Studio teaching experiments – spatial transitioning for autism schools
- Submitting institution
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Leeds Beckett University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 32
- Type
- D - Journal article
- DOI
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10.1108/ARCH-11-2018-0019
- Title of journal
- Archnet-IJAR: International Journal of Architectural Research
- Article number
- -
- First page
- 39-57
- Volume
- 13
- Issue
- 1
- ISSN
- 2631-6862
- Open access status
- Compliant
- Month of publication
- -
- Year of publication
- 2019
- URL
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- Supplementary information
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- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
-
- Research group(s)
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-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- Sensory issues surrounding spatial transitioning between environments for people with autism are well established, yet the design of transitioning spaces is neglected. This research questions how the design of such spaces is best evaluated, within the context of autism schools, and taught to interior architecture students. An experimental studio project was run over 5 years and resulted in the innovative creation of ‘Ten Spatial Transitioning Platforms’.
The grounded theory methodology revealed various concerns which emerged from interviewing experienced autism-specific teachers, whilst investigating the design of eight case study schools. Specific recurring child-centred behavioural issues were identified, framing a series of environmental design problems to be navigated.
Love’s paper has been extensively shared internationally through her article on The Conversation: https://theconversation.com/how-autism-friendly-architecture-can-change-autistic-childrens-lives-120516 The article has been republished on numerous sites including the highly regarded National Autistic Societies’ ‘Network Autism’. Dr Scott Alterators’ (University of Melbourne) article references the research: https://theconversation.com/students-with-disabilities-need-inclusive-buildings-we-can-learn-from-whats-already-working-126755
The article appears in Archnet-IJAR: International Journal of Architectural Research. Prof Ashraf M. Salama, Strathclyde University, stated in his research paper that: ‘four papers address the notion of research “through” design whereby aspects relevant to design, production and communication processes become a form of developing new knowledge (Al Khalifa, 2019; Angral 2019; Love, 2019; Landgren et al., 2019);’ ‘meet the fundamental requirements of architectural research…including rigor, logic and reason, clarity, depth, and breadth of the questions and issues interrogated’. The research has instigated numerous pieces of consultancy from JLL Consulting to Leeds City Council.
Core to the research is the advancement of designing for autism. Significant is the identification of an original ‘Co-specialist ASD-educator model’ enabling design for autism to be embedded in the university curriculum, assisting future designers to create responsive inclusive environments. Social impact includes helping address The National Autistic Societies public autism awareness campaign, ‘Too Much Information’.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
