Epsilon Archive for Student Projects

Abstract

Autism is the fastest growing neurodevelopmental disorder worldwide, making autism friendly design an important factor in planning and designing inclusive spaces. The schoolyard plays a crucial role in children's development, providing opportunities for play, social interaction, learning, and contact with nature. However, there is limited research about the interaction between the physical school environment and children with autism. Thereby, it is crucial to understand how to design inclusive and accessible schoolyards.

This study aims to investigate how the schoolyard design meets the needs of children with autism and in which ways schoolyards today fail to meet these needs. This is done through interviews with educators specialized on autism and examining literature on autism friendly design. This thesis identifies the following main needs in literature: zoning, acoustics, escape spaces, safety, use of images, predictability, transition zones and vegetation. The main needs identified from the interviews include: zoning, demarcation, legibility, independence, acoustics, shelter from weather, safety, escape spaces and variation. Furthermore, it identifies deficiencies in current schoolyard designs as loud noises, unvaried environment, open spaces, and few calm and quiet places. Additionally, it advocates for enhanced participation and communication in design processes to bolster accessibility and inclusion. Emphasizing the significance of inclusion, the study seeks to raise awareness of children with autism and their needs, offering valuable insights for planning and designing schoolyards.