Capstone

1. Mind the Gap :
Accommodating Neurodiversity
in Singapore’s MRT
Final Capstone Report for BA (Honours)
in Urban Studies
Ishmam Ahmed
Supervised by : Professor Jane M Jacobs
AY 2022/23

2. Yale-NUS College Capstone Project
DECLARATION & CONSENT
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acknowledgement has been given in the bibliography and references to ALL sources be they
printed, electronic, or personal, in accordance with the academic regulations of Yale-NUS College.
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_____________________________________________________________________________
_____________________________________________________________________________
Ishmam Ahmed, Cendana College
___________________________________
Name & Residential College of Student
05/03/2023
___________________________________ __________________________
Signature of Student Date
Jane M Jacobs. 05/03/2023
___________________________________ _______________________
Name & Signature of Supervisor Date

3. Acknowledgements
Before anyone else, I would like to thank:
Professor Jane Jacobs, my capstone advisor, who has been incredibly kind and patient with
me throughout the entire process. Without her guidance, this work might have sounded like
a 15-year-old ranting about trains. She has been extremely accommodating to the different,
erratic, and often conflicting directions I have taken this work, while also helping me stay
grounded and structured to ensure I completed it on time. I am profoundly grateful for her
involvement and support in this capstone, and she is essentially a co-author of this paper. It
was in Professor Jacobs' class during my sophomore year that I first participated in a debate
about inclusive carriages in trains, which has now come full circle through this capstone.
My participant interviewees, who shared their personal perspectives with patience and
vulnerability. I hope I have done justice to the time and effort they put into enabling this
work.
My expert interviewees, who carved out time from their busy schedules to patiently respond
to all the questions I had for them.
I am also grateful to:
Professor Joshua Comaroff, who has been a mentor to me throughout my time in college and
has greatly influenced this work. It was through his research project during my freshman
year that I was exposed to the way architecture can confuse and disorient people –
sometimes unintentionally but often by design. It is through the summer research projects
he enabled me to pursue that I became interested in signage and how the built environment
has subtle ways of marginalizing people. He has also made direct contributions to this
capstone through his input as an expert, for which I am very grateful.
Professor Ho Kong Chong, who patiently listened to my half-baked ideas and helped me map
out all the chapters and arguments of my capstone on a white (and later, colorful) board even
before I had written a single word.
Professor Francesca Spagnuolo, who has enabled me to pursue this capstone and a minor in
psychology. Her class on geometric perspective is the reason I have so many axonometric
drawings in this work.
I am also grateful to Professor Chaewon Ahn, from whose class I learned to create the
diagrams in this capstone; Professor George Knight, who taught me the drawing techniques
(plan obliques) that allowed me to simplify the complicated layouts of my fieldwork sites;
Professor Timothy Newton, who taught me how to do precedent studies of complex buildings,
and all the urban studies professors at Yale-NUS who have shaped my understanding of
cities and the world.
I am also deeply grateful to my support network who has looked out for me throughout this
difficult journey:
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4. Brendan, my closest and tallest friend, who has checked on me almost every single day, often
very late at night, ensuring I was okay and hydrated while reassuring me that everything
would turn out alright in the end. He also sent me various resources, including videos,
articles, and TikToks about trains, some of which have greatly helped this study.
Tanisha, my girlfriend, who left cute little notes in my room with drawings of snails,
reminding me to slow down and take care of myself. She accompanied me on long walks
when writing this capstone stressed me out, listened patiently to my rants about bright
lights and trains, and sometimes brought me the fuel (orange juice) I needed to get through
another writing day.
Shehryar, the first person to affirm that I should write this capstone, who has always
reminded me of the importance and urgency of this work, and who gave me "capstone hugs"
in the dining hall when I least expected it.
Jingzhi, who patiently listened to me complain about not getting work done, and whose
consistency in also not getting work done kept me afloat and reassured throughout the
semester.
Hong Jin, with whom I had "capstone lunches" almost every other day, and with whom I got to
share the existential dread that comes with pursuing what you love and care about – even
though it might not bring any tangible benefit to you, society, or anyone else.
Tajwar, who provided valuable input on some of the drawings in this capstone, and with
whom I developed a shared appreciation for design and visual representation growing up.
Areet, whose enthusiasm for my capstone motivated me to keep going, and whose support in
connecting me to interviewers enabled me to present the work I have here today.
Shani, who has listened to me talk about the ideas that informed this capstone even before I
had words for them, and who has always been there to offer me support even before I asked
for it.
Kat, who has informed much of what I have come to know and understand about
neurodiversity, and who went out of their way to find interviewees and research articles that
have supported a lot of this work.
Barney, who routinely shared his input on my capstone over our spontaneous dining hall
meals at 7:55 pm, and who has greatly helped me think through this work.
I am also immensely grateful to my friends who constantly checked on me to ensure I was
doing well – Don, Nicholas, Bing, Tanya, Shanya, Emily, and the rest. You know who you are.
I am also grateful to all my Urban Studies peers – Joshua, Tengya, Anisha, Odele, Yanqi, Dunya,
and Michelle – who have shared this journey with me.
Finally, I am thankful to my parents, for allowing me to pursue this education, for checking
on me every day, for keeping me grounded, and for not sending me to engineering school.
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5. The work in this capstone is deeply personal – and I am grateful to each and every person who
has helped me get to where I am today.
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6. Abstract
In recent years, the importance of designing spaces for neurodivergent individuals
(individuals who exhibit a natural variation in how their brains function, including
conditions such as Autism, ADHD, dyslexia, and Tourette's syndrome) has gained increasing
scholarly attention. However, efforts to expand this inclusivity throughout the larger urban
environment have been limited, leaving only isolated areas of inclusivity amid predominantly
inaccessible cities. This capstone emphasizes the integration of neurodiversity in the design
of more inclusive transportation services and infrastructure - essential connection points in
the urban landscape - in order to connect isolated inclusive spaces and create a more
inclusive environment for everyone.
This capstone examines the specific needs and preferences of neurodivergent individuals,
particularly those with ADHD and ASD, in the context of MRT stations and public transit.
Interviews with neurodivergent individuals, caregivers, and design professionals revealed
challenges in sensory environments, wayfinding, and social interactions. A spatial analysis of
Outram Park MRT station in Singapore further highlighted factors contributing to these
distressing experiences.
Based on these findings, this capstone proposes a set of design interventions to address the
difficulties faced by neurodivergent individuals in MRT stations and trains. These include (i)
sensory-friendly lighting, (ii) gradual sensory transitions, (iii) a spatial organizational
approach based on neurodivergent navigational strategies, (iv) inclusive carriages with
variable seating and (iii) emergency retreat/quiet spaces.
Ultimately, this research argues that enhancing MRT accessibility for neurodivergent
individuals is crucial for creating truly inclusive cities. By connecting disparate pockets of
inclusive spaces, we can foster a more equitable and inclusive society for all.
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7. Table of Contents
Chapter 1 : Introduction...............................................................................................................................................5
Chapter 2 : Literature Review...................................................................................................................................8
Chapter 3 : Methods......................................................................................................................................................11
Part I : The Neurodivergent Experience.............................................................................................................13
Chapter 4 : The Neurodivergent Sensory Experience of the MRT........................................................14
4.1. Neurodivergent sensory processing............................................................................................................................. 14
4.2. The sensory environment of the MRT station......................................................................................................15
4.3. Acoustic sensitivity and MRT transit..........................................................................................................................15
4.4. Visual sensitivity...........................................................................................................................................................................17
4.5. Sensory Transitions..................................................................................................................................................................18
Chapter 5 : Finding your way around the MRT.............................................................................................20
5.1. Understanding ASD and ADHD Navigation............................................................................................................20
5.2. Participants’ Wayfinding Experience of MRT.......................................................................................................21
5.3. Consistency and predictability of commute......................................................................................................26
Chapter 6 : The Neurodivergent embodied social experience of the MRT....................................28
6.2. Types of Social Experience..................................................................................................................................................28
6.3. The social drama of the “meltdown, escapes and safe spaces”.......................................................30
Part II : Spatial Analysis............................................................................................................................................ 31
Chapter 7 : Spatial analysis of a Case Study MRT station.................................................................... 32
7.1 About Outram Park MRT station:......................................................................................................................................32
7.2 Finding your way around Outram...................................................................................................................................33
7.3 Overview of lighting conditions........................................................................................................................................41
7.4 Scouting for a Quiet Space/Corner............................................................................................................................... 49
Part III : Design Perspectives & Recommendations.................................................................................50
Chapter 8 : Sensory Design......................................................................................................................................51
8.1 Designing for Acoustic Sensitivities.............................................................................................................................51
8.2. Minimizing lighting intensity and glare.................................................................................................................52
8.3. Designing Sensory Transitions:......................................................................................................................................54
Chapter 9 : Wayfinding Design.............................................................................................................................58
9.1 Expert Perspectives on Wayfinding Design............................................................................................................58
9.2 A proposal for Neurodivergent friendly wayfinding design.....................................................................60
Chapter 10 : Neurodivergent-friendly social design..................................................................................69
10.1 Neurodivergent perspectives on Inclusive Carriage..................................................................................... 70
10.2 Expert Perspectives on the Inclusive Carriage...................................................................................................71
10.3 The Inclusive Carriage : Designing for Proxemics..........................................................................................72
Conclusion.......................................................................................................................................................................80
References.........................................................................................................................................................................81
Appendices I & 2.......................................................................................................................................................... 87
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8. Chapter 1 : Introduction
1.1 Introduction to the Neurodivergent conditions
Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) are two
common neurodivergent conditions that can significantly impact an individual's experience
of public spaces, such as MRT stations and transit systems.
ASD is a developmental disorder characterized by a wide range of symptoms and severity,
including difficulties in social interaction, communication, and repetitive or restrictive
behaviors. Sensory sensitivities are also common in individuals with ASD, which may lead to
discomfort or distress in environments with intense or unpredictable stimuli, such as MRT
stations.
ADHD is a neurodevelopmental disorder marked by inattention, hyperactivity, and
impulsivity. People with ADHD may have difficulty processing information, organizing tasks,
and following directions, which can pose challenges in navigating complex transit systems.
Additionally, the bustling and noisy environment of an MRT station may exacerbate their
difficulty in concentrating and maintaining focus.
Both ASD and ADHD can contribute to challenges in sensory processing, wayfinding, and
social interactions within MRT stations and transit systems. Sensory difficulties may arise
from the combination of bright lights, loud noises, and crowded spaces, which can be
overwhelming and disorienting. Wayfinding challenges may stem from difficulty processing
complex information and following directions, making it hard to navigate through the
station and identify the correct train or platform. Social difficulties can include discomfort in
crowded spaces, difficulty interpreting social cues, and challenges in seeking assistance
when needed.
1.2. MRT Stations as Public Space
MRT stations in Singapore hold a distinctive position as public spaces that can promote a
just urban environment by offering accessible transportation and mobility options.
According to scholars like Kiang and Liang (2009) and Pomeroy (2011), Singapore's MRT
stations represent a unique type of public space, with new forms emerging around entrances
and exits, and extensive underground areas connecting to other public spaces, both publicly
and privately owned. Although the MRT system represents a form of privatized public space,
Pomeroy (2011) suggests it has the potential to be reclaimed as a truly public space. The
importance of MRT stations as public spaces is further emphasized by the limited
accessibility and affordability of cars in Singapore, making the MRT crucial for marginalized
groups who rely on it to get around the city.
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9. 1.3. Singapore context
In August 2022, Singapore launched Enabling Masterplan 2030, which aims to create
inclusive and accessible environments for persons with disabilities. This study aims to
contribute to the Masterplan’s Strategic Theme III - “Create Physical And Social Environments
That Are Inclusive To Persons With Disabilities” (Ministry of Social and Family Development,
2022). Within this theme, Area 9 specifically calls for accessible and affordable public
transport that enables persons with disabilities to navigate independently during their
journeys. Recommendation 16 highlights the need to enhance transport infrastructure to
meet these goals. Recommendation 19 calls for the acceleration of accessibility upgrading
and raising accessibility standards to meet this goal.
Despite this policy initiative, there are a few Singapore-specific scholarly studies on
improving urban accessibility, including that of public transport for individuals with ASD.
Lim et al. (2021) conducted a study to identify the barriers to public transport for individuals
with ASD in Singapore and proposed a design concept called ViCo, a virtual companion that
addresses the requirements for accessing public buses for individuals with ASD. (Lim et al.,
2021) This study will be looking at proposing similar interventions but for a different mode of
transport - the MRT.
1.4. Towards inclusive and restorative cities
The wider purpose of this inquiry is to contribute to the emerging field of creating cities of
care and restorative cities by exploring the potential for designing neurodivergent-friendly
MRT. Through the documentation of the needs and experiences of neurodivergent
individuals, this study seeks to provide recommendations for the development of inclusive
environments that cater to the needs of both neurodivergent and neurotypical populations.
This research is aligned with the goals of cities of care as described by Power and Williams
(2020), who advocate for supportive and inclusive environments that benefit all residents,
regardless of their abilities or needs. By contributing to this growing body of research, this
study has the potential to inform future urban design practices that prioritize the needs of
diverse populations and promote inclusive and restorative cities.
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10. Chapter 2 : Literature Review
2.1. Introduction
Critical urban studies has long emphasized the importance of considering categories of
difference, including differences linked to physical or mental ability. Such scholarship
includes explorations of how individuals with distinct physical or mental attributes, often
described as “disabilities”, navigate cities differently, and may experience exclusion from
accessing and using parts of the city. Such scholarship has also considered how urban
design can be used to create more inclusive spaces.
Despite attention to non-normative bodies and the city, only limited scholarship attends to
the specific needs of neurodivergent individuals. The emphasis in disability studies has
been on visible disabilities - such as those experienced by wheelchair users, the visually
impaired, and the deaf. More recently, there is a growing recognition that other
non-normative conditions, particularly those related to neurodiversity, need attention. This
literature review examines the scholarship on the specific needs of neurodivergent
individuals in the city, and how urban design has responded.
2.2. Disability and The City
Historically, the design of the built environment has been based on the needs of able-bodied
men, encapsulated by Le Corbusier's 'Modulor' system of proportion and measurement, which
assumed the average person to be an able-bodied man, 183 centimeters tall, middle-class,
and white (Imrie 2017). This neglect of diversity and difference in the design of cities has
resulted in the exclusion of many populations, along the lines of race (Wacquant 2008 Peake,
1993), gender (Fainstein & Servon, 2005), social class (Ruddick, 1996) and disability (Imrie,
2017; Boys, 2017; Gleeson, 2001.).
Valentine (2008) notes that recognizing differences and diversity has become central to
understanding cities. Increasingly, research has focused on various dimensions of
difference, including age, gender, sexuality, race, and disability, including how they intersect
(Hopkins 2019). Critical urban studies have emerged to respond to the socio-spatial
exclusions that result from these differences and have offered alternative planning ideas and
practices that do not necessarily tie planning to notions of fixed identities situated in
bounded places (Huxley & Inch, 2020).
Disability has been a central topic in urban studies and architecture, focusing on
inclusiveness and exclusion. The Universal Design movement, as traced by Hamraie (2017),
has made incremental progress in addressing the needs of individuals with disabilities
through theory and technology. Recent advancements include Garofolo's (2022) work on
tactile paving for the visually impaired, Byrd's (2007) research on the environmental needs of
the deaf, and Jarmin's (2016) study on aging and disabilities. These developments aim to
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11. create more inclusive and accessible environments. Jos Boys' (2017) Disability, Space,
Architecture' offers an interdisciplinary approach to disability and architecture, challenging
traditional design assumptions and advocating for more inclusive environments.
This current scholarship focuses mainly on visible disabilities like blindness, deafness, or
mobility challenges, ignoring "invisible disabilities" like cognitive impairments and
neurodiversity. Boys' Disability, Space, Architecture barely mentions ADHD and Autism, and then
only in the context of art practices, and lacks neurodivergent perspectives, limiting our
understanding of their unique needs in architecture and spatial design.
Fortunately, the interest in designing spaces and environments that cater to the needs of
people with invisible disabilities is growing in importance in the fields of urban planning and
design. Neurodiversity is one such 'invisible' disability that is being increasingly recognized
as a dimension of difference that needs recognition in the designing and planning of cities.
2.3. Neurodiversity and The City
Understanding neurodivergence in the city and designing neurodivergent friendly spaces can
be seen as an extension of urban studies enduring concerns with the justice implications of
the social production of space. Lefevre’s landmark 1991 analysis of the socially constructed
nature of urban space made clear the necessity to develop inclusive spaces that challenge
social hierarchies and promote accessibility and social equity (Lefebvre, 1991). Neurodiversity
has gained recent recognition in urban studies, highlighting the importance of respecting
the differences in neurological wiring among individuals who identify as neurologically
different, such as those with autism spectrum disorder (ASD), dyslexia, dyspraxia, ADHD, and
sensory processing disorder (SPD), among others (Ortega, 2013; Kenna, 2022).
There is already a small but growing body of urban geographical work exploring
neurodiversity and urban space, with the primary focus on autistic identities and ASD. In a
review article on cities and neurodiversity, Kenna (2022) argues that research in this area has
been heavily focused on autism and sensory issues and has been limited to closed or
dedicated spaces (e.g. schools), with little consideration of diverse urban experiences. In
response, Kenna (2022) proposes a new direction in urban geography research towards the
concept of "cities of neurodiversity," which considers the diverse needs of neurodivergent
individuals in the design and planning of various urban spaces, including but not limited to
individuals with ASD.
Beyond urban studies, most research on neurodiversity and the built environment comes
from the field of architecture, with a particular focus on designing for autism spectrum
conditions (ASC). Architectural research in this area is currently limited in scope. Tola et al.
(2021) has identified that research on neurodiversity has mainly focused on enclosed spaces
and sensory aspects of design, such as lighting, acoustics, and textures. They found a gap in
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12. research on the social interactions, executive dysfunction, and information-processing
capabilities of individuals with ASD and other neurodivergent conditions. Similarly, Black et
al. (2022) emphasized the need for further research on the needs of autistic individuals in
open and public spaces, such as transportation, as the literature has primarily focused on
enclosed and devoted spaces like schools, homes, and healthcare settings.
2.4. Towards cities of care and inclusivity
Designing public spaces to be more accessible for neurodivergent individuals can benefit
everyone, and its theories can be developed in line with the principles of the universal design
movement (Connell et al., 1999). Recognizing neurodivergent individuals as urban citizens
and extending them the same social and environmental benefits as ordinary citizens can
help create public spaces that are more inclusive, accessible, and equitable for all
individuals.
This study responds to the gaps pointed out by previous research by:
I. Expanding the discussion of diversity and the city to include neurodiversity, and
within that to go beyond current emphasis on autism and sensory issues to include
ADHD;
II. Charting the urban experiential and navigational difficulties faced by individuals with
these conditions;
III. Extending current neurodiversity and design scholarship, which primarily focuses on
closed or devoted/institutionalized spaces, by examining the specific typology of the
MRT station.
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13. Chapter 3 : Methods
My study employed a mixed-methods approach, consisting of surveys and interviews with
neurodivergent individuals and their caregivers, observational evaluation of a select case
study MRT station, interviews with relevant design experts, and go-along visits to select MRT
stations. The two main objectives of these methods were: (i) to identify the needs of
neurodivergent individuals using MRT stations, which was achieved via interviews, surveys,
and go alongs with select participants; and (ii) to identify areas for improvement in the
design of studied MRT stations, which was achieved via expert consultation, observations of
the case study station, and research on design precedents.
To understand neurodivergent experiences of MRT stations, my study confined its attention
to two sub-set neurodivergent populations: adults with diagnosed Attention Deficit
Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). Semi-structured walking
interviews were conducted with ADHD participants at several MRT stations in Singapore to
gain insight into their experiences of using the stations, particularly their interactions with
the space, any barriers they encountered, and their perceptions of the design and layout. As
for adults/children with ASD, I conducted semi-structured interviews with their caregivers as
an IRB-assessed potential vulnerability made it inappropriate to approach them directly.
Caregivers were considered a suitable proxy, given their deep understanding of their wards'
needs. The objective of the interviews was to document the experiences of individuals with
ASD, and their caregivers, in Singapore’s MRT.
In total, I worked with 4 adults with ADHD, and 4 carers of adults with ASD. The schedule is
provided in Appendix 1.
Expert interviews were conducted with designers with relevant experience (n=4) They were
questioned about whether and to what extent neurodivergent people are considered in the
design of both inclusive and public spaces. The goal was to understand the pervasiveness or
lack thereof of neurodiversity awareness in architectural/design practice generally. The
expert interviews were semi-structured and also included inquiries into emergent
sensory/way-finding/assistive technologies that might address the needs of neurodivergent
individuals.
Surveys were also employed, with participants being asked to fill them out at the end of the
interviews. A separate survey was also conducted with a group of 23 ADHD participants from
the Yale-NUS ADHD collective to better understand their preferences beyond my interviews.
These surveys aimed to better understand the collective preferences and experiences of the
participants (See Appendix 2)
Observational fieldwork was conducted at Outram MRT station to understand the
environmental (design and atmosphere) challenges faced by neurodivergent users. Spatial
analysis of Outram Park MRT Station was conducted to better understand the difficulties
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14. that neurodivergent individuals face when navigating the station. The analysis was guided by
the themes that emerged during the interviews with neurodivergent individuals, which
highlighted the challenges posed by the station's sensory nature (e.g., lighting and sound)
and its complex wayfinding system. The illuminance readings were taken using an iOS app
called 'Lux Light Meter Pro'.
The data collected were analyzed thematically, with the help of the existing literature, to
identify common patterns in design guidelines and design case studies. Based on this
analysis, I was able to suggest design recommendations that would better serve
neurodiverse users.
One of the limitations of the study was the small sample size of individuals with ADHD and
ASD, which may not be representative of the wider neurodiverse population. Additionally, the
fieldwork was conducted in a limited number of MRT stations, which may not be
representative of all MRT stations in Singapore. My personal experience as a neurodivergent
individual with ADHD may also have influenced the data collection and analysis process,
leading to a bias towards certain spatial aspects of the stations over others. However, steps
were taken to ensure that my own biases and experiences did not unduly influence the study.
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15. Part I : The Neurodivergent Experience
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16. Chapter 4 : The Neurodivergent Sensory Experience of the MRT
In her autobiography, A Real Person: Life on the Outside, Gunilla Gerland recounts her visceral
reaction to the sound of passing cars as an Autistic individual:
"They would explode inside me and make me lose all sense of the way my body related
to my surroundings. It was like being flung out into space – woosh – quite without
warning. Sometimes I screamed and covered my ears." (2003, page 28)
The sensory experiences and preferences of individuals with ADHD and ASD in MRT stations
is a complex and multifaceted issue affecting many aspects of their lives. This chapter
delves into the sensory sensitivities faced by neurodivergent individuals in MRT stations and
their stated preferences. The interviews revealed the difficulties neurodivergent individuals
face with acoustic and light sensitivity, as well as the challenges of sensory transitions.
4.1. Neurodivergent sensory processing
Research has shown that neurodivergent individuals, such as those with autism and ADHD,
process sensory information differently than neurotypical individuals (Iarocci & McDonald,
2006; Toronyi, 2021). This can result in extreme emotional distress, often leading to
meltdowns or shutdowns (Toronyi, 2021).
Lighting, including intensity, glare, and color, can greatly affect neurodivergent individuals,
particularly those with autism (Gaines et al., 2016; Iarocci & McDonald, 2006). For example,
bright lights or certain sound frequencies can be aversive and avoided by persons with
autism (Cesaroni & Garber, 1991). Meanwhile, individuals with ADHD are often hypersensitive
to light, with photophobia prevalent in 69% of those with ADHD symptoms (Kooij & Bijlenga,
2014). Hypersensitivity to sound is also common in both autism and ADHD (Boddaert et al.
2004).
While both autism and ADHD involve sensory processing challenges, there are notable
differences, with visual hypersensitivity more common in ADHD and sensory sensitivities to
sound, touch, and movement more common in autism. Sensory-related behaviors exhibited
by both autism and ADHD individuals help them cope with their sensory environment (Iarocci
& McDonald, 2006).
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17. 4.2. The sensory environment of the MRT station
MRT stations can be a difficult sensory space for neurodivergent individuals due to their
bright lighting, loudspeaker announcements, and crowds (McClimens et al., 2014). These
factors can cause sensory overload and contribute to feelings of stress, anxiety, and
discomfort. Additionally, the visual and auditory distractions present in busy MRT stations
can make it difficult for neurodivergent individuals to focus on important tasks, such as
navigating the station and finding their way to their destination (See Chapter 5).
4.3. Acoustic sensitivity and MRT transit
What noises or acoustic environment creates challenges for neurodiverse users is not a
simple question.
ADHD participants in the survey had diverse and sometimes contradictory preferences -
Figure 4a Acoustic preference in ADHD individuals (Source : Author)
My semi-structured interviews also revealed that individuals with ADHD have a broad range
of challenges and preferences. However, in contrast to my survey, my interviewees preferred
consistent/repetitive noise over quiet environments. One carer even commented that the
consistent environmental noises from the station’s interior were not an issue for her child:
“The usual train noises are fine. It's just really loud ones like airplanes flying overhead
or the construction trucks." (Interview C2.16.01.2023)
For this respondent, the predictability of the MRT’s acoustic environment was preferable to
the unpredictability of external environmental noises.
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18. Among the sounds within MRT stations identified as disturbing or distressing, were the “stop
announcements and beeping noises” associated with closing doors. One ADHD participant
suggested: “The announcement noises at every stop could be a gentler thing. Instead of like,
you know, when you arrive at a station, it blurts out loud beeps.” (Interview A2.30.12.2022)
A carer of an ASD child shared a similar view of these announcements. Sharp-sudden noises
can cause individuals with ASD to resort to coping mechanisms like vocalizations, and
sometimes may cause meltdowns. However, designers of MRT stations said that it was a
difficult issue to address as their removal could be a potential safety hazard.
Some of my interviewees mentioned using headphones or earphones as a coping
mechanism to counter the distressing noises in MRT stations. However, for some of my
inattentive ADHD participants, the use of noise-canceling headphones has caused them to
miss their stops.
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19. 4.4. Visual sensitivity
Neurodivergent individuals may find certain lighting distressing and overwhelming. Natural
lighting was preferred by most interviewees, but the glare from the sun was problematic for
some. Some lighting designs, such as more subtle and direction-controlled lighting, were
viewed positively. However, individual preferences varied depending on sensory sensitivities.
Most participants, when asked about their lighting preferences for MRT stations, preferred
the natural lighting of above-ground stations. Natural lighting was described as being
“comfortable” and “natural” compared to artificial lighting in underground stations which
somehow felt “sanitized”, “draining”, and “uneasy” (Interview A1.28.12.2022; Interview
A2.30.12.2022; Interview A3.30.12.2022) Some, however, found the glare from the morning and
afternoon sun to be problematic, particularly at peak hours.
“I think one of the most awful experiences is being on the ground at MRT station when
it's like late afternoon and the strong sunlight is hitting you right in the face, and it’s
peak hour.” (Interview A3.30.12.2022)
One participant explained “I do not mind natural lighting, as long as it's comfortable,”
making particular reference to the ‘uncomfortable’ morning sun (Interview A1.28.12.2022).
These responses suggest that natural lighting can provide a more comfortable and calming
environment for some individuals with ADHD, although the specific lighting conditions may
vary based on the time of day and the nature of sunlight.
When asked about challenging light sources, many of the ADHD participants mentioned the
bright lights, particularly fluorescent and white lights in the station’s interior, to be
distressing or overwhelming. For example, one participant commented about the
high-intensity directional lights installed near the boarding gates at the platform being quite
distressing: “I hate it so much. It gives me a headache. It stresses me out.” (Interview
A3.30.12.2022) Another participant had a similar reaction to the bright overhead lighting in
trains. This experience of brightness was intensified when the carriages traversed
underground stretches of the route:
“I really hate the stretches of the MRT where it's all dark. Because yeah, like I can't see
and I'm like there's a bright white light in my face.” (Interview A3.30.12.2022)
Not all artificial lighting was unfavorable to participants. One ADHD participant appreciated
lighting in the TEL stations that aided navigation and was described as "not harsh" and
"embedded into the roof." (Interview A2.30.12.2022)
17

20. ADHD participants in the survey had mixed reactions to station lighting, but found train
lighting more uncomfortable -
These responses of ADHD participants are consistent with research on photophobia, which
suggests that individuals with ADHD can be oversensitive to light and especially glare from
bright light sources like the sun (Kooij & Bijlenga, 2014).
This suggests that more subtle lighting may be better suited for individuals with sensory
sensitivities.The disabling effect of lighting on individuals with ASD is a significant concern,
as many stations in Singapore use bright, high-intensity lighting in certain areas in the MRT
station. As one carer respondent explained in relation to the high intensity retail lighting of
malls:“I do not like to voluntarily go into malls because I can't, I can't control that input. (for
their child)” (Interview C2.16.01.2023)
4.5. Sensory Transitions
The transition from one sensory condition to another can also be challenging for
neurodivergent individuals. Moving from an outdoor to an indoor environment or from an
above-ground to an underground train station can be especially difficult. The sudden change
in brightness and vibrations can be overwhelming, leading to sensory overload and causing
anxiety, discomfort, and distress.
One ADHD participant described their discomfort with train transitions: “I just don't like it
when the train is underground... there's a lot more noise like the shaking and the vibrations
and everything and the brightness changes very often.” (Interview A2.30.12.2022) They
18

21. preferred buses, which provide a consistent sensory experience: “there's no - light then dark
then light and dark again.” (Interview A2.30.12.2022)
A lighting designer consulted as part of this study, and who specializes in designing for
well-being, believes that another potential source of distress in the MRT system could be its
long escalators:
“I feel that the most distressing part of an MRT station is the escalators. Yeah, it's
right there at your eye and it's, it's glare-y and then every three meters so as you're
going down an escalator, it's bright, dark, bright, dark, bright, dark like that.”
(Interview P1.12.01.2023)
Individuals with autism are also affected by lighting transitions, as well as other sensory
transitions such as acoustics, temperature, and texture. However, for individuals with ASD,
caregivers noted that it can be particularly challenging due to their need for predictability
and insistence on sameness, in addition to their sensory disorientation.
19

22. Chapter 5 : Finding your way around the MRT
This chapter reports on the wayfinding challenges my participants had in MRT stations and
systems in Singapore. Neurodivergent individuals often have challenges processing
information, and so in the way they navigate their environment. In particular, individuals with
autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) exhibit
differences in cognitive function and brain structure, which can make navigation more
difficult for them compared to neurotypical individuals (Ozonoff, Strayer, & McMahon, 1994;
Townsend, Harris, & Courchesne, 1996)). Navigation is a complex task that involves a
combination of cognitive and sensory processes such as perception, memory, attention, and
spatial orientation. It is also a dynamic process that requires continuous updating of spatial
information as individuals move through the environment (Sholl, 1988). Navigation MRT
stations can be even more challenging for neurodivergent individuals due to their difficulty
processing the multi-sensory nature of the environment (Iarocci & McDonald, 2006).
5.1. Understanding ASD and ADHD Navigation
Individuals with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder
(ADHD) share executive functioning impairments, such as planning and inhibition (Ozonoff
et al., 1991; Willcutt et al., 2005). People with ASD have a detailed-focused cognitive style,
which contributes to their strength in small-scale visuospatial tasks and reliance on
egocentric representations over allocentric representations when navigating. On the other
hand, individuals with ADHD have impairments in attention, working memory, and planning
and rely more on well-learned, habitual responses for navigation (Robaey et al., 2016). Both
ADHD and ASD also have comorbidities, such as stress and anxiety, which can impact their
navigation abilities (Ahrentzen & Steele, 2009).
Humans use two main navigation strategies: a spatial strategy and a response strategy. The
spatial strategy involves creating a mental map of the environment, while the response
strategy relies on predetermined instructions or habitual responses. People with ADHD have
difficulties using the spatial strategy due to their impairments in attention, working
memory, and planning, and tend to rely more on the response strategy (Robaey et al., 2016).
The response strategy is more efficient in familiar environments, but may not be as effective
in complex or changing environments, where the spatial strategy is more useful. Complex
layouts, frequent level changes, and long corridors can disorient and stress autistic
individuals, making it difficult for them to navigate. These same visuospatial complexities
can also hinder ADHD individuals from interpreting their environment and making decisions
while navigating.
20

23. 5.2. Participants’ Wayfinding Experience of MRT
The interviews with ADHD participants and caregivers of children with ASD revealed the
following themes related to navigation: (1) the importance of clear and consistent signage for
navigation within MRT stations, (2) the need for a logical sequence of information and
consistency in its placement, (3) the use of visual supports and cues for easier navigation,
and (4) the importance of intuitive signage that doesn't require advanced cognitive skills.
The survey with ADHD participants revealed the following preferences for wayfinding support
in transit -
Figure 5a Wayfinding supports relied on by ADHD participants in the survey
21

24. In my interviews, participants found clear signage to be the most helpful for navigation
within MRT stations, with one participant stating,
“MRT signage is most helpful … transit apps are helpful when you're getting from one
place to another but not within the station itself” (Interview A2.30.12.2022)
Participants also preferred the use of signage over station maps. One participant explained,
“I've never used a station map [in locating exits] … I like locality maps, but I use them
less frequently than the MRT signs … [I use] locality maps when I'm in an MRT station
I'm not as familiar with.” (Interview A4.09.01.2023)
Another participant said that they don’t use the maps as they aren’t useful to them while
underground: “I don't really think of like, both levels … if I'm underground, I think of that [as
one] underground level.” (Interview A4.09.01.2023)
Participants also emphasized the need for a logical sequence of information while
navigating. One participant found it confusing to navigate exit signs in the gantry,
explaining:"[n]avigating where to go while you are still in the gantry can be really confusing."
(Interview A4.09.01.2023) Another stressed the importance of a clear and logical sequence of
information, saying:
"I wish they would make it clear on the legend which exit is attached to which bus
stop and which buses can be found there. Because that is the sequence of
information I am looking for." (Interview A2.30.12.2022)
Consistency in the placement of information was also emphasized by participants. One
participant expressed difficulty in locating the exit boards due to their inconsistent
placement across different stations, stating, "I noticed that finding the board with the
station exits is easier at some stations, but at others I have to go hunt for it." (Interview
C2.16.01.2023) In addition, participants stressed the need for confirmational signage -
“In a lot of MRT stations for example, you have a sign that says J up ahead, but when
you go up ahead it says A up ahead. But you came there looking for J and then you
walk like five minutes ahead and then you finally see J. So I think there's an
inconsistency in it, like there's a gap of information.” (Interview A2.30.12.2022)
Confirmational signage helps individuals know that they are on the right path and following
the correct sequence of information.
Participants also highlighted the need for intuitive signage including those without text. As
one participant caring for a child with ASD noted,
22

25. "A signboard with words on it doesn't mean anything to him ... what I found easy is
always to find simple things like color codes, numbers ... something that visually is
more representative." (Interview C3.16.01.2023)
They mention simple instructions like “whenever you want to exit a station, you just follow
the orange line” are more intuitive for his brother to follow.
Beyond signage, participants found visual cues to be helpful for navigation - "those circular
lights that are laid along the wall, those are nice. Because then it also creates a visual cue of
what to follow." (Interview A2.30.12.2022) Other forms of environmental support, like
announcements and transit apps also help individuals with ADHD who are prone to getting
distracted and missing their stops -
Figure 5b Reliance of ADHD individuals on environmental supports (Source : Author)
23

26. ADHD participants also seem to rely on supports that are consistent and less demanding on
their working memory. In the interviews, participants were presented with three train maps
and asked about their preferences: a static map (Map 1), a static map with a live location
indicator using blinking lights (Map 2), and a fully dynamic digital map with animations
(Map 3).
Figure 5c The different map/dashboards inside Singapore's MRT trains (Source : Author)
Participants said that Map 2, which included a static map with a live location indicator
through blinking lights, was the most helpful. They stated, "I think having a visual cue of the
blinky lights is good and yeah, very occasionally, I would check the text." (Interview
A1.28.12.2022) Another participant also preferred Map 2, explaining that "the LED display
[provides] always current information" (Interview A2.30.12.2022) compared to the scrolling
text on Map 3. The same participant also expressed frustration with Map 3, calling it a "visual
nightmare" and saying, "It's so much information to process visually at one point, all I need to
know is where I'm going. Another participant mentioned -
"At that moment (in the train) I don't need the information about the station plan. I'm
already so anxious about just getting off at the right time." You do not need to flash
these things." (Interview A4.09.01.2023)
These findings suggest that for individuals with ADHD, visual cues and current, static
information may be more helpful than constantly changing, dynamic displays.
24

27. The survey with ADHD participants also reflected this preference -
Figure 5d Preference for train dashboards (Source : Author)
Overall, the findings suggest that clear and consistent signage with intuitive and consistent
visual cues may be helpful for individuals with ADHD and ASD to navigate through complex
environments like MRT stations. Additionally, the use of signage over maps and the need for
a logical sequence of information could also support individuals with these conditions in
successfully navigating through such environments.
25

28. 5.3. Consistency and predictability of commute
Caregivers of children with Autism Spectrum Disorder (ASD) emphasized the importance of
consistency and predictability in their commutes. One caregiver shared -
"What really helps is preparing them [their child with ASD] for what's coming up, or
going to the station or what's going to happen." (Interview C2.16.01.2023)
Familiarity and habituated responses are also important for individuals with ADHD, with one
participant noting, "The more familiar you are with something, the easier it gets to navigate
as well because it's not really like active navigation anymore.."
One solution would be consistent station design and navigation. Respondents did not think
“stations need to be fully identical” but they did think “they should have some feature that is
identical throughout” (Interview C3.16.01.2023) This might be a standardized language of
directions. Another participant with ADHD noted -
"If an escalator is to exit, then that's how it should be, right? Do I really want an
escalator to do something else in a different station?" (Interview A1.28.12.2022)
The state of mind of individuals with ADHD can also affect their ability to navigate stations.
The same participant said, "It depends on what state of mind I am in. If I'm really anxious or
like rushing for time. Then there's a high chance I'll get confused because I get overwhelmed."
(Interview A1.28.12.2022) Another emphasized the importance of consistency in navigation
across stations, saying, As one participant concluded: "inconsistency in spatial design in
stations can make it more difficult for [me] to remember and navigate through them."
(Interview A4.09.01.2023)
Figure 5e The survey with ADHD individuals also reflected this preference. (Source : Author)
26

29. As previously mentioned, individuals with ADHD may rely more on well-learned, habitual
responses to guide navigation, which makes consistency in design important. The “learned”
response strategy may be efficient and effective in familiar environments, but in complex or
changing environments like trains or MRT stations, where the “spatial” strategy is more
useful, consistency in design can help individuals with ADHD navigate unfamiliar spaces
more effectively.
With respect to design, one recent development seems to be generating confusion. This is
the integration of shopping malls and other buildings into MRT stations. Participants
expressed their frustration with stations that have malls attached to them. One participant
stated, 'I hate the ones that have a whole shopping mall next to them. I feel like that's not the
point (of the station). I just want to get in and out of them.'" (Interview A2.30.12.2022)
Multiple exits also pose challenges, with one participant saying, "Sometimes the place you
need to get to is actually pretty close to two different exits, and it's difficult figuring out
which one you're actually supposed to go through." (Interview C2.16.01.2023)
This difficulty in wayfinding due to the integration of private buildings into MRT stations is a
manifestation of the 'continuum of privatized public space' in Singapore, as noted by
Pomeroy (2011), which can lead to marginalization and exclusion. As a result of this, the state
risks losing its ability to provide accessible and equitable spaces for all members of society,
as seen in the difficulties experienced by participants in accessing key infrastructure like
MRT stations.
27

30. Chapter 6 : The Neurodivergent embodied social experience of the MRT
This chapter considers the embodied social experience of the MRT system by neurodivergent
individuals. The social challenges neurodivergent individuals face stem from involuntary
physical proximity to others, to sensory hypersensitivity relating to touching others, to
anxieties about interacting with fellow travelers or transportation staff, to their dependence
on socially-assisted wayfinding, and their need for immediate support or urgent action
should their condition lead to an escalation of symptoms.
Evans and Wener (2007) found that close proximity to others can increase stress for
neurodivergent individuals. Mackett (2021) noted that this is especially true during travel.
Crowded social settings, such as public transportation, exacerbate these challenges, and
neurodivergent individuals face additional stress from judgments from neurotypical
individuals (Tidmarsh and Volkmar, 2003). This can lead to social exclusion and negatively
impact neurodivergent individuals' lives (Toronyi, 2021).
Moreover, invisible disabilities make social accommodations difficult and can cause
self-consciousness. Wearable lanyard initiatives, such as the UK's "Hidden disabilities
sunflower" and Singapore's "May I have a seat please," aim to overcome these challenges by
making neurodiversity more visible and calling on fellow passengers to make behavioral
accommodations. However, the success of these initiatives depends on the willingness of
others to give up their seats, and some may not understand why someone who appears fit
and young would need a seat (Yeoh, 2023, Channel News Asia)
6.2. Types of Social Experience
The findings with respect to neurodivergent social experiences can be grouped into three
main types: (i) anxiety from crowding and related sensory overload, (ii) difficulty with socially
assisted navigation, and (iii) negative social interactions.
With respect to crowds, a number of participants reported experiencing crowd-related
sensory overload and anxiety. Individuals with ADHD reported being overwhelmed by the
bodily proximity necessary in public transport. As one participant put it, on public transport
people are just “squeezed up against you” (Interview A1.28.12.2022). Another participant noted
that the seating arrangement in trains (where the seats face the middle of the carriage) can
be a very difficult experience for someone with social anxiety, as “you are always facing the
crowd”. (Interview A4.09.01.2023) They recalled using their phones as a distraction to not have
to face the crowd.
Similarly, caregivers of children with ASD reported that crowded environments were
distressing for their children. In part, this was about the noise levels. A recent media report
sheds light on such distress from the perspective of a child with autism:
28

31. "Sitting among the crowd, I feel anxious. I will experience sensory overload. Mummy
gives me a phone to watch videos while traveling, but I still feel anxious. I need to
make some sounds and rock my body to regulate." (Yeoh, 2023, Channel News Asia)
Moreover, crowded social spaces can be difficult for Autistic individuals who are sensitive to
touch -
"My child is hypersensitive to sound and touch. He won't have a meltdown but might
withdraw if there's too much stimulation. Finding a seat or having someone sit next to
him can help, but he interprets touches as attacks." (Interview C2.16.01.2023)
With respect to wayfinding, caregivers reported that their neurodivergent wards could not
overcome wayfinding challenges by approaching strangers to ask for advice or direction. As
one caregiver stated of her brother: "...he wants things to be easy enough to figure out on his
own so that he doesn't have to ask [strangers] as talking to other people is scary to him."
(Interview C4.17.02.2023)
Finally, participants reported negative social interactions with other commuters, including
intrusive glances and unhelpful comments. Caregivers of children with ASD reported that
their children's behavior sometimes attracted awkward stares, and they did not know how to
handle such situations. One caregiver noted -
"I would rather exit at the next stop … [than] feel the pressure of people looking at me in
the train … [makes me] conscious as to what to do next." (Interview C2.16.01.2023)
These experiences appear to generate a worrying coping strategy - avoidance of MRT
transport. Individuals with ADHD and caregivers reported a preference for buses over trains
due to the relatively quiet and less crowded environment. One student participant with ADHD
explained:
"In the MRT, there are a lot of people. I don't know whether I will find a seat. Very
crowded. People look at you sometimes. I don’t like that. You know, buses are a lot
more private, a lot more quiet." (Interview A2.30.12.2022)
29

32. 6.3. The social drama of the “meltdown, escapes and safe spaces”
The interviewees who are caregivers of children with ASD mentioned a particularly dramatic
social experience that could result from traveling on public transportation. This was the
“meltdown” or an “episode” when the child being cared for went into a dramatic emotional
response as a result of their MRT experience, including crying, verbalisations, and refusal to
move. I categorize this as a social experience, because once a child is in meltdown, it attracts
attention and has to be solved in the view and judgment of other MRT users.
One common suggestion was the need for a safe space for individuals with ASD to retreat to
when in meltdown. Such spaces would have design qualities that removed the
neurodivergent user from the social (and sensory) stimuli and gaze. Removed from these
stimuli and consequences, would enable users to regulate their emotions and manage
sensory overload. As one caregiver explained, “When my child is having an episode, I need to
have someplace I can go where I feel safe.” (Interview C2.16.01.2023).
Such safe spaces would need to be physically separate from the rest of the transit
environment, in order to avoid exacerbating stress for both individuals with ASD and their
caregivers. As the same caregiver noted, "it has to be away from others … the objective is to be
away from the crowd, not exactly on the platform"
Another caregiver suggested existing infrastructure could be adapted to serve this purpose:
“Within the station, I think most stations do have a space for emergencies. Maybe
that space can open up in the event that someone with ASD or ADHD has a meltdown.
They are able to go to that space and regulate their emotions and come down first."
(Interview C1.05.01.2023)
In some instances, the child/caregiver reported switching to a different transportation mode
altogether. One caregiver, who often traveled with two of her neurodivergent children even
preemptively opted for a taxi when taking her wards together to unfamiliar places: “I wouldn’t
dare explore a new place [by MRT] when I’m with both of them”, she said.
The need for safe spaces in public transportation highlights the importance of empathy and
understanding for individuals with ASD and their caregivers. As one participant noted,
“traveling in a very packed public transport requires a lot of courage from a caregiver"
(Interview C2.16.01.2023). By creating spaces that can provide a sense of safety and calm, we
can help to ensure that individuals with ASD and their caregivers are able to navigate public
transportation with greater ease and confidence.
30

33. Part II : Spatial Analysis
31

34. Chapter 7 : Spatial analysis of a Case Study MRT station
During my fieldwork, I conducted spatial analysis of Outram Park MRT Station to better
understand the difficulties that neurodivergent individuals face when navigating the station.
The analysis was guided by the themes that emerged during my interviews with
neurodivergent individuals, which highlighted the challenges posed by the station's sensory
nature (e.g., lighting and sound) and its complex wayfinding system. By examining the
station's layout and sensory features, I aim to identify the spatial factors that contribute to
these challenges and provide a deeper understanding of how the station's physical design
may impact neurodivergent individuals.
7.1 About Outram Park MRT station:
Outram is one of the largest stations in Singapore, and alongside Dhoby Ghaut and Marina
Bay it is one of the few three-line interchange stations. It provides connectivity between the
East West Line (EWL), North East Line (NEL), and Thomson-East Coast Line (TEL). The station
was first opened in 1987 as part of the East Coast Line, and was later interconnected with the
NEL in 1989. In 2022, the TEL was added to the station, making it one of the most complex
transit hubs in the city.
As a result of its size and complexity, Outram Park offers a unique opportunity to study
wayfinding and sensory conditions due to its various platforms with different lighting
conditions and transitions. Additionally, the station was chosen as a case study for spatial
analysis due to numerous interviewees pointing it out as one of the most challenging
stations to navigate.
32

35. 7.2 Finding your way around Outram
Outram Park MRT Station has 6 platforms, 8 exits, and 4 levels (or 5 with the new BM level),
with paid links connecting the EWL, NEL, and TEL lines. The station has multiple disjointed
areas accessible only through traversing multiple levels, making wayfinding challenging.
Below is a map that shows all the possible paths in the station, including the levels below.
This map (plan-oblique) representation shows us what the station looks like from above (like
a regular map), but also gives us an idea of what it looks like from the side (like a 3D model) -
to emphasize the exact layouts of its levels but also its depth.
Figure 7a A plan-oblique of Outram Station. Lower levels in darker grays. (Source : Author)
33

36. 7.2.1 Comparison of wayfinding signage in the different platforms
East-West Line (EWL) Platform
The EWL platform has 8 pairs of stairs/escalators in it, and the escalators and pillars are
right in the center of the platform, making it difficult for commuters to have a clear view of
the platform. There are 3 different routes the escalators can take the commuters, and the
signs on the platform are cluttered with various sizes and styles, some old and some new, all
scattered across the station. (Figure 7b) The escalators can take commuters to the NEL
platforms (through two different escalators), the concourse, and two direct escalators/stairs
to the Thomson-East Coast Line. Commuters can also go to the TEL line through the
concourse, which adds to the number of decisions that need to be made.
Figure 7b Signage locations at EWL Platform (Source : Author)
34

37. Thomson-East Coast Line (TEL) Platform
The TEL platform presents a simpler wayfinding experience compared to the EWL platform.
Upon arriving at the station, passengers have three options: turning right to access the NEL
platforms, turning left to reach either the concourse or the EWL platforms. Signage in the TEL
platform is kept to a minimum, with only three signs visible from any point in the station -
one EWL sign, one NEL sign, and one 'Exit' sign either paired with the EWL sign or on its own.
The station's high ceiling also provides better visibility of signs across the platforms.
Figure 7c Signage locations at TEL Platform (Source : Author)
35

38. North-East Line (NEL) Platform
The NEL platform at Outram Park station is relatively simple in terms of wayfinding
challenges. In the platform level, the only signs are the ones that say ‘way up’, as there is
nowhere else to go but up. However, unlike some other NEL stations such as Little India (see
Figure 7f), the Outram NEL line doesn’t have exit signage in the platform level.
Exit signs are only available after passing through the ticket gates. This makes wayfinding
quite intuitive as you only have to take one decision at a time. For the EWL/TEL platforms, the
guiding strips (Figure 7e) along the walls have been color-coded (green for EWL and brown for
TEL), which can be followed to reduce the need for repeating or confirmation signage, thereby
reducing clutter.
Figure 7d Signage locations and ‘guiding strips’ at NEL Concourse (Source : Author)
36

39. Figure 7e Guiding strips leading to the EWL & Platforms at NEL concourse (Source : Author)
Figure 7f Exit signs at the NEL platform in Little India (Source : Author)
37

40. 7.2.2 Navigating between the platforms
Outram Park station has three platforms, each serving one of the three lines: EWL, NEL, and
TEL. EWL and TEL platforms are on Basement 2, while NEL platforms are on Basement 4. An
underpass on Basement 3 connects EWL and NEL lines, while the TEL line is linked to both
EWL and NEL lines on Basement 1 and 4, respectively. These walkways, though structurally
complicated, are easy to navigate with colored strips along the walls. By following the guiding
strips to their desired platform, commuters can quickly switch between platforms. This
streamlined navigation is especially helpful for neurodivergent individuals who may struggle
with complex spatial information or difficulty processing navigational cues.
Figure 7g : Colored lines show the location of “guiding strips” (Figure 7e) in the linkways that
connect the three platforms - EWL (E), NEL (N), and TEL (T). (Source : Author)
38

41. 7.2.3 Navigating to and between Exits
Outram Park is a large and complex station with many exits, but the major issue is that they
are not integrated into a single network. Exits 1, 2, 3, 4, 7, and 8 are all connected through a
single circulation area, while exits 5 and 6 are directly connected to the NEL concourses. This
means that commuters trying to reach these exits from the EWL and TEL lines have to
navigate a complicated network of narrow paths and escalators, or travel through the NEL
platforms via the linkways.
For instance, to get from the EWL Platform to Exit 5 , which leads to the Police Cantonment
complex, one has to travel to the farthest end of the circulation area, take escalators down,
bypass the ticketing gates, traverse the NEL platform, and then take two more levels of
escalators up, going from Basement 2 to Basement 1 to Basement 3 to Basement 2 to
Basement 1 to finally reach ground level (route shown in figure 7g). This convoluted process
highlights the difficulties of navigating through the station's multiple levels and
interconnected networks (see Figure 7g)
Figure 7g A plan-oblique representation of Outram Station (left) and a simplified route
diagram (top right) (Source : Author)
39

42. 7.2.4 Discussion
The complex layout of Outram Park MRT Station presents many wayfinding challenges, with
each part of the platform connected to every other part of the platform, making decisions
necessary for every node. This means that an overwhelming amount of signs are required for
the entire system to be navigable, causing visual clutter for anyone with information
processing deficiencies and making it difficult for them to have access to the right
information. Having too much signage equals too many decisions at the time, and for most
neurodivergent individuals, this can be a disabling factor, especially as executive function
disorder is a comorbidity of both ASD and ADHD.
However, Outram Park MRT Station has many good things going for it, such as the coloured
bands (Figure 7e) that are easy to follow by anyone and are effective for people with ADHD as
they have a short working memory and require constant reminders about their route. The
station also has a lot of pictographs, from taxi stands to nursing rooms and even one for SGH
(Singapore General Hospital), making wayfinding more intuitive for commuters. The new exit
signs at Outram are also numbers, instead of letters as they previously used to be, which
makes it infinitely easier for children with ASD to whom letters do not make sense. Overall,
Outram Park MRT Station presents a complex and challenging wayfinding environment, but
there are still features that make it navigable for commuters, especially those with
neurodivergent conditions.
The section diagram below illustrates the routes/connections between the different levels
(L1-B4) in Outram Park MRT Station, as well as the escalators linking them. It also shows how
the various platforms are linked to each other, and the intersections, decision points, and
fare gates within the station.
Figure 7h Route diagram showing wayfinding network of Outram Station (Source : Author)
40

43. 7.3 Overview of lighting conditions
The lighting conditions in Outram Park MRT Station were measured by taking illuminance
readings around the station. The lighting is found to be inconsistent, with the newer parts of
the station being very bright, in stark contrast to older parts where the lighting is very low.
Additionally, the reflective flooring of the station causes a lot of glare. Light levels are high in
some places while low in others, making for an inconsistent sensory experience.
Figure 7i Illumination data of Outram Level B1 (Source : Author)
41

44. Figure 7j Illumination data of Outram Levels B2 - B4 (Source : Author)
42

45. 7.3.1 Platform Lighting Conditions
East-West Line (EWL) Platform
The East-West Line (EWL) platform at Outram Park MRT station has a very mellow lighting
with illuminance levels ranging from 40-60 lx up to 100 lx. However, the platform's escalators
and transitions are a major concern. The concourse area above the EWL platform has a
uniform lighting level of around 250 lx, which abruptly transitions to 40 lx when taking the
escalators down.|
The transitions between the EWL platform and the Thomson-East Coast Line (TEL) linkway in
the lower level are also problematic. The escalators have lighting along the walls at eye-level,
with small local lights placed every few meters. (Figure 7m) This creates a very disturbing
transition, particularly when individuals are moving quickly, making it even harder for their
eyes to adjust to the new lighting levels.
Figure 7k Illumination map of EWL Platform (Source : Author)
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46. Thomson-East Coast Line (TEL) Platform
Thomson-East Coast Line (TEL) Platform is a stark contrast to the EWL platform, with
significantly higher uniform lighting levels of around 130 lx throughout the platform.
However, similar to the EWL platform, high-intensity lighting fixtures are placed along the
edge of the platform (Figure 7n)and can reach up to 200 lx, causing photophobia for
neurodivergent individuals. Nevertheless, the uniformity of lighting makes transitions
between the concourse and TEL platforms more tolerable compared to the EWL platform.
However, its lower-level escalators have high-intensity eye-level circular lighting - similar to
the EWL platforms. (Figure 7m)
Figure 7l Illumination map of TEL Platform (Source : Author)
44

47. Figure 7m Escalators with high intensity circular lights. TEL>NEL Link. (Source : Author)
Figure 7n Bright, high intensity lights along the TEL platform edge. (Source : Author)
45

48. North-East Line (NEL) Platform
The platform has a very low illumination range of around 30-70 lx, which varies greatly across
the platform. Parts of the platform, such as those near the stairs towards exits 5 and 6, have
an illumination of just 10 lx, as there are no lights directly above them. This lower intensity of
lighting might also be attributed to the fact that the platform lighting for NEL exists at the
concourse level, where the ceilings are quite high. The same lighting is present around 70-100
lx on the concourse level.
However, the most significant issue with the NEL platform lighting is the very high-intensity
directional light, which is placed along the platform edges (Figure 7o) at a range of 160 lx.
Unlike the EWL and TEL platforms, an extra set of these lights are slightly angled towards the
center of the platform, (Figure 7p) making them even more direct and causing glare that can
be problematic for some passengers.
Figure 7o Illumination map of NEL Platform (Source : Author)
46

49. Figure 7o Lights at NEL Platform edge. (Source : Author)
Figure 7p Lights slightly angled towards the center of the NEL platform. (Source : Author)
47

50. 7.3.2 Station Entrances/Exits
The station entrances and exits pose a significant challenge in terms of lighting transitions.
The directional lights next to the security cameras at night can cause a sudden change in
illumination, from 1 lux to 100-160 lux, within just a few steps. Through my observations, I
have identified a pattern between the different exits. The illumination level of the escalators
leading to the older exits (3-6) is notably lower, around 10-20 lux, and increases to around
50-120 lux inside the station after crossing it. This creates a significant transition from 1 lux
to 160 lux, then to 10 lux, and back up to 120 lux at night. On the other hand, the newer exits
have significantly brighter escalators with eye-level circular lights placed along the walls that
can reach up to 600 lux. Exit 7 has a particularly unpleasant transition due to alternate
circular lights (Figure 7m) being turned off, creating a fast dark-bright-dark cycle.
Figure 7q Illumination map of various exits at Outram Park MRT station (Source : Author)
48

51. 7.3.3 Discussion
The lighting design at Outram MRT station raises questions about its impact on the sensory
experiences of neurodivergent individuals. The high-intensity lights, variable lighting
conditions, and reflective surfaces create an inconsistent and difficult sensory environment.
This is particularly challenging for individuals who are hypersensitive to bright lights, such
as those with Autism Spectrum Disorder, and for those who are photophobic, such as
individuals with ADHD.
The use of directional and reflective lighting also contributes to glare, which can be
overwhelming and uncomfortable for some people. The placement of high-intensity lights at
eye level for facial recognition purposes raises concerns about the impact on the sensory
experiences of neurodivergent individuals, who may find the glare and brightness
overwhelming.
It is important to question the wisdom behind such lighting designs and their impact on the
wellbeing of individuals who use the station. While the use of facial recognition technology is
necessary for security purposes, there are alternative lighting designs that can be
implemented to achieve adequate illumination for facial recognition without resorting to
high-intensity eye-level direct lighting. Strategies such as strategic placement and
uniformity of light distribution can be explored to minimize the impact on the sensory
experiences of individuals, especially neurodivergent individuals.
7.4 Scouting for a Quiet Space/Corner
During my spatial analysis and fieldwork, I also scouted for the ideal location for a quiet
room/emergency retreat space - where neurodivergent individuals and their caregivers can
retreat in the case of a meltdown.
I took note of the station amenities available at Outram Park MRT Station. Public toilets are
located at three different levels: EWL Station Street Level (L1), NEL Station Concourse (B3),
and TEL Station Concourse (B1). There is also a baby care room located at TEL Station
Concourse (B1) near Exit 8.
Considering the amenities available, it seems that the most appropriate spot for a quiet
room would be near the public toilets at the TEL Station Concourse (B1). This location is
accessible and convenient, as it is situated near the information/staff counter. The baby care
room could also be used as an alternative if quiet rooms were to rely on existing amenities.
49

52. Part III : Design Perspectives & Recommendations
50

53. Chapter 8 : Sensory Design
In this chapter I draw on how experts and existing case studies approach the four primary
aspects of sensory design discussed in Chapter 4: acoustics, light intensity and glare,
sensory transitions, and circadian lighting, from a design perspective. I consider
recommendations made by experts, such as the use of circadian lighting, and examine how
they can be applied in practice. Additionally, I provide examples of how other cities have
successfully implemented these design strategies in their transportation systems. Finally, I
address the potential challenges and limitations that designers have identified when
creating lighting design for MRT stations, including safety concerns and the need for facial
recognition requirements, and discuss possible solutions.
8.1 Designing for Acoustic Sensitivities
The station announcements and noises inside the station were identified as potential
sources of distress for my participants - especially the sharp beeping noises made by trains.
A designer who contributed to the new signage design of Singapore's MRT expressed
concerns about the sensory design of stations, saying, "There are many other visual and aural
factors that contribute to challenges in navigating an already stressful space." The designer
criticized the constant announcements in multiple languages, particularly in stations
managed by SBS Transit on the NEL and DTL lines, stating, "It may desensitize commuters
over time, and when there are real or urgent announcements to be made, passengers may not
react as quickly." This might especially be difficult for people with ASD, who have trouble
processing multi-sensory information. (Interview P4.24.03.2023)
Moreover, the designer mentioned the lengthy announcements as an issue, saying they "can
add stress to passengers unknowingly." As someone with sensory sensitivities, the designer
also shared their personal experience, "I find this personal issue quite challenging to handle
when traveling on the MRT." (Interview P4.24.03.2023)
The new Elizabeth line in London demonstrates how sensory design can create a more
positive environment for all users, including neurodivergent individuals. Concrete-cladding
panels with acoustic properties are used to deaden sound, contributing to a sense of order
and calmness. As its designer explained, this approach results in "a sense of order... a feeling
of calmness … an air of simplicity." (Barker, 2022) This case study highlights the benefits of
integrating sensory experience and calmness into station design - which would benefit all
commuters.
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54. 8.2. Minimizing lighting intensity and glare
Studies have shown that glare can be disabling for neurodivergent individuals, making
uniform lighting with comfortable illumination levels a key component of a sensory-friendly
environment. My interviewees have also mentioned their negative experiences with high
intensity lights, and glare (Chapter 4).
Among the design experts consulted for this study the general consensus was that MRT
stations in Singapore are "overlit" and that this can cause discomfort for some users. A
lighting designer at Arup Singapore, for example, explained that the lighting requirements for
stations “here [in Singapore] are higher than international standards” (Interview
P3.12.02.2023) Another lighting designer who specializes in lighting for well-being went so
far as to suggest there is a “strong case for reducing the light levels on the inside of public
transport, especially later in the evening.” (Interview P1.12.01.2023)
The designers interviewed suggested various ways of countering lighting intensity in MRT
stations. The designer from Arup explained that the firm strategically placed lighting fixtures
in the new TEL stations to minimize glare by tilting them at the maximum possible angle.
This approach was not intentionally for neurodivergent individuals, but it would have
benefits for this user group. Another designer suggested indirect lighting throughout MRT
stations, so as to create an environment where light sources were unseen, glare-free, and
harmless for “[when] we don't see the light, we don't have glare, and it can't hurt anybody.”
(Interview P1.12.01.2023)
The Washington DC metro provides an excellent example of such lighting, with warm lighting
that is very comfortable and does not create harsh shadows or glare. The lighting is installed
on the floor and projected onto the curved walls, (Figure 8b) providing very uniform lighting
on all levels. The surfaces are made of concrete, which reduces glare and softens the overall
lighting environment.
Additionally, the Elizabeth Line in London emphasizes sensory-friendly design throughout its
stations, with indirect lighting that emphasizes the spatial envelope rather than drawing
attention to the luminaires themselves.Light sources in the station are often invisible,
bouncing up to wash gently over curves. (Figure 8a) The concrete is self-finished and pale
greige in color to reduce glare, with perforated panels softening the acoustics.
52

55. Figure 8a Signage ‘totems’ with uplighters (Source : London Connections)
Figure 8b Lighting at Washington DC Metro Station (Source : ICIBSE)
53

56. 8.3. Designing Sensory Transitions:
Experts emphasize the importance of addressing distressing transitions from outdoor to
indoor spaces in MRT stations, as these rapid changes in sound, light, and color can cause
anxiety and difficulty for neurodivergent individuals who struggle with varying sensory
inputs. One of the designers interviewed went so far as to claim that transitions have “never
been done very well anywhere” in Singapore’s MRT system. (Interview P1.12.01.2023)
One architectural expert recommended using natural and architectural gradients and
transitions to help people adjust to different room environments, focusing on managing
light, sound, space, and material to create smooth sensory transitions between spaces. For
example, this designer suggests following natural architectural paradigms and making the
edge of a room more like the edge of a natural enclosure (gradual transition) rather than “a
traditional room that has a wall and opening (abrupt transition)”. (Interview P2.13.01.2023)
The new Elizabeth line in London has a version of this transition through the concept of “fast
and slow spaces”, (Barker, 2022) which encourages efficient movement and sensory-friendly
transitions. Warm lighting on escalators encourages faster movement, while additional
signage and environmental cues like indirect, warm lighting promote slower and more
considered movement in ticket halls and at the platform level. However, while these
(Elizabeth Line) transitions are meant for assisting commuter flow and wayfinding, (exits
and station interiors) - it can be a useful blueprint for transitions between spaces as well.
Some of the stations I reviewed had exit-to-interior sensory transitions through the use of
natural daylight. The Bras Basah station in Singapore, the Canary Wharf Station in London,
and the Cityringen station in Copenhagen have glass ceilings that filter natural daylight
down to the platform level - allowing for gradual sensory transitions from the brightly lit
exterior to the dim interiors.
However, no such transitions exist for (i) transitions from the exterior to the interior during
night-time, (ii) from brightly lit retail spaces to stations connected to them, and (iii) within
the station itself.
54

57. 8.4. Mimicking daylight - Circadian Lighting
One interviewed lighting designer proposed the use of "circadian lighting" to simulate natural
daylight conditions in stations - to achieve artificial sensory transitions. (Interview
P1.12.01.2023) This could entail designing lighting systems that employ sensors in and
around the station to either utilize or replicate natural light. He mentioned there having no
precedent for such lighting in station design, but he cited the case of the Marina Coastal
Expressway (MCE) tunnel in Singapore, which is built on a similar concept. Here, sensors
installed at the end of the tunnel gradually calibrate the lighting levels and the color
temperature of the tunnel as people move from underground to above ground, helping
people's eyes adjust gradually to the changing light.
This designer suggested that similar strategies could be used in MRT stations to create more
comfortable transitions. Following the MCE example, he suggests breaking indoor spaces
down into zones and subzones and adjusting lighting levels accordingly to better match the
conditions of where (a) you are coming from and (b) you're going to.
Figure 8c Sensors moderate lighting between areas for easy transitions (Source : Author)
55

58. This could be key for transitions during nighttime, but also for underground stations with no
opening to daylight. Incorporating natural lighting in underground stations is particularly
crucial in high-density urban environments like Singapore, where constructing new
above-ground stations to utilize daylight may not be possible.
Figure 8d Station lighting adapts based on external daylight conditions (Source : Author)
A recent study by Liu (2020) evaluated the possibility of designing a train lighting system
that incorporates adjustable LEDs to improve the circadian rhythm of passengers in the
Stockholm metro. The study found that lack of natural light in winter months can lead to
circadian disorders or depression, which can be particularly relevant for individuals with
ADHD who may also experience photophobia. The findings from this study can be applied to
MRT stations in other parts of the world, such as Singapore, despite it being located in the
tropics - because underground stations ultimately rely on artificial light. By designing
lighting in stations with the circadian rhythm and photophobia in mind, individuals with
ADHD may benefit from improved sleep, as well as improved comfort during their commutes.
Bright lights at nighttime affect the circadian rhythms of all people - not just the
neurodiverse - which might cause serious public health concerns in the long run.
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59. 8.5. Possible constraints in neurodivergent friendly sensory design
Designing lighting for MRT stations in Singapore is also influenced by safety considerations.
For example, LTA has safety and efficiency considerations that require the installation of
smaller and more localized lighting. The installation of brighter lighting may also be
necessary for areas that represent a high risk, such as long escalators and high-traffic areas.
Reducing light levels in areas where high light is necessary for safety reasons can be
challenging, as one designer explained:
“If you have someone who doesn't like bright lights, but you need high light levels in a
particular area for safety reasons, finding the right balance can be a very difficult
task.” (Interview P1.12.01.2023)
Facial recognition requirements may also influence lighting design in MRT stations in
Singapore. As one designer noted, lighting fixtures in the new TEL stations (including
Outram) were positioned at face level due to “facial recognition requirements.” (Interview
P3.12.02.2023) Another explained that the cameras must have perfect resolution and require
“good horizontal and vertical illumination,” which may require higher lighting levels.
(Interview P1.12.01.2023)
Bright directional lights at the edges of platforms and escalators with high-intensity lights
placed at eye level are common features in Singapore’s MRT stations in Singapore. However,
as Rail Engineer UK (2017) points out, London’s tube platforms are lit to 150 lux and all other
areas to 100 lux, with no additional lighting required for CCTV due to “modern systems being
sensitive enough to operate at these levels.” It is possible to achieve adequate illumination
for facial recognition without resorting to high-intensity eye-level direct lighting - something
that should be taken into account in newer stations.
Figure 8e Eye-level high intensity lights next to the security camera. (Source : Author)
57

60. Chapter 9 : Wayfinding Design
In chapter 5, my interviews with ADHD participants and carers of children with ASD
highlighted the need for clear and consistent signage, logical sequencing and placement of
information, visual supports and cues, and intuitive signage that doesn't require advanced
cognitive skills. Consistency and predictability in station design were also emphasized as
important factors for individuals with neurocognitive differences. In this section, I turn to the
experts to understand what can be done, and propose a wayfinding intervention based on my
findings and analysis.
9.1 Expert Perspectives on Wayfinding Design
To better understand the challenges of wayfinding for neurodivergent individuals in MRT
stations, I consulted with design experts who acknowledged the complexity of Singapore's
MRT stations and identified several interventions to enhance wayfinding for all commuters.
These interventions include environmental support approaches, redesigned signage with
colored lines and pictograms, lighting cues, and decluttering the visual environment.
An architectural designer specializing in inclusive spaces suggested several ways to
redesign signage to aid wayfinding for neurodivergent individuals. For example, the designer
recommended incorporating colored wayfinding into tactile flooring, such as rumble tiles,
which could be useful for individuals who are visually impaired. Additionally, in reference to a
previous project at the National University of Singapore (NUS), the designer suggested using
a "yellow ceiling" (Interview P2.13.01.2023) to simplify wayfinding in complex environments.
This approach reduces the cognitive load required to read signage and provides a clear,
visual cue that individuals can simply follow.
A lighting designer consulted for this study also proposed an environmental support
approach to aid wayfinding in MRT stations. The designer suggested using “lighting as a
design language” (Interview P1.12.01.2023) and incorporating light lines as navigational cues
to guide individuals towards exits or different parts of the station.
Experts consulted for this study also suggested a sensitive and intelligent “decluttering”
(Interview P2.13.01.2023) of the visual environment to facilitate wayfinding and allow
individuals to focus on what is important.
A particularly useful expert perspective came from the designer of a new MRT map and
signage system. The designer mentioned that the main wayfinding problems in Singapore's
MRT system were that the (i) the "Existing system was not designed for expansion and
complexities," (ii) "Commuters are conditioned to look for information at the wrong places,"
and (iii) "Operators continually adding more info to 'meet commuter needs'" , which results in
excessive visual clutter. (Interview P4.24.03.2023)
The designer mentioned that while his team did not conduct extensive research on designing
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61. signage for people with cognitive disabilities, their aim was to create a system that would
enable most people to navigate the MRT system with little aid, which in turn could help those
with special needs, including elderly users. Their goal was to “design for the 80% and provide
additional aid for the remaining 20%.” (Interview P4.24.03.2023)
Following this approach, the designer’s team came up with several interventions, including
the use of yellow for exit elements, pictograms and concise wording, guiding strips, and
reduced clutter and simplified information design such as numbered exits - for LTA’s new
signage system. Several of these interventions benefit neurodivergent individuals. For
instance, the use of yellow for exit elements can aid individuals with autism spectrum
disorder (ASD) who benefit from visual cues. Pictograms and concise wording can assist
individuals with language processing difficulties, while guiding strips - colored bands along
walls - can provide constant confirmation for individuals with ADHD whose otherwise terrible
working memory make wayfinding difficult.
The designer mentioned that the spatial complexity of some stations make it difficult for
signage alone to solve wayfinding, and said that “wayfinding for people with cognitive
disabilities may require unique treatment beyond signage, and could touch on spatial
design.” (Interview P4.24.03.2023) He also believes that wayfinding for people with cognitive
disabilities should start at the spatial design of the stations themselves - not as an
afterthought. He notes that "effective spatial design can improve the navigation experience
for all individuals," but acknowledged that older station designs and physical constraints
may hinder the implementation of such features.
Figure 9a New color-coded ‘yellow’ exit signage by the LTA (Source : Lasalle)
59

62. 9.2 A proposal for Neurodivergent friendly wayfinding design
In this section, I make a proposal for a neurodivergent friendly wayfinding design in MRT
stations. This proposal draws on the insights gained from research on neurodivergent
wayfinding, interviews with neurodivergent individuals and design practitioners, and
concepts developed by existing design guidelines (ASPECTSS) on enclosed spaces to develop
a wayfinding system that is more accommodating to the needs of neurodivergent individuals
in MRT stations.
9.2.1 Concepts from ASPECTSS Design Index
The Autism ASPECTSS™ Design Index is the first set of evidence-based design guidelines
worldwide to address built environments for individuals with Autism Spectrum Disorder.
(Mostafa, 2020) Two concepts from the ASPECTSS Design Index that are relevant to this
proposal are Spatial Sequencing and Compartmentalization.
Spatial Sequencing is based on the concept of capitalizing on the affinity of individuals with
autism for routine and predictability. This criterion requires organizing spaces in a logical
order based on the typical scheduled use of such spaces. Spaces should flow seamlessly
from one activity to the next, with minimal disruption and distraction, using Transition
Zones as necessary.
Compartmentalization involves defining and limiting the sensory environment of each
activity by organizing spaces into compartments. Each compartment should have a clear
function and sensory quality, with separation achieved through physical or sensory
boundaries. This consistency in activity, coupled with sensory cues in each space, helps
minimize ambiguity and better support individuals with autism.
Considerations for Neurodivergent Individuals
This proposal not only draws upon the ASPECTSS Design Index, but also considers the unique
needs and preferences of neurodivergent individuals as revealed through interviews.
(Chapter 5) Specifically, the proposal takes into account the spatial strategies and capacities
of neurodivergent individuals, such as their preference for spatial consistency, and their
inclinations toward well-learned habitual responses when it comes to navigation.
Additionally, the proposal recognizes the need for continuous confirmation signage for
individuals with ADHD, who often have poor working memory and struggle with updating
spatial information. For individuals with ASD, the proposal considers the importance of
visually intuitive/pictorial signage.
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63. 9.2.2 Learning from existing Case Studies
Several existing MRT stations around the world (and certain sections of stations in
Singapore) embody some of these aforementioned concepts developed by ASPECTSS -
however, there is no evidence to suggest that they were designed with the needs of
neurodivergent individuals in mind using these exact principles.
One example of an existing MRT station that utilizes a simplified wayfinding system is
Copenhagen's Cityringen Metro. Its designers call this system the "choreography of travel,"
which employs one-way circulation to guide commuters to their desired platform through a
single continuous route until the platform. (Arup, 2019) Commuters only need to make a
decision to turn left or right towards their desired platform at the end of the route. Similarly,
from the platform, circulation is one-way, with commuters going "up and out" to exit the
station.
Moreover, I draw from the neurodivergent friendly signage design from my other case studies
as well. The Elizabeth Line in London and certain sections in Outram Park have variations of a
confirmational signage system that can be greatly helpful for individuals with ADHD. In
Outram Park, for example, colored guiding strips (Figure X) run along its walls, leading
commuters to the various platforms. In the Elizabeth Line, pole-mounted signage called
"totems'' is repeated frequently along the way and at intersections, providing both
confirmation and direction. (Transport for London, n.d.) These signage systems are color
coded for better accessibility, help reduce clutter, and provide only the essential information
required for decision making .
Figure 9b Confirmational vs Cont. Confirmational Signs (guiding strips) (Source : Author)
61