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SPACES NEEDED FOR CHILDREN WITH AUTISM - Coggle Diagram
SPACES NEEDED FOR CHILDREN WITH AUTISM
children autism behavior
SENSORY SENSITIVITIES
Sight: children might not like bright colours, or squint when out in sunlight.
Touch: children might like to feel different textures, or rub their arms and legs against things, or not like labels on the inside of clothes.
Taste: children might be picky or fussy about food, and eat only food of certain textures or colours, or they might enjoy eating strongly flavoured food like onions and olives.
Smell: children might sniff everything, or complain about smells.
Sound: children might not be able to stand being in noisy environments, or cover their ears to block out loud noises, or constantly need music on.
Sense of position: children might seem to ‘throw’ themselves across people, or stand on people’s toes.
Sense of balance: children might have unstable balance, or be very agile.
Sense of movement: children might move in poorly planned and uncoordinated ways.
Temperature: children might want to wear warm clothes in summer heat, or not feel the cold and wear shorts in winter.
Pain: children might ignore injuries or have delayed responses to injuries, or they might overreact to little hurts
a special stress-relief area where kids who feel emotionally overwhelmed can take a break and use relaxation techniques that their teachers and therapists have recommended for them personally.
Combining a variety of outdoor play areas with adaptive equipment and intimate spaces for independent activities that will allow all students to enjoy the playground to promote inclusion and interaction
DESIGN CONSIDERATIONS
Acoustics. Individuals on the autism spectrum are extremely, and at times, painfully sensitive to sounds. Providing better insulated spaces and allowing for manipulation of sound pressure levels would be beneficial. An example of acoustic manipulation would be adding pink sound.
Lighting. Light and color affect human’s mood, behavior and cognitive behavior. Just think, if you were to sit in a dark grey room for an hour compared to a light yellow room, would you feel a difference? Most autism friendly designs have small areas of bright color and light unsaturated earth tones.
Spatial configuration. The use of sequential circulation, storage for non-essential items, sub-dividing rooms, and making spaces reconfigurable can help individuals with autism to better focus.
Materials. Furniture has the potential to influence the function, privacy and size of a space. For ASD, modular furniture and malleable spaces are preferable. Easily sanitized finishes are also important because some people on the autism spectrum can have a compulsive-like need for cleanliness.
provide AGUs that allows people to have a visual connection to children playing and interacting with each other, studies show that elderly people find in endearing to watch young children
Zoning classrooms based on the activities and customized for each program and it allows children to move around and have joined classes for inclusiveness. Each zone will have a different character or theme based on the program.
QUIET ZONE - library , respite rooms
AESTHETIC SKILLS ZONE - music lessons, arts class
PLAY & ACTIVE ZONE - gym lessons, playtime
COGNITIVE ZONE - science and maths lessons
COMMUNICATION ZONE - language and social skills lesson
SENSORY ROOMS - interactive rooms that provide moderate sensory stimulations and is customizable to adjust to individual needs.
STUDENT TO TEACHER RATIO
TODDLER 1:8
NURSERY 1 1: 12
NURSERY 2 1:15
K1 1:20
K2 1:25