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Healthcare Track Sponsors
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AUTISM-FRIENDLY DESIGNInsights to Promote Optimal Well-being
Brian Giebink, [email protected] DeLine, [email protected]
Curtis (Chipp) Windham, [email protected]
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WELCOME!
1. Autism
2. Spero Academy
3. Research
4. Design Strategies
5. Lessons Learned / Reflecting
6. Looking Forward
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AUTISM SPECTRUM DISORDER
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AUTISM SPECTRUM DISORDER (ASD)
• Not a single disorder
• Wide degree of variation
• Every child on the spectrum has unique abilities, symptoms, and challenges
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PREVALENCE OF AUTISM
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SYMPTOMS OF AUTISM
Severity, frequency, and grouping of symptoms will determine where (if at all) an individual falls on the spectrum.
• Delayed speech or language development
• Hypersensitivity to light & sound
• Frequent temper tantrums
• Self injurious behavior
• Need for sameness (routine)
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CARLY’S CAFEhttps://youtu.be/KmDGvquzn2k
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SPERO ACADEMY
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SPERO ACADEMY
• Students 109 - Largest enrollment in school history• 90% of current enrollment on IEP's• 60% of current enrollment are autistic• Spero Academy (fka Fraser Academy) is on year 14• 77 total staff• 18 teachers• 41 paraprofessionals• 14 classrooms
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video
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CURRENT CHALLENGES FOR SPERO ACADEMY
Fitting into the typical school prototype of an existing building
• Issues
• Staff feedback
• Sensory experience
• Individualized care
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THE NEW SPERO ACADEMY
Located in Northeast Minneapolis (27th and California Street)
2 Stories, 63,500 Square Feet
• 21 Classrooms• 7 Specialist Rooms• 3 Calming Rooms• Youth Gymnasium• Gathering Stair / Presentation Space• Kitchen• Cafeteria
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INFORMATION GATHERING
• Learning theories: Neuro-Typical vs. Sensory Sensitive
• Limitations of Research available- Anecdotal evidence, small sample sizes, questionnaires- Diverse Array of Symptom Expressions
• Organization-guided
• User interviews
• Continuous feedback
• Facility Tours
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TOURS
• Karner Blue Education Center
• St. David’s Center for Child and Family Development
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DESIGN STRATEGIES
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STRATEGIES FOR SPERO
• ASPECTSS™
• Student Support Spaces
• Staff Support Spaces
• Indoor Environmental Health
• Daylighting
• Exterior Design
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MAGDA MOSTAFA’S ASPECTSS™
Acoustics
SPatial Sequencing
Escape Space
Compartmentalization
Transitions
Sensory Zoning
Safety
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Reverberation Mapping
ACOUSTICSASPECTSS
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Partition Types
ACOUSTICSASPECTSSSTC 50 STC 55 STC 60
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Accent Color Plan
SPATIAL SEQUENCINGASPECTSS
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• Calming Rooms
• Behavior Room
ESCAPE SPACEASPECTSS
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Classroom Zoning
Relax
One-on-one
Structured Learning
Flex Learning
Toilet Room
Shared StorageShared
Office
COMPARTMENTALIZATIONASPECTSS
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TRANSITION SPACES AND SENSORY ZONINGASPECTSS
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SAFETYASPECTSS
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Visibility
Stationed
Centralized
SAFETYASPECTSS
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View from Reception Desk
SAFETYASPECTSS
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View from Centralized Location
SAFETY
View from Office to South Exit
ASPECTSS
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SAFETYASPECTSS
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Sloped Window Sills
SAFETYASPECTSS
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• OT Gym and OT Room
• Speech
• Adaptive Playground
• Gym and Track
SUPPORT SPACE
Climbing Wall at Karner Blue Education Center
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GYM AND TRACK
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• Respite Rooms
• Staff-only Restrooms
• Lounge
• Conferencing
• Uplifting design
STAFF SUPPORT
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FRONT ENTRANCE WAITING AREA
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Links between Autism and Air Quality
Interior Finishes
• PVC-free• Low emitting• Durable• Cleanable• Abuse-resistant
INDOOR ENVIRONMENTAL HEALTH
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CLASSROOM
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CLASSROOM
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CLASSROOM CORRIDOR
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CLASSROOM CORRIDOR
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• Classrooms
• Hallways
• Cafeteria / Treehouse
• Entrance
DAYLIGHTING
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CLASSROOM
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CLASSROOM CORRIDOR
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TREEHOUSE
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• Sensory Sensitive vs. Neuro-typical
• Positive impression for prospective students and parents
• Friendly connection to surrounding community
EXTERIOR DESIGN
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PUBLIC FACE
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EXTERIOR ELEVATIONS
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REFLECTING
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• Coordination disciplines beyond traditional process
• Availability of materials that support goals
• Timeline
• Construction Budget
• Challenges (and Benefits) specific to Charter Schools
CHALLENGES
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Balancing Opposing Forces
• Wayfinding vs. Calming gradations• Cost vs. Specialized Products• Daylighting vs. Glare• Supporting Students vs. Perceived Design
CHALLENGES
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OPPORTUNITY FOR IMPROVEMENT
Create a hierarchy of needs early in the project
• Environments that foster learning• Acoustics• Safety• Indoor environmental health• Staff support• Etc.
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LOOKING FORWARD
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THE FUTURE OF SPERO
• Expansion
• 5-year plan
• ROOTS
• Center of Excellence
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THANK YOU!
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SOURCES REVIEWED• Beaver, C., " Designing environments for children and adults with ASD", 2nd World Autism Conference and Exhibition, Cape Town, 22 August 2006.
• Denise, T., "Color & Autism: Seeing Color through Autistic Children's Eyes", available online: http://colorturners.blogspot.com/2011/03/color-autism.html
• Franklin, A., Sowden, P., Burley, R., Notman, L., & Alder, E. "Color perception in children with autism". Journal of Autism and Developmental Disorders, 38(10), pp. 1837–1847(2008)..doi:10.1007/s10803-008-0574-6
• Goodyear, S., "Designing Buildings for Children With Autism", available online http://www.citylab.com/design/2014/04/designing-buildings-children-autism/8960/
• Hebert, B., "Design Guidelines of a Therapeutic Garden for Autistic Children", MLA thesis dissertation, Department of Landscape Architecture, Louisiana State University (2002).
• Henry, C., "Architecture for Autism: Architects Moving in the Right Direction", Arch Daily, available online: http://www.archdaily.com/197788/architecture-for-autism-architects-moving-in-theright-direction/
• Henry, C., " Designing for Autism, the Neuro-Typical Approach", ArchDaily, available online: http://www.archdaily.com/181402/designing-for-autism-the-neuro-typical-approach
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SOURCES REVIEWED• Humphreys, S., "Architecture and autism", available online, http://autismsocietycanada.ca/images/dox/Autism_and_Architecture_
• Khare, R. & Mullick, A., " Universally Beneficial Educational Space Design for Children with Autism", available online, http://www.designingforchildren.net/papers/r-khare-designingforchildren.pdf
• Khare, R., and Mullick, A., " Incorporating the Behavioural Dimension in Designing Inclusive Learning Environment for Autism". International Journal of Architectural Research, 3(3), pp.45-64, (2009).
• Manchala, S., "Center for autistic children: an architectural intervention”, Department of architecture, school of planning and architecture, Vijayawada, 2014.
• McAllister, Keith, "The ASD Friendly Classroom – Design Complexity, Challenge and Characteristic", available online: http://www.designresearchsociety.org/docs-procs/DRS2010/PDF/084.pdf
• McGuire, G., "Designing for autism", available online, http://www.newsreview.com/chico/designing-forautism/content?oid=914493
• Mostafa, M., An architecture for autism: Concepts of design intervention for the autistic user, International Journal of Architectural Research, Vol 2, No(1), pp.189–211, 2008.
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SOURCES REVIEWED• Mostafa, M., "Architecture for Autism: Autism ASPECTSS™ in School Design." Archnet-IJAR: International Journal of Architectural Research, vol. 8, issue 1,
pp.143-158, (2014).
• Mostafa, M., "An Architecture for Autism, Towards More Inclusive Built Environments for Individuals with Autism Spectrum Disorders", United Nations, Geneva, 11th Session of the CRPD, April, 2014.
• Noiprawat, N., and Sahachaiseri, N., "The model of environments enhancing autistic children’s development", Social and Behavioral Sciences 5 (2010). pp. 1257–1261. doi:10.1016/j.sbspro.2010.07.271
• Paron-Wildes, A. J., "Interior Design for Autism from from Childhood to Adolescence", Wiley , New Jersey, 2014.
• Pomana, A., "Design Approach for Autism Treatment Centers," LUMEN TCA 2014 Conference 21-22 ,November 2014, Targoviste .
• Pomana, A., "Architecture for autism. improving designs for autistic integration," ICAR 2015: Re[search] through architecture”, 26-27, March 2015.
• Pomana, A., "Architectural Design for Autism, Treatment centers destined to people with autistic spectrum disorders" dissertation, UAUIM Bucuresti, 2014.
• Pomana, A., “Architectural Design for Autism”, Available online, https://architectureforautism.wordpress.com/autism/causes/
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SOURCES REVIEWED• Rudy, L. J., "Sensory Integration, Sensory Processing Disorder and Autism ", available online
http://autism.about.com/od/treatmentoptions/a/whatisspd.htm
• Sánchez, P. A., Vázquez, F. S., & Serrano, L. A.,"Autism and the built environment". In T. Williams (Ed.), "Autism Spectrum Disorders - From Genes to Environment",pp. 363–380. Croatia: Intech, 2011.
• Scott, I. ," Designing learning spaces for children on the autism spectrum", Good Autism Practice 10(1): 36–51, 2011.
• Smith, M. and Segal, J., Autism Symptoms and Early Signs, Center for Autism Research & Treatment, available online : www.helpguide.org
• Tucker, K, "The Best Room Colors for Children With Autism", available online, http://everydaylife.globalpost.com/room-colorschildren-autism-10950.html
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