For architects designing a school environment for autistic children there is surprisingly limited advice available and the standard design responses are of little help. Instead, they must rely on what they learn on the ground, even though this often contradicts official guidance. Children with autistic spectrum disorders (ASD) have a very distinct relationship with the environment. They are strongly affected and excited by things such as strong colour but their lack of social awareness means they are often noisy, and hard on their environment. The children need structure, clarity and predictability in their surroundings. It sounds simple, but there are no easy prescriptions.
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