DISSERTATION

ARCHITECTURE AND AUTISM

SUBMITTED BY:
ADITI GUPTA
(1432781008)

GUIDED BY:-
Ar. SUNNY THAKUR

IN PARTIAL FULFILLMENT FOR THE AWARD OF THE DEGREE

OF
BACHELOR OF ARCHITECTURE IN ARCHITECTURE

SUNDERDEEP COLLEGE OF ARCHITECTURE

(DASNA, GHAZIABAD, UTTAR PRADESH)

1|Page
Contents
Abstract ................................................................................................................................................

Introduction
2.1 Aim ........................................................................................................................................
2.2 Objective .............................................................................................................................
2.3 Scope and Limitation .....................................................................................................
2.4 Need for the Project .......................................................................................................

Research Methodology

Understanding Autism Spectrum Disorder

4.1 Classification of ASD ....................................................................................................
4.2 Symptoms of Autism .....................................................................................................
4.3 Characteristics of Autism .............................................................................................

Historical Context
5.1 Timeline of Autism ..........................................................................................................
5.2 Autism in India ..................................................................................................................

Incidence Statistics and Prevalence

The Six Senses

7.1 Visual ....................................................................................................................................
7.2 Auditory ...............................................................................................................................
7.3 Tactile ...................................................................................................................................
7.4 Taste/Smell ........................................................................................................................
7.5 Vestibular ............................................................................................................................
7.6 Proprioception ..................................................................................................................

2|Page
List of Figures

Figure 1: 1 out of 88 children are diagnosed with Autism ...................................................... 11

Figure 2: The ASD (Autism Spectrum Disorder) ....................................................................... 14

3|Page
Abstract

This dissertation is aimed at the understanding and integration of the built

environment to the epidemic of autism. By concentrating upon architecture’s role
within the community as a beacon of fundamental comprehension and change,
we can begin to diminish the impact of autism and related disorders by specifying
a typology catered to those effected.

Centres for Disease Control & Prevention (CDC) estimates that approximately
1 in every 88 children are diagnosed with some level of Autism, (one in 54 boys) a
sharp jump from the previous numbers released in late 2009. In the case of
facilities for children with Autism, the line between healthcare environment and
educational environment becomes blurred. Recent research has shown that the
educational environments have a profound effect on learning and performance
among autistic children. Many design solutions that target autistic individuals
have been introduced for implementation in both mainstream and special
education classrooms, however, only few of these design approaches have been
tested via research. If classrooms and learning environments are not designed to
accommodate students with developmental disabilities, it can be assumed that
they will not learn essential skills and may struggle to live in our society.

Autism is one such disorder which is by and far the most challenging
developmental disorder which has been overlooked by the architects as a
condition that influences building design. A predominant effort has been made
in exploring the scope of environmental design. The present research study
accentuates the need for a fresh approach in designing educational and
rehabilitative spaces for a supportive environmental intervention of autistic
people.

4|Page
Chapter 1

Introduction

As designers we have a great powers, but with great power comes great
responsibilities. When we think about it, designers have an incredible control over
our everyday lives, they make decisions for us. They decide how to interact to our
cities, how we interact to a room full of people, how we communicate with one
another, our work environment, and how we learn in our schools. But I believe
that with all this powers and responsibilities we have an obligation that is to
design for everyone.
We as designers are trained to design for the perfectly capable, able, walking,
talking, seeing, speaking, moving, and tall men and not for everyone else.
(Statistically 10 out of 1000 people)

- Magda Mostafa
(TEDX Cairo, 2016)

What do we really know about how the children with autism obtain and process
information? What do we know about how autistic individuals see and interpret
their world? Autism is a behaviourally defined disorder characterized by impaired
social interaction, delayed and disordered language and isolated areas of interest.
In 1986 Temple Grandin published her first book, Emergence, in which she
described growing up with autism, providing for the first time an insider’s view of
a different kind of life. Since then, a growing number of similar personal accounts
have appeared, each adding more insight into their inner world. There has been
significant efforts in understanding their behaviour and the remedies. It also had
an impact on the environment and its design which has greatly influenced the
field of architecture over the last few decades. Hence there is a necessity for a
behavioural centred design.

5|Page
Autism is one such disorder which is by and far the most challenging
developmental disorder which has been overlooked by the architects as a
condition that influences building design. (Mostafa.M 2008)
The present research study accentuates the need for a fresh approach in
designing educational and rehabilitative spaces for a supportive environmental
intervention of autistic children1.

The careful examination of the dynamic between the built environment- with its
attributes of acoustics, visual character, spatial quality, colour, texture, geometry
etc. - and human behaviour can lead to the development of more specific and
sensitive design guidelines. With these more attuned guidelines, designs become
more conducive of productivity, efficiency and comfort for all users. Special needs
individuals have been given particularly close attention in this type design
guideline development. Autism, a developmental disorder which is characterized
by delayed communication skills, challenged social interaction, and repetitive
behaviour, has long been excluded from various architectural guidelines and
codes of practice for special needs.

1There is much debate over how to respectfully and sensitively refer to individuals who have an ASD diagnosis.
Recently, Gernsbacher et al [59] took an empirical approach to this question and compared Google search
results for the terms “autistics” and “person/s with autism.” They found that 99% of the hits for the term
“autistics” were from organizations led by autistic persons, whereas the first 100 Google hits for “person/s
with autism” led to organizations run by non-autistic individuals. In light of these findings, I respectfully use the
term “autistic individual/s / children” throughout this paper. However, I do so knowing that the most
respectful designation may change with time. The way we refer to individuals diagnosed with autism may
change as we learn more about the condition and as our sensitivities move with the spirit of the times.

6|Page
Autism

In 1943, Kanner coined the term ‘early infantile autism’ to describe children with
unusual behaviour patterns that had been present from early childhood. His
original paper gave detailed descriptions highlighting extreme autism,
obsessiveness, and good relationship with object, a desire for sameness,
stereotype and echolalia. Typically, Autism is characterised by a ‘trait of
impairments’ identified by Wing and Gould in 1979. The trait represents three
broad and interacting aspects of autism, all of which will be inconsistent with the
individual chronological age.

The Traits of Impairments

1. Social
Impaired, deviant and delayed or atypical social development, especially
interpersonal development. The variation may be from ‘autistic aloofness’
to ‘active but odd’ characteristics.

2. Language and communication

Impaired and deviant language and communication, verbal and non-
verbal. Deviant semantic and pragmatic aspects of language.

3. Thought and behaviour

Rigidity of thought and behaviour and poor social imagination. Ritualistic
behaviour, reliance on routines, extreme delay or absence of ‘pretend
play’. Children under Autism can be identified based on the following 4
categories (National Autism Standards). Pupils on the autism spectrum
will have different levels of support needs in relation to:

 Understanding the social interactive style and emotional expression

Autistic children find social interaction very effortful. They cannot easily
understand commonly used implicit social messages and may find it
hard to understand or relate to how social rules change due to context,

7|Page
 or what is considered socially ‘appropriate’. The actions of autistic
children are often misinterpreted as intentionally insensitive. For them to
interact with people, they need help.

 Understanding and using communication and language

Both verbal and non-verbal (ex: gesture; facial expression; tone of
voice)

 Differences in how information is processed

Can lead to a strict adherence to routines and rules and/or difficulties in
planning and personal memory. Pupils on the autism spectrum have
difficulties in predicting what will happen when a familiar timetable or
activity is changed. Conversely, such styles of processing can lead to
strengths and abilities in a number of areas (often related to factual
memory or areas of interest and motivation).

 Differences in the way sensory information is processed,

Often leading to over sensitivities (often to external stimuli such as
lighting, smells, or sounds), and under-sensitivities (often not noticing
internal feelings such as pain, body awareness and hunger, until they
become overwhelming). It should be noted that sensory sensitivities
can lead to extreme levels of stress and anxiety in unfamiliar or over-
stimulating environments.

8|Page
Aim

Taking the first step towards developing autistic specific design guidelines.

Objectives

 To analyse the behaviour and activity patterns of people suffering from

autism.

 To analyse the impact of the architectural environment on their behaviour

and development.

 Creating conclusive guidelines include specific design criteria which may

be used to customize a space for an individual user or a group of autistic
users.

 To address the enabling aspects of environment that might improve

functional performance of children with autism in educational spaces and
rehabilitation spaces. For example- Visual Character, Spatial sequencing
and its quality, Escape areas, Clutter free spaces, Colour, Texture, Materials,
Acoustics etc.

 To address their needs and design accommodation based on their

behavioural aspects, cultural and social aspects.

Scope and Limitations

Studying the mind-set of autistic in itself is a very vast subject hence this topic
limits itself to the study and research of their behavioural aspects in educational
environments and environments which help them in rehabilitation. It attempts to
define quiet spaces, intervention areas, open spaces, transition spaces, circulation

9|Page
spaces, multi-sensory areas and inclusive education spaces for the autistic. It also
attempts to understand their perception of spaces through 6 senses.

Due to lack of autism’s studies, this study chooses to address the impact on the
future designs for facilities to be proposed in the future.

The scope of autistic treatment types and the effectiveness of treatments in

various age groups are different.

Need for the Project

Centres for Disease Control & Prevention (CDC) estimates that approximately 1
in every 88 children are diagnosed with some level of autism, (one in 54 boys) a
sharp jump from the previous numbers released in late 2009, and frighteningly
distant rate from one in 10,000 cases seen in the 1980s.

Experts estimate that every 2-6 children out of every 1000 have Autism. The
prevalence rate of autism in India is 1 in 250 (figure may vary as many cases are
not diagnosed) and currently 10 million people are suffering in India. The
government only recognized the disorder in 2001, till 1980s, there were reports
that Autism didn't exist in India (Dr. Vinod Kumar Goyal, TOI).

These alarming rates of increase call for attention by all the fields and clearly
architecture has been ignoring the effect of built environment in their
development.

10 | P a g e
 Figure 1:1 out of 88 children are diagnosed with Autism

11 | P a g e
 Chapter 3

Research Methodology

Deriving the concept:

Experiences of parents,
understanding the Historic context
caregivers, psychologists
impact of environment and statistics
with autistic children
on their behaviour

Consulting and Study of existing

1. Establishing built forms for
understanding their
their needs autistic children
behaviour patterns

2. Formulation of
Case studies Literature studies
aspects of
environmental
design
Analysis of
various design
theories and
3. Behaviour standards
centric design

4. Design
guidelines

12 | P a g e
Chapter 4

Understanding Autism Spectrum Disorder (ASD)

“Autism is a severe disorder of communication, socialisation and flexibility in

thinking and behaviour, which involves a different way of processing
information and of seeing the world”
- Sharla R. Jordan
Autism: Understanding the puzzle, (2011)

Autism traces its history back 60 years ago, when American psychiatrist Leo
Kanner studied a group of children that had difficulties in communicating
verbally, emotionally and demonstrated odd routine behaviours.2 Around the
same period, Hans Asperger, and Austrian paediatrician also recognized similar
symptoms among his patients but with the exception of demonstrating higher
intelligence in logical tasks and attention to details.3 Today both disorders are
recognized and categorized under the same spectrum known as ASD (Autism
Spectrum disorder)

Autism Spectrum Disorder (ASD) is an umbrella term that cover: Autistic

Disorder, Asperger’s Disorder, and Pervasive Development Disorder.4 It is a
neurological development disability that impacts the normal development of
the brain in the areas of social interaction, communication skills, and cognitive
function.

2 Kanner, Leo. “Autistic Disturbances of Affective Contact.” 1943

3 Asperger, Hans, Leo Kanner Virum: Videnscenter for Autisme, 1996
4 Mostafa, M (2014) - ARCHITECTURE FOR AUTISM, International Journal of Architectural Research

13 | P a g e
 Classification of Autism Syndrome Disorder (ASD)

In general ASD is classified into

three different types.

1. Pervasive developmental
disorder (PDD) - Children
suffering from PDD show delay in
development of social and
language skills

2. Kanner’s syndrome - This is

most common type of autistic
disorder. They live in their own
Figure 2: The ASD (Autism Spectrum Disorder) world and have poor social
interactions. They do not like any change in their routine. Individuals with this
disorder get affected by loud sounds and cannot lead a normal life as they have
low communication skills

3. Asperger syndrome- Often misdiagnosed as obsessive –Compulsive

disorder or Attention –Deficit disorder. They don’t show normal social
interactions and have problems communicating. Children with Asperger
syndrome show repetitive actions and exhibit poor motor skills. Some are
thought have talent on which if they focus on could reach great height.

14 | P a g e
 Symptoms of Autism

Attention
Sleep
Deficits
Hyper-
activity

Social Moody
Communication
Anxiety
Deficits

INTELLECTUAL Language
Disability Repetitive
DISABILITY Behaviours Tantrums

Self-
injury

Aggression
Seizures

IRRITABILITY

Immune
GI disorders Sensory
Dysfunction
Disorder

15 | P a g e
Characteristics of Autism

Social Development Communication Repetitive behaviour

16 | P a g e
Chapter 4

Historical Context

People often state that autism ‘happened’ only in the twentieth century. But, just
like many diseases and disorders which we identify now, autism is believed to
have always existed. It was just now identified as a specific disorder. Among these
were the ‘holy fools’ who were seen in ancient Russia, back in the sixteenth
century. These individuals were reported to be eccentric, given to parroting, with
stereotypic speech and actions, obsessive nature and interests, and lack of social
awareness. 5 In the late eighteenth century accounts of the ‘Wild Boy of Aveyron’
discovered in a forest in France, who was later named Victor, offers us a
description that is remarkably similar to Kanner’s a couple of centuries later.
The word ‘autism’ was first used by Bleuler, a Swiss psychiatrist in 1911 to refer to
schizophrenia. Then, over 50 years ago, a young boy named Donald visited the
child psychiatrist, Leo Kanner, in his office at the Johns Hopkins University in
Baltimore. Kanner was “…struck by the uniqueness and peculiarities which Donald
exhibited.6

In 1943, Kanner published a paper applying the term ‘early infantile autism’ to this
group of children, characterized by withdrawal and with ritualistic behaviours, and
gave medical literature a window to this complex and enigmatic disorder.
Children with the symptoms originally described by Kanner are now the minority
of those diagnosed with autism, as the quest to understand this condition has
expanded into a field of its own. Of note, while Kanner published his paper in
1943, Hans Asperger in Austria independently published a study on autism in
1944. This work was not translated into English until 1981, but it is clear that
Kanner and Asperger, though totally unconnected to each other, wrote about the
same syndrome in two different countries.

5 Dr. Tamara C. Daley, Ms. Merry Barua; Autism

6 Dr. Tamara C. Daley ; Autism

17 | P a g e
Timeline of autism

18 | P a g e
Autism in India

19 | P a g e