Experiences on Inclusive Design in Architecture with Mark Ellerby
1/ Can you give any advice on how to manage children who become aggressive, potentially violent, how does the design environment space furniture support?
It's vital to tailor integration centers for autistic children based on their unique needs and sensitivities. Collaboration with organizations like The National Autistic Society helps address specific requirements, such as robust infrastructure for those with high physical needs. Mainstream schools also contribute by implementing safety measures like designated spaces for aggression and quiet areas for calming. The key is managing autism in the school environment and designing spaces accordingly, recognizing that buildings alone may not solve every challenge. Anticipating issues and collaborating with autistic individuals and special education professionals are crucial for effective education delivery.
2/ What are your research strategies at the beginning of the project? How do you uncover insights?
The knowledge gained from previous projects laid a foundation for understanding the specific needs of autistic individuals within educational spaces. In the UK, the Department for Education provides excellent guidance on space standards, which serves as a baseline for designing school environments.
However, beyond standard guidelines, continuous research, reading, and engagement with other projects and people are essential. The wealth of resources available online, including the 'Architecture for Autism' website (www.architectureforautism.org), curated by Filip, based in The Netherlands, provides valuable insights into various aspects of designing for autism. This platform offers a comprehensive collection of guidance and discussions, contributing to the ongoing dialogue on effective school design for individuals with autism.
3/ How can you know if colours will be calming?
Extensive research suggests a calming color range for designing spaces for autistic individuals. However, it's crucial to recognize diverse preferences within the autism spectrum, ranging from calming colors to bright hues and sensory stimuli. Designing involves creating a neutral backdrop, initially favoring calming colors but allowing customization based on individual needs. While the specific color spectrum isn't recalled, flexibility is key in accommodating the varied preferences of autistic individuals.
4/ How have you designed for cognitive sensory overload and underload?
In essence, it's crucial to address sensory overload when designing for autism. This involves considering the journey to the school, selecting a calm location, and ensuring the building is easily navigable and soothing in colours. While it's challenging to cover every aspect, the goal is to create an environment that minimizes sensory stress for arriving pupils.
Insights on Zoning and Wayfinding with Gillian Burgis Smith
1/ Are there any specific strategies or techniques that you can recommend for creating sensory friendly designs considering the various stimuli individuals may encounter?
The recommendation is to incorporate sensory rooms into designs or environments to accommodate individuals with sensory overload hyper or hyposensitivity. The proposal includes both desensory and sensory rooms, offering choice and flexibility to cater to different needs. Emphasis is placed on education and awareness within organizations to create inclusive environments where individuals do not feel compelled to disclose their sensitivities. Additionally, the importance of considering acoustics in corridors and transitional spaces is highlighted, along with the suggestion to involve inclusive design consultants and neurodiversity-affiliated groups throughout the design process for valuable insights and feedback.
2/ It's considering most neurodisorders have so many different variations. How do we prioritize spaces and needs to be neuro-inclusive to as many people as possible?
The key concept is providing flexibility and choice in designing spaces, recognizing that a one-size-fits-all approach may not be suitable. Reference is made to PAS 6463, which offers sensory maps indicating the characteristics of different areas in advance—such as noise levels, lighting, and ambiance. The suggestion is that sensory mapping and zoning can be valuable tools in creating diverse and accommodating environments tailored to varying sensory needs.
A neuro-inclusive exploration with Jessica Meredith
1/ In what ways might a neurodiversity-informed design approach differ from traditional design methodologies?
Embracing neurodiversity involves considering the diverse needs of individuals, particularly those with sensory sensitivities. The analogy of sensory processing as individualized metaphorical cups highlights the importance of recognizing and accommodating varying sensory experiences. This approach encourages designers to break away from standardized assumptions and instead tailor elements such as textures, colors, and spatial arrangements to meet the unique requirements of a diverse spectrum of individuals. Overall, a neurodiversity-informed design approach prioritizes inclusivity and understanding of diverse cognitive and sensory profiles, departing from the one-size-fits-all mindset of traditional design methodologies.
2/ Is there a difference in designing for neurodiverse students versus work offices and what adjustments can be made to enhance the learning experience for neurodivergent students?
there shouldn't be a rigid distinction between the needs of children and adults, particularly when considering neurodivergent individuals. Society has imposed different expectations, assuming that adults should cope with more than children. However, both neurodivergent and neurotypical adults have similar needs. Recognizing this, many strategies that cater to neurodivergent individuals also address the needs of neurotypical individuals. In educational environments, accommodating the needs of neurodivergent students often inadvertently meets the needs of neurotypical students as well. Creating separate spaces within the same room, incorporating soft and tactile elements, considering standing desks, and promoting movement can be beneficial for everyone, fostering a more inclusive and supportive learning environment.
3/ Should we change our landscape offices back to more personal spaces and has covid created homework as beneficiary for the neurodivergent?
The approach to workspaces should not be a binary choice between open spaces and private offices. Both options should be available to accommodate the diverse needs of individuals. While open spaces can work well for some, it's crucial to consider the needs of those who may require more secluded spaces like small offices or pods. Making open offices more neurodivergent-friendly involves thoughtful considerations such as corridor layout, colors, lighting, and desk placement to address sensory sensitivities and privacy concerns. Similarly, the option for remote work is not a one-size-fits-all solution for neurodivergent individuals. While some benefit from the flexibility and reduced sensory overload of remote work, others thrive on the structure and social interaction provided by the office. The key is to offer both options to ensure inclusivity and cater to the diverse preferences and needs of neurodivergent individuals.
4/ Is there a danger of stereotyping neurodivergent people? Are there statistics that define how many of the population are neurodivergent?
Yes, unfortunately there is a stereotype that exists for neurodivergent people that can be harmful to the neurodivergent community. The media and historic inaccuracies about the nuances of neurodiversity have played a role in this. It's vital that we realise that all neurodivergent people are unique. There may be some common traits but each person has a unique set of needs and lived experiences that should be understood.
About statistics, approximately 15-20% of the population are thought to be neurodivergent. You can find out more in this Forbes article.
