes strong feelings and creates feelings of excitement. It is warm,
energizing, courageous, and evokes strong emotions of love and comfort. Red is
also considered an intense, or even for anger. Although, red has many warm
loving emotional associations, the intensity of the color may be overwhelming
or even painful to look at for an autistic child. When anxious or agitated,
aggression and anger can surface. Excitement, physical energy, increased blood
pressure, and intense emotions may not be the right combination for a sensitive
autistic child.
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YELLOW
Yellow is the happiest color on the planet but too much or too saturated a
yellow will tend to over-stimulate senses. Psychologically, yellow is the
strongest emotionally stimulating color. It can turn people suddenly cranky,
overstimulate digestion, make them overly detailed oriented, or make them flee
the area. Although the correct tones are associated with high spirits, self-
esteem, confidence, optimism, life, warmth and vibrancy, getting the tone
wrong can give rise to anxiety and fear. Pale yellows are great for mental
accuracy and stimulate the thought processes, Caution should be taken against
using yellows in areas where children spend a lot of time because of their
tendency to be influenced by their surroundings. Hence a yellow color-scheme
around autistic child without using extreme care can be risky.
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GREY
Grey is the color of compromise being neither black nor white, it is the
transition between two non-colors. The closer grey gets to black, the more
dramatic and mysterious it becomes. The closer it gets to silver or white, the
more illuminating and lively it becomes. The color grey is subdued, quiet and
reserved. It does not stimulate, energize, rejuvenate or excite.Pure grey is the
only color that has no direct psychological properties. It is however quite
suppressive. It can make someone feel frustrated, or hopeless. It can also
dampen other colors. The sun shining uplifts our spirits, but when the days are
grey or rainy it makes us want to stay in bed. This can be especially true for
people with autism who seem to be more affected by their environments than
neuro-typical people.
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BLACK
Black is associated with death but it also represents life and rebirth. It is also
associated with unhappiness, sexuality, formality, and sophistication. Black can
represent a negative side, or lack of hope, and make us feel low and
depressed. Its positive side is that it creates protective barriers as it absorbs all
the energy. It communicates sophistication and uncompromising excellence and
it works particularly well with white. Black creates a perception of weight and
seriousness. For the sensitive child, black will likely be depressive or
oppressive and may cause withdrawal. Spending time in an all- Black interior
can create feelings of fear, desperation and agitation. It is best to use as an
accent color. It is a good choice for furniture and accessories than on walls or
flooring as it is difficult to paint any other color over it.
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BLUE
Blue is a cool, calm, peaceful color that can have a soothing effect on emotions
but can have the tendency to evoke feelings of sadness. Shades of light blue and
turquoise are serene and stress reducing. Sky-blue tones ease symptoms of pain,
anxiety and depression. Darker blues are used for sedative purposes and used
for treating insomnia. Blues are also associated with freedom of thought,
intelligence, communication, efficiency, serenity, logic, duty, coolness,
reflection, devotion, spirituality, religion, prayer, loyalty, wellness, calm and
inspire creativity. It also increases productivity. However, it can be perceived as
cold, unemotional and unfriendly. The calming, non-threatening natures of
shades of blue tend to be comfortable colors for autistic children.
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GREEN
Green can be one of the safest and most comfortable colors for autistic child. It
brings harmony and balance to the spirit. Symbolizing tranquility, hope,
universal love, rest, reassurance, equilibrium, peace and freshness, green can
produce a calming effect. Unlike with blue, there are no worries about hues
being depressive or sedative in nature. Green symbolizes health and
growth. Green is used to restore emotional balance. Negatively, it can indicate
boredom, stagnation and, incorrectly used, will be perceived as being too bland.
It also provides a sense of security but we should be careful of brighter shades
like lime green which can sometimes hurt the eyes of autistic people. It is at the
center of the color spectrum and may be just what the autistic child needs to feel
calm, safe, and comfortable.
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ORANGE
Orange is energizing, and represents happiness and power. Orange feels fresh
as it awakens the soul. Being a combination of red and yellow, it is a
stimulating color, however, it is not as intense as red, or as volatile as yellow.
Orange is associated with warmth and fun and also represents food, fun and
family. Orange also represents creativity, new ideas, confidence, joy, sensuality,
ambition, sports and childhood.. Negatively it might focus on the exact opposite
deprivation. This is particularly likely when warm orange is used with black.
Equally, too much orange suggests frivolity and a lack of serious intellectual
values. Hence Orange may be a good choice to use around autistic children
especially those who have food sensitivities and other eating challenges.
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PINK
Pink means love, pure feelings, joy, happiness, and romance. Pink is also
associated with femininity and fertility. Its warm neutral undertones have a
subdued feeling to them. Although, pink is seen as a part of the red family, it
has the oppositeeffect on people’s emotions. Red is intense, passionate, and can
awakened strong feelings, both good and bad. But on the other hand, pink
subdues and comforts. Pink also represents physical tranquility, nurture and
warmth. While negatively it can represent inhibition, claustrophobia and
physical weakness. Too much pink is physically draining and can be somewhat
emasculating. It produces a mild emotional response. For autistic children soft
light pink can be a good choice because it is not distracting, and may help with
concentration.
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PURPLE AND VIOLET
Purple is the color of a strong mind. It encourages introspection, meditation,
and deep contemplation of philosophical and spiritual values. It also represents
transformation, spiritual self-realization, truth, creativity, recovery and healing.
While cool and calming on emotions, purples and violets stimulate higher
thought processes, sense of intuition, and imagination. Purples also open our
minds up to possibilities. Purple is also an auspicious color that represents
respect, high nobility, or a powerful, rich, and fortunate individual, and
communicates the finest possible quality. Deep purple makes people feel
comfortable and inspired however in a large scale it can be too much, too cool,
overbearing, and depressive. Purple is a good choice to use when creativity is
needed to be brought out.
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WHITE
White is bright and can create a sense of space. Just as black is total absorption
so white is total reflection. In effect it reflects the full force of the spectrum into
our eyes. Thus it also creates barriers but differently from black and it is often a
strain to look at. It feels pure and clarifies the senses and the mind. It also
represents hygiene, sterility, cleanness, simplicity, sophistication and efficiency.
Too much of white can make a room look boring, cold, sterile and unfriendly.
The effect of white on an autistic child tends to be either very soothing, or
extremely agitating. Bright white may not only be agitating to an autistic child
who is very sensitive to light, but also painful. Slightly changing the intensity or
switching white to tans will help with their comfort level.
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BROWN
Brown is an earthy color and can be as soothing as green if it is not too dark. It
symbolizes depth, roots, and stability. Light shades of brown and tans represent
a new and successful beginning. Red based browns are thought to be healing
but are not as intense as other stimulating colors like brown and orange. Skin
tones (browns) from light to dark are recommended for bedrooms to lend the
feelings of warm, intimacy, stability, and partnership. Browns can be helpful
when needed to feel grounded. It also represents seriousness, nature, reliability,
support. It has much of the same seriousness as black, but is warmer and softer.
Since it is an earthy color it may represent lack of humor, heaviness and lack of
sophistication. However browns those are too dark, much like many other dark
shades of color, can have an oppressive feel.
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Colors to be considered for painting for autistic people in the
following areas:
Bedrooms – Bedroom is a place where the child has to be able to feel relaxed,
and calm; a place conducive to rest and a good night's sleep hence tranquil hues
such as pale blue, soft green or muted purple should be used.
Play Areas – Play areas are a place which should stimulate the autistic child's
imagination and hence brighter colors can be used. But if the child is colour
sensitive then toned down colors should be used. Also soft green tones are the
best recommended for autistic children.
Studying and Homework Areas - Soft tones can be conducive to an
effective study-zone. Pink may be your overall best color for a child's study
area. Pink is useful for children with learning disabilities as the color is subdued
and non-distracting.
Kitchen and Dining Areas - Many of the autistic children have sensitive
pallets and are extremely selective with their food choices. Orange and reds are
preferred for kitchens and dining areas. Orange has an energizing effect and
stimulates the appetite.
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LIGHTING
Autistic people are sensitive towards light whether it is natural or artificial.
Lighting is important as glare, noise and flickering can create sensory havoc.
Lighting can give them a sense of control and ability to cope if they feel scared.
Hence lighting is a major issue in the design of spaces for children with autism.
NATURAL LIGHTING
Skylights as well as Floor to Ceiling Windows are provided for natural lighting.
Skylights and Windows placed at a higher height are used.
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Skylight is used in corridor to bring in the natural light.
Natural light is good and gives an added sense of space. An extensive use of
natural light is recommended but some possible errors are dazzling sun
entrance, deep shadows or excessive contrasts, patterned or rhythmic shadow-
light sequences etc which may produce visual overstimulation. Maximize
daylighting should be provided but should avoid high contrast (sun/shadow)
and distracting views by employing wide window overhangs (over five feet) to
minimize strong shadows, and provide high sills (four feet, six inches) to direct
the view upward toward the sky and treetops and away from distracting ground
level activities. Sunlight filtration at windows and at doors should have vision
lites. Also glare control should be given on windows. It provides quality light
into the space and a comforting connection to the outdoor environment. Glazing
should be located high on the walls. Shades should be used to control light
levels and glare. Sandblasted or otherwise similarly treated glass generates a
convenient diffuse and homogeneous illumination out from natural light.
Clerestory windows and skylights may be productive because shifting patterns
of daylight can complicate the visual environment.
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Reflections, or reflective and glossy surfaces, fluorescent lighting, harsh
lighting and shine can be a problem for Autistic children.
Direct line of sight to the lamp should be avoided. Even light distribution
should happen to reduce shadows. Fittings can be fixed out of reach but they are
still vulnerable from projectiles. So concealed or flush lighting fittings are
preferable where they are less visible and inviting as targets for challenging
behavior. Up lighting or diffused lighting is suggested to reduce glare. Indirect
lighting is more preferable.
Recessed incandescent light should have deep housings. Other incandescent
fixtures should be in indirect ceiling or wall fixtures. And all fixtures should
have lens coverings, louvers or baffles.
Fluorescent lights send out pulsing vibrations that are detectable and highly
uncomfortable for many autistics. It is found that fluorescent lights increased
repetitive behavior in some autistic children. Autistic children often quickly
melt down under the glare of the fluorescent lights. But low energy compact
fluorescent fittings can be used successfully.
LED products are now considered as the products of choice due to their
environmental benefits and their lack of tendency to flicker. However, some
limitations on dimming are found on LED products at the time of product
research. But new LED products may have come to market since then that will
function effectively without flickering at the lowest dimmable level.
Dimmable lighting, separate lighting circuits and a range of task lighting are the
types to be used for lighting for Autistic.
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ACOUSTICS
To accommodate heightened sensitivities to sound, reduce ambient noise levels
as much as possible. Building systems and appliances designed for quietness
should be selected and sound-proofing through wall and ceiling treatments
should be incorporated wherever possible. Moveable, free-standing acoustic
panels, etc should be used to keep auditory interference to a minimum
acoustical separation between classrooms extend walls to the structural deck
above, if practical. Control noise from HVAC systems and other equipment;
suppress noise transmitted through ductwork and vibrations from fans.
Floating acoustic ceiling clouds, vertical acoustic art panels, and carpet tiles are
used.
Ceilings - Where reverberation time is a problem, a major contributor to this
situation is often high, very reflective ceiling surfaces. A ceiling height of 9-12
feet is often considered optimal for the speaking-listening environment.
Acoustical ceiling panels are beneficial, as are suspended banners, student
work, and similar absorptive items. Low suspended acoustical tile ceilings
should be avoided.
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Cork and Floating Hardwood Flooring
Floors - Sound-dampening flooring made of cork, carpeting, and rubber
should be used rather than laminate or hardwood. Carpet is excellent for
reducing noise and reverberation, but presents difficulties in sanitation (in case
of spills or accidents) and in regard to indoor air quality and allergic reactions.
Cut-pile carpeting, with its fuzzy top, is tested better at absorbing sound than
loop pile. Also helpful is a foam-rubber backing. A cork floor can be used to
eliminate noise and echoes that often irritate people with autism. While
carpeting is recommended for its noise reduction and safety features, a pre-
finished hardwood floor overlaid with a 100% wool carpet, along with jute back
is best for its low toxicity and minimal chance of provoking allergies. There are
other options for flooring, such as floating hardwood. This type of flooring
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installation includes a gap between the subfloor and your actual floors, which
effectively dampens sound.
Windows and Doors Acoustical Sealing
Windows and Doors - Glass is highly reflective of sound, and acoustical
treatment may be necessary. Double-pane glazing is necessary for reasons of
sound isolation as well as energy conservation. Well-fitted and weather-stripped
doors and windows, with proper sealant around the frames, will help to lessen
noise from exterior or adjacent sources.
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Acoustic wall installation and acoustic print panel
Walls - The walls should be double-layered because some people with autism
are violent and kick or hit their surroundings. Double-studded and sound-sealed
walls that limit the transfer of noise from one space to the next can also be used.
Reflective wall surfaces may be treated in various ways to dampen noise and
reduce reverberation time. Such modifications include acoustical panels and
cork, felt or flannel bulletin boards. Add 1-inch-thick fabric-wrapped acoustic
panels.
Velvet and Wool Draperies
Draperies - Draperies can be both sound absorbing and sound blocking. For
sound absorption, look for heavy materials such as velvets and wools. Its better
if mass-loaded vinyl layer is also there.
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FURNITURES
Do not install fixed furnishings immediately inside a classroom or lab entry. It
is sometimes necessary for exceptional children to pause upon entering the
room to ‘get their bearings’ and to be advised by the teacher or peers of any
obstacles close by.
While choosing furniture some things to be considered are -
Organize furniture to make clear distinctions in the space.
Try to have the furniture create environmental cues of what activities and
tasks are to happen in that space.
Label furniture if needed.
Keep an open space if needed due to tantrums.
Use the correct sized furniture to make a work station.
Make sure furniture is sturdy.
Be sure furniture is heavy and sturdy and cannot be pulled over.
Install childproof latches on drawers, cover outlets, lock windows,
cover furniture with sharp edges with childproof corner covers, avoid a
platform bed and avoid blinds with strings.
Move furniture away from shelves or places where the child may climb.
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In addition, use gates or barriers to prevent falling down steps or to limit
access to certain areas in the home.
Keep furniture surfaces clear.
Furniture is designed to be hard wearing, with water-based paints and
sealants to reduce the building’s toxicity.
Additional space is needed for use and storage of technology such as
computers, scanners, projectors, etc.
Metal furniture can be very cold in temperature and feel, with no texture.
Instead furniture made from real wood should be used with anything
from a medium stain or a hue from blond to black. It can be painted but
should have an identifiable grain.
Designs in fabric and wall hangings should be non-linear and non-
obtrusive. Patterned floors can be confusing to walk across and may
increase anxiety.
Bean bags are used and all furniture are strong and fixed to the walls or
floor.
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Living room with furniture attached to the floor or walls.
Living Room – Latches are a necessary part of furniture installation in the
living room. Attaching the furniture to the wall is a great safety measure.
Dining room with furniture fixed to the floor and non-porous material.
Dining Room – If tantrums are an issue, remove glass and chinaware from
the cabinets. Secure cabinets to the wall. Choose furniture that is easy to clean
like chairs with a non-porous material rather than cloth chairs.
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Floating bed and different types of bedrooms.
Bedroom –The bed should be low to the ground to avoid hurt if the child falls
down. To help with the sensory issues, install a swing or a large exercise ball to
help them experience sensory input and movement. Bean bag chairs are touted
for autism, but the suffocation risk is very real. Chairs are now made on the
same principle, but stuffed with foam. it helpful if furniture is placed at the
sides of a room and the central space is kept clear. Using colors that distinguish
the walls, floors and furniture makes rooms easier to navigate.
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Kitchen made of solid wood cabinets and granite countertop.
Kitchen – Kitchen countertops need to be extremely durable, fire and heat
resistant and easily cleaned and disinfected. Solid surface countertops like
granite, corian or concrete are durable choices for kitchen and bath. Avoid tiled
countertops as they can be easily broken and dirt accumulation in the grouts is
easy. Avoid laminated countertops as they are easily scratched and burned and
pooling water causes delamination. Select solid wood cabinets over veneers as
they delaminate and do not wear as well. Avoid particle board substrates
because of susceptibility to water damage. Kitchens should have adequate space
and sufficient storage.
Bathroom –Sanitary fittings should be securely fixed to the floor or wall.
Grab bars should be installed by the toilet and in the shower and bath. Toilets
should have concealed cisterns and use a push panel flush system for durability
and ease of use. Showers should have minimum flow so that they can’t be left
on and should be of a type that can’t be swung on. Install tiles or waterproof
panels on all walls to minimize possible water damage. There should be no
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exposed pipes that can be pulled off the wall. It is ideal to have two classrooms
that share a common shower/wc area that can be approached from both sides.
Different types of Cool Down Rooms
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Cool Down Room - For parents with aggressive children, it is often helpful
for them to have a room where the child can go to be alone and “cool down”
before or during an explosive episode. This should be seen as a tool to help the
child to regain control, and not as a punishment. The child’s bedroom may be
an option. The one drawback that parents should look for is that the child may
associate the room with the behaviors and the bad feelings, and may not want to
go to it on his/her own for leisure, relaxation, or sleeping. If this happens, try to
use another room. Here are some considerations for a cool-down room:
There should be a minimal number of objects to throw around and break.
Any objects that are in the room should be soft.
Bolt or screw any furniture to the floor or walls that you do not want
tipped over.
Have a big beanbag, soft mats, big cushions and pillows, or a soft bed for
the child to relax on.
Use drapes or curtains instead of blinds. They can be hung with Velcro
instead of curtain rods.
Have soft sensory items that the child can use for calming.
Have a CD player that can be used to play calming music.
Have a dimmer switch for the lights.
Experiment with calming lights such as Christmas lights, fiber-optic
lights, lava lamps, and aquariums.
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Equipment for Outdoor Gardens
Gardens - Gardens can be useful outlets for people with autism. Some find
running around in the garden an effective way of relieving stress in a safe
environment. Some parents also have a trampoline or a punch bag in the
garden. These types of equipment do not have to be restricted to the garden;
it can be useful to create a space to exercise inside the home as well.
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VISUAL SIGNAGES AND WAY FINDING
Words, Colors and Lighting are used indicate the way.
Use color coding to indicate information such as location, room function, or
activity area. Consider feature elements using ceiling, lighting, and/or color
blocking. Even highlight areas of importance with graphic words or symbols.
The use of bright colors and rich materials can inspire and stimulate students,
while lighting can be used to highlight these colors and materials to enhance
their impact in a space. Signage and way finding techniques are also excellent
tools to personalize a school, making it relatable to students' community,
culture or region. In this role, signage and way finding act as directional
indicators and encourage student comfort. Signage and way finding can utilize
specific materials to signify a certain action or behavior. For instance, darker,
richer materials can be used in libraries to create a quiet, studious zone.
Similarly, richer materials can be used in office and administrative areas to
mark a more formal space and encourage students to behave
accordingly. Beyond their use as directional indicators, these tools can be used
to tell a story about nature or the community, make students feel comfortable
within a space, and teach students about colors, numbers, and letters.
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LITERATURE REVIEW
Making an Autism friendly house
Following are the very basic and necessary features to be considered for an
autism friendly home:
Security zone: Security should be a top level priority. The level of the ASD
of the child diagnosed with autism is a very important factor that defines the
level of the security zone in the home. A child diagnosed with autism can
engage in aggressive behavior and harm himself or herself, or other people. So
special care should be taken to ensure objects, such as tools and utensils, do not
pose a danger. For example, cutlery with sharp edges should be placed in a very
safe place under lock and key.
Safe and serene living place: Special care should be given to the structure
of the living area, which should be designed so that it suits the behavior and
emotions of the child with autism. The paint color should be carefully chosen.
The space should be adequate for different activities and therapy drills. There
should be reasonable space to play, and weather conditions should be taken into
consideration while designing the structure of the autism friendly home. There
should be no items that ignite the emotional behavior of the child or person
diagnosed with autism. A good consultant or an expert on autism should be
consulted to ensure the proper design of the autism friendly home.
Patient and tolerant caregivers: It is very important for peace, calm,
motivation and congeniality to prevail in every room and corner of an autism
friendly home. This can only be achieved through strong nerves and a high
level of patience, which should always be maintained and managed while in the
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autism friendly home. Calm can be achieved through different activities, and
training and practice regulating behavior. Taking ownership of behavior leads
to an increase in patience and a higher level of tolerance to different irritants.
The care-giving of the caregivers can be achieved through daily morning walks,
attending to social festivities and contributing to the child’s development
through positive social work. Do not hesitate to get help from special services,
friends and family members if available.
Tools and equipment: The tools and equipment needed for different
therapies should be available and easily accessible. To ensure the best results
from therapies, use high quality equipment and learning tools and maintain and
update them as required.
Cleanliness and hygiene: Cleanliness and hygiene are a key requirement of
the autism friendly home. Maintain a very clean, hygienic and natural looking
home to obtain better results from the therapies.
A home should be equipped with different safety than that for a non-autistic
child. Always lock doors from the outside when no one is occupying them and
use special latches for bathroom doors. Make sure that the child cannot access
the attic, basement, or garage area either. These can include toilet locks, cabinet
locks, non-pitch drawer closers, electrical outlet covers, and securing tall
furniture items to the wall.
Child’s bedroom: Children with autism have a tendency to wander in the
middle of the night. Secure their room by locking the door from the outside or
placing a baby gate at the door. Though it may feel like it is imprisoning the
child, this is for his/her safety and best interest.
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Furniture: Furniture should be kept away from doors and windows at all
times. If a child runs through the room at unpredictable rates, consider
arranging furniture so he/she cannot escape the room before the adult does.
Windows: Autistic children have a tendency to climb out of windows—
especially if they are left open. Install window locks. If the child bangs or hits
the windows, replace them with Plexiglas models to prevent injury.
Alarms: Though the home is safe on the inside, make sure you know when
people are coming or going from the home. Door chimes are inexpensive and
can be placed over the entrance door to alert you if the child has left the home.
Fencing: Children with autism enjoy being outside and playing. Therefore,
protect them in their own backyard by installing a fence with a locking gate.
This allows them to play outside and provides the family with a little added
security.
Because they enjoy motion and the outdoors, autistic children are constantly on
the move and wandering to new things to explore. It is important to protect the
child by eliminating ways to exit the home. Since children with autism have
difficulty communicating, make sure that you always have a form of
identification on the child when you are away from home so that he/she can be
identified by authorities
The following are some points to help make house autism friendly -
Circulation space providing areas for play and seating with lidded play
boxes which could double as bench seating, plus high level cupboards for
further storage.
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Curved walls
Curved walls reducing the existence of harsh corners and providing some
cues by which to lead the children from one area to another,
compensating for any visual-spatial weaknesses.
High level windows in addition to standard windows in order to give
further light and air but without increasing any risk to the children.
Soft and non-flickering lighting.
Underfloor heating
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Underfloor heating to ensure comfort but no hazards in the form of hot
surfaces, and to avoid the unsightliness of radiators as well as the loss of
space.
Warm, easily cleanable, and noise-reducing floor coverings.
Ceilings with noise-absorbent material to prevent reverberating sound.
Colour schemes chosen to take account of research evidence those certain
colours can be disturbing and other colours reassuring.
Bedrooms set out in a zig-zag pattern so that every child can have a view
from the window without being overlooked, with all the rooms opening
onto the circulation space.
A sensory room is really important and different designs should be
involved so that some rooms can provide stimulating effects, others can
provide calming effects.
The dining room maintains the curved wall principle, with a serving
hatch to avoid the need for children to enter the kitchen area.
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Designing an Autism friendly Classroom
The following are some design standards that should be followed while
designing an Autism friendly classroom –
Flexible and Adaptable –
Spatial Arrangement
o Furnishings, spatial arrangements and lighting solutions are good places
to start since they can contribute to a design that aids in adapting
programs to changes in children’s needs.
o Students should have the option to rearrange and subdivide spaces.
o Rolling shelving units and furniture pieces that are easy to move and can
serve multiple purposes are helpful.
o Shelving units that can act as storage spaces, blackboards, and screen
partitions should also be used.
o Teachers and students can both benefit from the flexibility and spatial
variety that portable screens or dividers offer, instantly creating smaller
spaces within larger ones for group or individual work.
o Risers or movable platforms can be allowed to create new arrangements.
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o Empty corners and potential spaces can be used as cave like areas or high
perching spots.
o Windows and skylights should be used whenever possible.
o Wire for dimmer switches, lighting that can be controlled for different
spots in the classroom. Clamps on lights, track lighting, floor lamps or
table lamps can be used.
Non-threatening –
Cave area
o Settings should provide restful, restorative places and offer a sense of
security.
o Provide high perching spots (child balconies) and low, enclosed spaces
(child caves) above and at floor level, shallow enough so a teacher can
monitor children.
o Consider providing larger spaces for older children so groups can gather.
However, those spaces should be flexible and temporarily divisible in
case large-group work simply becomes overwhelming.
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o Use elements that are soft and can provide sensory input, such as
beanbag chairs, stuffed couches, carpeting, swings, clay, and water.
o For children who tend to orbit as a way of maintaining control of their
bodies, it is wise to avoid large open spaces, which can easily turn into
dead space.
o Decorate with muted, subdued palettes and plain, unpattern finishing
while warming up transition spaces with textures, plants and interesting
materials.
o Provide children with a place of their own – a cook hook, locker, pictures
of themselves and family members.
o Offer picture schedules with daily time schedules, directions, visual
timers, lunch menus etc.
o Use transparent glass on windows and doors or use “peek holes”.
Non-distracting –
Free of clutter room
o A non-distracting room will be free of clutter, relatively odor-free, and
visually and aurally restorative.
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o Eliminate nonessential visual materials such as posters and disorderly
signage, and block out temporary distractions with screens and window
shades.
o Inadequate storage space also makes a room look chaotic and cluttered.
o To avoid the flickering and humming from fluorescent lights, try
reducing the intensity of lights by switching to fewer bulbs, natural light,
and homier lamps for task lighting.
o Block out mechanical noises from old heaters or fans with sound-
absorbing carpeting, fabrics, and furnishings.
o Use two – way mirrors for observation, but beware of the effects of
reflective glass.
o Avoid classroom adjacencies to cafeterias and other noisy places.
o Make sure things are in their place such as loose threads, wrinkled rugs
or crooked books on shelves.
Predictable –
Open windows and landmark
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o Everyone prefers a building that is easy to navigate. Hence Predictability
is a frequent solution by pinning up bright schedules, picture boards and
labels around the classroom.
o Create evident paths (colored tape or painted footprints), activity pockets
(pods of work spaces with various tasks), neighborhood-like districts
(named hallways or color-coded zones), bold and memorable edges
(murals, half walls or fences) and landmarks (a sculpture, indoor garden
or aquarium).
o Use signs, numbering systems and clear views to build a sense of
predictability. Provide users with environmental information through
smell, sight, sound and touch, while being cognizant of strong distastes
for certain things.
o Assist in orientation and easy identification with signs, numbers, maps,
clear landmarks and demarcated pathways.
o Allow children a view into the classroom from a safe, protected vantage
point such as the hallway. Use non-reflective glass or open windows.
Controllable –
Partially separated classrooms
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o When a child can understand his or her environment, emotional security
rises and the child feels an increased sense of control.
o Classrooms supporting these children must allow for varied social
interactions and provide opportunities for choice-making.
o A transition space in the form of an alcove or differentiated hallway
separates the classroom from the main corridor, providing important
environment information from a safe, defensive position.
o Partially separated, partially interconnected spaces can provide special
places with a high level of control.
o Manipulate the perimeter of a room to form various activity interest
corners.
Sensory-motor attuned –
Sensory gym
o Children tend to have puzzling sensory integration needs and challenges,
often ignoring their visual environment. They may need help in directing
their attention to sensory information that will allow them to interact
more effectively.
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o Sensory gyms are wonderful for learning and playing, every environment
a child enters at school should provide sensory opportunities for
exploration.
o Numerous sensory experiences exist that can be created and tailored with
a variety of textures and flooring materials, sensory tables filled with
interesting objects, scratchy surfaces or music.
o For sensory – defensive children, design at least one closed off space that
is free of florescent lights and visual distractions.
o Water should be made available for looking at, listening to and touching.
o Provide space for activities that involve pushing, pulling, jumping,
swinging and hanging.
o Use natural materials whenever possible like replace plastic baskets with
natural fiber baskets for a different sensory experience.
o Include furniture that offers deep touch pressure.
o Improve visual processing problems with balancing balls, laptop
computers that don’t flicker, tan or pastel papers that reduce high
contrasts and matte surfaces that reduce glare.
Safe –
Hanging canopies and transparent room dividers
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o Designers and teachers need to pay attention to physical hazards like
wiring, open stairways, unscreened windows, loose flooring, toxic paints,
etc and emotional safety and security.
o Design for focused discussions and co-operative work with hanging
fabric canopies, an arrangement of shelving units or transparent room
dividers.
o Soft surfaces like rubber, foam and carpet can reduce the potential for
injury.
o Bolt shelves to the walls and floor and latch cabinets securely.
o On sofas and chairs, use slipcovers that can be easily removed and
washed.
o Drywall is preferable to masonry construction for certain walls.
Non- Institutional –
Non institutional feel in schools
o Feeling truly at home in their surroundings will allow children to relax
and retain more information. Classrooms designed with catalog furniture
are often sterile or the opposite - over stimulating. Such environments
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can also remind students all too much of the clinical settings at doctors’
offices.
o Colors suited for homes (warmer hues, skin tones and pastels), soft
furnishings, interesting textures, thoughtfully placed works of art, and
plants and objects from the natural world can turn a conventional
classroom into a cozy, community gathering place.
o Create community gathering places that have the feel of a living room.
o Use neutral colors rather than stark white and allow the children to color
the environment with their bodies and their art.
o Use interesting textures, thoughtfully placed artwork and plants and
objects from the natural world.
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CONCLUSION
Autism is a neurobehavioral disorder due to which the patients experience
difficulty in social communication, imagination, interaction, over- or under-
sensitivity to sounds, touch, tastes, smells, light or colors etc. So when
designing we need to take into consideration this.
The effect of colors on Autistic can either be calming, soothing or confusing
and painful. The colors that are to be used in small quantity are the reds, the
yellows, the greys and the blacks while the most ideal ones are the blues, the
greens, the oranges and the pinks and the whites, the purples, the violets and the
browns can be used but in a balanced manner.
The lighting has to be indirect to avoid the Autistic from becoming distracted
and windows showed be placed at a higher level. Skylights and celestial
windows are preferred and natural lighting is given more importance than
artificial lighting. If artificial lighting is used they should be LED or
incandescent which are dimmable to avoid the flickering which can be rather
disturbing for the Autistic.
The noise can also be distracting for the Autistic and hence care should be
taken. The rooms should be acoustically treated like having cork flooring or
carpets, acoustical panels on the walls and ceilings and using furnishings made
of heavier materials for better absorption of sound.
The furniture should be soft so that the Autistic doesn’t suffocate them but they
shouldn’t be easy to move as they might get hurt while climbing them. In Cool
Down Rooms the furniture should be minimal and soft and calming lights like
Christmas lights, fiber- optic lights, lava lamps should be used.
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The way finders should be innovative and creative with the use of colors,
ceiling, lighting, numbers etc. The walls should be curved so that the
Autistic don’t hit the walls and hurt them. Underfloor heating is also
recommended and the rooms should be safe, flexible and non-distracting.
Use of plants and natural materials like natural fiber baskets etc should be
done to help the Autistic connect with the nature and create a different
sensory experience for them. There should be sensory rooms or alcoves
where the children can go to if they are feeling overwhelmed or disturbed.
