The Effect of Multi Sensory Environments in Autism Centers Through Design

THE EFFECT OF MULTI SENSORY ENVIRONMENTS IN AUTISM CENTERS THROUGH DESIGN

By: Rawan Al-Janabi

Berlin International University Of Applied Sciences

Bachelor thesis | Faculty Of Interior Design| July 2020

1st Advisor: Prof. Adrian Von Starck | 2nd Examiner: Prof. Yüksel Pögün-Zander, PhD.

Abstract

This study attempts to describe and to define the behavioural impact of autistic children on spatial sequencing, and the appropriate building materials

The study makes an effort to understand the psychology of children with Autism and attempts to provide an appropriate environment where they can improve the abilities of children with disabilities and provide an environment of unwinding, relaxation, and enjoyment.

In this study I aim to investigate how a multi sensory environment affects the

Autistic children’s behavior, and how it can provide enough stimulation to be integrated into an Autism center.

Table of contents

1. Introduction ………………………………………………………………...1

2. Autism and learning disabilities…………………………………………..3

2.1 Autism spectrum disorder ………………………………… 3 2.2 Autism education environment …………………………….5 2.3 Autism center design assumptions………………………...7

3. Multisensory environments relationship with Autism …………………..12

3.1 Multisensory rooms ………………………………………….12 3.2 Sensory sensitivities ………………………………………...19 3.3 Effects and benefits of stimulation in design ……………...24

4. Case studies ………………………………………………………………...26

4.1 Netley School For Autism London ……………………….....26 4.2 New Struan - Center For Autism, Scotland ………………..28

5. Conclusion ………………...... 30

6. Design proposal …………………………………………………………….31

7. References …………………………………………………………………..43

1. Introduction

Imagine working in a busy environment where the noise is too loud, the light hurts

your eyes, and disturbing smells make your stomach ache. This is the real situation for

individuals who have sensory sensitivities. Many researches have demonstrated that

individuals with Autism Spectrum Disorder (ASD) have probability of sensory sensitivities

(Leekam, Nieto, Libby, Wing, & Gould, 2007). This research examines how children with

ASD cooperate with the sensory sensitive in an autism center.

ASD is Autism Spectrum Disorder which is a developmental disability that is indicated

by a lack of social interaction, verbal communication, speech delay, and repetitive

behavior (Cleveland clinic, 2014). There has been serious efforts and attempts in

understanding the autistic individuals’ behavior and medications. Also it had a large

impact on the environment and the design, and that affected incredibly the architectural

field over the past decades.

Within the ASD spectrum there are other subdignoses: Autism, Asperger Syndrome,

Childhood Disintegrative Disorder, Rett’s Syndrome, and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS) (Rossi, Newschaffer, & Yudell, 2013). ASD varies in the levels of operating, it can be distinguished into low- functioning and

high- functioning.

Autism is a disorder which is by far the most challenging developmental disorder that

has been neglected by the architects as a condition that impacts building design.

(Mostafa, 2008)

The multi-sensory environment enhances a culture and an ambience for humans and client- centered practice. The multi-sensory room was originally advanced by Verheul at the Hartenburg Center in the Netherlands in 1975 ( Hulsegge & Verheul, 1987).

The rooms are generally used during treatment sessions with individuals that have learning disabilities and elderly people in a diversity of settings. The term “snoezelen” is a trademark that is used to describe these types of environments. “Life involves a constant encounter with the sensory world”. (Brown, 2001)

The ability to observe the effects of the environment on the individual’s unique and dynamic system is a skill that needs to raise awareness, and education.

The purpose of this study:

- is to explore the effects and the benefit of the multisensory environment on the

autisc children between the age of ( 3-10).

- Determine the sensory sensitivities that autistic children could distinguish.

- How can multi sensory rooms be integrated into an Autism center

2. Autism and learning disabilities

2.1 Autism Spectrum Disorder

ASD is a severe disorder of communication, interaction, and flexibility in thinking that

involves differently in processing information and of seeing the world. (Jordan, R. 1999).

Autism is observed as a continuance of behaviors which are differentiated by affecting

social interactions, communication, and illusion which is sometimes accompanied with a

repetitive behavior, and several levels of recognition and physiological capability (Wing,

1992). The stereotypical repetitive behaviors may often include movements such as

rocking, hand flapping, finger flicking, spinning,head banging, and staring at a fixed

location. In 2006, the center for disease control proclaimed that one of every 150

individuals are diagnosed with Autism Spectrum Disorder each year.

A person with Autism spectrum disorder suffers from difficulty in engaging in a

conversation and interaction with social groups. Also struggles with maintaining eye

contact and may experience speech delays (Barnhill, 2007). An autistic individual differs

from the other conditions in the Autism Spectrum by level of functioning and language

delays ( American Psychiatric Association, 2000). Children with autism have difficulties with expressing themselves and showing emotions by performing unusual behavior such

as bad temper being aggressive or injuring themselves.

The increase in ASD diagnosis is consistent with national trends, that made a shift in

ASD definition, and a difference in methodology studies and a true increase in individuals affected due to the increased awareness. In early 40s Kanner first described autism after he noticed the shared symptom of a general lack of interest in other people in a group of children, who had once been referenced with various other labels, including simply mental retardation. Since Kanner’s recognition of ‘‘Early Infantile Autism,’’ the medical and scientific associations' perspective of autism have changed dramatically, increasing to include other related disorders. Autism spectrum disorders (ASD) are a set of conditions that begin in early life stages and it can have an effect on daily life functioning throughout the lifespan. These kinds of disorders appear to affect various ethnic and socioeconomic groups, it can be found in boys nearly five times as likely to be diagnosed with such kinds of disorders than girls.(Kanner ,1943).

2.2 Autism Education Environment

In 2014, the Center Of Diseases announced that 1 in 68 children were diagnosed with autism spectrum disorder. A child with Autism comforts a wide range of challenges in their learning process. He or she may have troubles deviating from strict routines and engage normally in ritualized behavior. The ASD students may demonstrate extremely fixated interests with irregular intensity. Moreover, they may be exposed to either hyper or hypo-reactivity to sensory inputs from their environment. It may also include fascination with lights or movement around them, sensitivity to bright lights, and conflicting response to certain types of texture and sounds (American Psychiatric

Association, 2013). The education design plays a substantial role in how the students with such disorders learn, and it affects how they occupy and experience their exceptional environment. Architecture plays a special role in calibrating sensory information to help decrease distraction and to reduce stressful stimuli that prohibit the learning process.In order to improve the development of children with autism, they stressed that it is important to ensure that the environment is effective, comfortable and fit for everyone to use, especially for children with (ASD). Architects and designers' role and responsibility is to provide a design that responds to the needs of all members of society. However, some of the designers lack awareness of sensory issues regarding affording a convenient environment for the daily life of autism before designing stage.

Any unwanted distraction can impact negatively upon that child’s ability to learn.

(Mcnally, Morris, & Mcallister, 2013) (The National Autistic Society, 2015).

Once autistic children start their learning process, the quality of ambiance is extremely important and avoids confusion and frustration to the autistic brain, that's because autism is an intensely complicated condition which has an effect on each person differently, and can benefit more from sensory input that the environment implements

(The National Autistic Society, 2015). architects and designers should consider the environment for a building whether it was residential or educational. Sensory Design

Theory applied to various fields to get a better understanding and meet autistic needs

(Mostafa, 2008). The experts in the field of Autism design developed detailed guidelines for the layout, form and materiality of a learning place. The architecture professor,

Magda Mostafa expanded the guidelines based on her authentic studies on Autism classroom design. Mostafa identifies criteria that contribute to a positive learning experience for students with autism. The primary design recommendation, describes a continuity of controlled spaces in a certain and a specific order. That will allow a controlled circulation and various levels of sensory inputs among other things such as light, sounds, and textures. She recommends physical “ escape space” in each classroom, this will permit students to take themselves out of group activities which where they become over-stimulated (Mostafa, 2008). The Existing educational facilities demonstrate a strong correlation between the students' performance and behavior with their environment (Khare, 2010). Both general education students and autistic students are similar in design supporting ( Khare, Mullick ,2009). The British architect, Simon

Humphyreys, declared about the importance of layout order and proportion of the space.

Humphyreys pointed out the term proxemics, which refers to the amount of a personal space an individual needs.

An autistic individual can feel very protective over a space and feels threatened except if a sufficient environment is provided. Furthermore he notes that a full attention needs to be given not only to the quantity but also to the quality of lights and sounds

2.3 Autism Center design assumptions

To Design an autism center assumptions were made and later tested in the environments of children with ASD, stating some of the design parameters which can be integrated into a space, by providing a physical structure to enhance their indistinguishability of the environment and to assist them in reducing their anxiety and distracted behavior. Furthermore, Classifying one area from the other by reducing visual distraction and the autistic child’s habits such as wandering from one place to another and making repetitive behavior.( Khare, Mullick ,2009).

Visual structure may assist the children with Autism, who are socially and verbally deteriorated, by including color codes, numbers, symbols and pictures. Some organizations communicate with autistic children via visual cues which is regarded as an improvement for their confidence and independence ( Khare, Mullick ,2009).

The best reason for giving an environment is to coordinate autistic children with the ‘real world’ and offer assistance so they get social behavior. By incorporating everyday exercises such as crossing the street, shopping, utilizing open transport, and interaction with the adjacent communities makes a difference in them to integrate with the society conjointly helps to prepare themselves and work openings within the future ( Khare,

Mullick 2009).

A liberal space standard may offer assistance to bargain with social stimuli comfortably.

(Humphrey, 2005). Children are known to wander from one place to another with their hands absent from their bodies. In this manner, some architects use double than the regular guidelines whereas planning spaces like hallways and transition spaces. crowded spaces make them awkward which affects their conduct contrarily ( Mostafa,

2008). children with Autism are unconscious of security and safety measures due to their mental deficits. They are pulled into distinctive objects and in some cases are obsessed with them, overlooking theirs possessing security. Steady supervision is troublesome and hence the environment itself ought to be carefully outlined, avoiding sharp edges, dangerous surfaces, electrical outlets, breakable objects and enhancing railing statues, visual prompts for hurtful objects, secured boundaries, etc.

By planning spaces that have clarity and straightforwardness, it would require less effort in understanding the environment. A clear format, zoning, proper sequencing of spaces, basic shapes, and clutter-free space offer assistance autistic children in understanding the space clearly. Visually isolating spaces, covering windows, one to one work zones are encouraged by architects whereas planning a learning environment. Color plays a vital part in their tactile diversion. Utilizing inconspicuous colors as background and differentiating color as primary movement will draw their attention. Extremely introverted children are inclined to be occupied with encompassing commotion. By using acoustical materials like flooring, material, and divider materials one can accomplish a noise-free environment ( Khare, Mullick 2009).

Creating an appropriate environment for an autistic individual was developed over the decades and consists of seven criteria proposed to facilitate an Autism plan. It is utilized as both an examination and a plan progression instrument (Mostafa, 2008).

● Acoustics: This model proposes that the acoustical environment be controlled to minimize background noise, reverberate, and echo. The level of such acoustical

control ought to change according to the level of user-focus required inside the

space, as well as the expertise level and seriousness of the autism of its users.

For illustration, activities of higher focus ought to be permitted a better level of

acoustical control and be part of low-stimulus zones. Provisions should moreover

be made for diverse levels of acoustical control, so children can graduate from

one level of acoustical control to the other, gradually moving towards a normal

environment in order to maintain a strategic distance from the “greenhouse

effect”.

● Spatial sequencing: This model is based on the concept of capitalizing on the fondness of people with autism to schedule and consistency. Coupled with the

basis of Sensory Zoning. Spatial Sequencing requires that regions be organized

in a coherent arrangement, based on the ordinary planned to utilize such spaces.

Spaces should flow as consistently as possible from one movement to the

following through one-way circulation at whatever point possible, with negligible

disturbance and distraction, utilizing Moving Zones.

● Escape spaces: The objective of such spaces is to supply relief for the autistic user from the over-stimulation found in their environment. The experimental

investigation has shown the positive impact of such spaces, especially in learning

environments (Mostafa, 2008). Such spaces may incorporate a little apportioned

area or crawl space in a calm segment of a room, or all through a building. These

spaces should give an impartial sensory environment with negligible stimulation

that can be customized by the client to supply the essential sensory input.

● Compartmentalization: The reasoning behind this basis is to characterize and constrain the sensory environment of each activity, organizing a classroom, or

indeed a complete building into compartments. Each compartment should

incorporate a single and characterized function and resulting sensory quality. The

partition between these compartments requires not to be harsh but can be

through furniture arrangement, the contrast in the floor covering, the difference in

the level, or indeed through fluctuations in lighting. The sensory qualities of each

space should be utilized to characterize its work and isolate it from its

neighboring compartment. When coupled with this consistency inactivity, this will

offer assistance and give sensory prompts as to what is expected of the user in

each space, with negligible uncertainty.

● Transitions: Working to encourage both Spatial Sequencing and Sensory Zoning, the presence of transition zones makes a difference the user recalibrates their

senses as they move from one level of stimulus to the other. Such zones can

take on an assortment of shapes and may be anything from an unmistakable hub

that demonstrates a move, to a full sensory room that permits the sensory

recalibration sometime recently transitioning from a region of high-stimulus to one

of low-stimulus.

● Sensory zoning: designing for autism should consider the spaces where it has to

be organized in understanding their sensory quality, instead of typical functional

zoning. This requires gathering spaces concurring to their admissible stimulus

level, into “high-stimulus” and “low-stimulus” with transition zones supporting the

move from one zone to the following.

● Safety: an important point that shouldn't be neglected when planning environments for children, safety is indeed more of a concern for children with

extreme disinterestedness who may have a different sense of their environment

for example utilizing hot water safety fittings and maintaining a strategic distance

from sharp edges and corners.

3. Multisensory environments relationship with Autism 3.1 multisensory rooms

It is a physically and cognitively accessible environment, full of components to

stimulate and trigger the excitement of the faculties. by making a difference for the

disabled individuals to get it for their environment and themselves. The most

fundamental way of association with our environment is through our faculties and

movement. They have become a way of approaching the disabled individual,

accomplishing very positive results through unwinding and multi-sensory stimulation.

The multisensory rooms helps to work on:

● Explore the seven senses ( seeing, hearing, touching, smelling, testing, balance,

and body awareness

● Basal stimulation

● Relaxing

● Emotions

● Sensory integration

● Developing self confidence and self control

● Establish communication

● Rhythm and movement

● Reduce behavior disturbness

● Increase attention, and concentration

● Recognizing objects

The room must have a calm and soundproofed area, so noise disturbance can be avoided. the room must be accessed simply and easily. the room can be in any size, it is

aiming to be an intimate space. In any case, it must be exceptionally comfortable for both the user and the assistant. The daylight is not essential. Undoubtedly, it is ideal to utilize artificial lighting. The room must be multi-functional, it should be a space of plentiful surface zones of numerous components that can be kept a wide range of activities.

The Multisensory room main elements:

● Bubble Tube: It's a Strong visual, auditory and vibratory stimulation, produced by the running engine and moving water. Interactive tubes include a button box for the user to control the color and switch the bubbles on and off. The bubble tube also help eye tracking And work on attention and memory. Bubble tube

● Fiber optics curtain: Fibre optic wires and curtain are a strong visual and tactile stimulus They shine and change color. Helps relaxation and fine motor skills exercises.

Fiber optics curtain

● Projectors: It's used for recognizing persons and objects. Also helps Recalling visual memory such as looking for matches, and recognizing incomplete shapes.

Projector

● Interactive Panels: Helps with visual stimulation,

and eye-tracking. Encourage rhythm

and movement with music and visual support.

Interactive panels

● Beds and cushions: used for safety and also

For relaxation. It can include water beds and

vibrating bed to trigger the response of stimulus.

Beds and cushions

● Color switch: Its a switch of 8 colors helps with choice, control and accessible learning.

Develops skill difficulties and visual damage.

Color switch

● Talking cube: used to develop understanding of cause and effect, color and picture recognition,

listening, concentrating and motor skills.

It encourages physical movement and interaction.

Talking cube

The multisensory methods include taking advantage of the effect of the visual, sound-related, and material faculties and awareness of body developments, or kinesthetics, to instruct understudies. Concurring to Al Sayyed (2013), learning styles can be basically sound-related, visual, or material. Understudies regularly depend on their preferred styles or ways of preparing and holding information.

To supply all children equal opportunity to memorize through their most grounded modalities. instructors should join all styles into their education. Since instructing students by this strategy requires that instructors make utilize of a variety of props and equipment, they can make utilize of materials such as sandboxes; three dimensional numbers, letters, and images; sound and visual representations, and or any other kind of fabric that underpins the subject the children are learning.

The multisensory room which is also known as ‘Snoezelen’ environment gives coordinate and circuitous incitement of tangible modalities and can be utilized independently or as a collection to supply a sensory approach. equipment that might suit people with autism may include:

● Visual stimulation (sight) : Optic fiber shower, Projector with memory pictures, Bubble tube.

As students with disabilities start to learn new data, they can utilize visual

supports to see how it looks by seeing pictures or recordings, ideally in color.

Moreover, students can draw or utilize their images that relate to the subject they

are learning.

● Auditory stimulation (sound) : Unwinding tapes, Vibration sound from equipment, Wind chimes, Music that reflects their taste in music.

To show data auditory, instructors can examine writings or questions aloud,

engage children in group talks, or the children can take turns clarifying the data to

each other. They may moreover secure data through songs or music that relates

to the subject.

● Olfactory (smell) : Smell treatment, Aromas and face ointment that are

commonplace. For case, perfume or face ointment that a parent wears may

decrease levels of anxiety.

● Gustatory (taste) : Any nourishment substance that gives particular flavors or surface. Individuals with autism may orientate to specific flavors and surfaces.

The challenge can be to delicately increment that range.

● Tactile stimulation (touch) : Vibrating pads and sleeping pad, weighted cover with different textured fabrics.

With these components, children can be dynamic and utilize their material and

kinesthetic senses. They may lock-in with data by acting out a story. Also,

students can utilize their bodies to count numbers or order sentences with others,

sometimes composing them.

● Proprioceptive and vestibular stimulation (movement) : Rocking chairs, rocking horses. Stretching and reaching.

When engaged in this sort of learning, children with disabilities may be out of

their seats and included in exercises that are centered on development

(snoezelen) for people with autism.

- Multisensory rooms and Education

Numerous studies have tended to the adequacy of multisensory instruction as a method of mediation for children with disabilities (Ashbaugh, 2016).

Multisensory, which as the term infers refers to representations of fabric that address two or more of the five faculties, and illustrated ways it can propel understudies, influence their capacities to memorize, and emphatically influence their academic outcomes.

A successful educational program is fundamental in giving these openings, and early childhood uncommon instruction instructors are frequently displayed with a large number of curricula choices. In later a long time, educational programs and instructing materials that emphasize sensory experiences have been intensely supported to extraordinary instruction instructors at conferences and workshops.

Multi-sensory educating strategies and materials attempt to move forward the academic capacities of students with disabilities and give an environment of relaxation and satisfaction ( Houghton et al., 1998). multi-sensory environments (MSEs) are a collection of objects outlined to offer stimulating or unwinding experiences to individuals who have extreme inabilities

(Mount and Cavet 1995). The human brain may be a massively complex, effective, and still relatively mysterious organ inside the body. Despite all of the investigation being conducted in regards to the brain, the aggregate of the brain‟s capabilities is still unknown. However, it is through this research that researchers have been able to distinguish the impacts multi-sensory instruction

can have on learning. In 1998 Jensen believed that there are a few key components that influence both brain improvement and academic accomplishment: counting work out, the expressions, genes, nutrition, input, and love. Concurring to these convictions, the faculties play a key part in development, while hereditary qualities are as it were a minor factor. In reality, according to brain research, heredity gives as it were somewhere between 30% and 60% of our brain‟s wiring, while natural components make up someplace between 40% and 70% (Wilmes et al., 2008).

3.2 Sensory sensitivities

Sensory systems are the premise for the securing of data from the world in which a person lives. Sensory systems empower the brain to receive information (Miller,

Anzalone, Path, Cermak, & Osten, 2007). There are seven senses included within the sensory system: tactile, more regularly referred to as the sense of touch; vestibular, the ability to balance; vision, the ability to see; auditory, the ability to hear, gustatory; the ability to taste, and olfactory; the ability to scent

(Dunn, 2001). Greater sensory sensitivity may be experienced in one or more regions by a few people than in others.

Children whose sensory input isn't organized or coordinates within the brain have sensory integrator brokenness. Such a disorder leads to disorganized, manipulative interactions with the environment from which flawed inner sensory

input is produced, encouraging propagating challenges and causing issues in learning, development, and behavior (Mauer, 1999).

Hypersensitivity and hyposensitivity

It has been recognized for the sorts of sensory balance disorders as hypersensitivity and hyposensitivity. Hypersensitivity or sensory over-responsiveness occurs when the person responds to tactile input more rapidly or with a more prominent intensity than ordinary (Miller et al., 2007).

- Hypersensitivity

Hypersensitivity may lead to overstimulation or even avoidance in common social intuitiveness such as shaking hands or embracing another person (Baranek,

David, Poe, Stone, & Watson, 2006; Iarocci & McDonald, 2006). Frequently people with Autism see spaces in an unexpected way than individuals without

ASD who have a neuro-typical, or a regular recognition of the world. an individual with autism may be exposed to the same sensory data but interpret the crude fabric differently, which therefore changes their involvement. There's not a standard way of processing sensory information but rather an extension of ways individuals with autism may see space.

Numerous people with autism encounter hypersensitivity in their environments.

This basically implies that too much data is prepared by the brain causing the individual to be intensely aware of data that others simply miss. This may result in exceptionally overwhelming feelings and can cause stress or discomfort in situations where others are comfortable ( Bogdashina, Kingsley, 2003).

People with hypersensitivity suffer from uncomfortable associations in crowds

(Greenspan, 2006). Hypersensitivity can inspire reactions such as diversion, shirking, withdrawal, or emotional upheavals.

Autistic adults or children react in a hypersensitive way to sensory stimuli by hearing a distant of the noise, or not being able to enjoy an embrace

(Cascio et al., 2008).

The autistic person with over-responsiveness may not endure common everyday behaviors such as hair-brushing, haircuts, or hair washing. In these circumstances, the side effects of material sensitivities may be observed as pulling back when being touched, requiring hands cleaned at all times, and disturbed by texture in clothes. (Lane, Miller,2000)

ASD individuals can show up to be uncooperative and may have strict inclinations on the sorts of nourishment they consume (Dunn, 1999).

- Hyposensitivity

On the other hand, people with ASD can experience hyposensitivity to sensory stimuli, meaning they process less data than what is ordinary. Outwardly, this will mean that particular components inside space may be interpreted as only diagrams. As a reaction, these individuals may enjoy development or rock back and forward to experience more sensation (Bogdashina, 2003).

Additionally, individuals who encounter hypo-hearing may be pulled in to crowds or sirens and those who experience hypo-taste or scent may endeavor to chew or taste everything.

Hyposensitivity or sensory under-responsiveness happens when the person does not respond to or disregards sensory inputs. This may lead to sensory looking for behavior, such as effectively engaging in activities that give extraordinary sensory inputs (Miller et al., 2007).

Hyposensitivity may lead to behavior such as rocking, turning, hand-flapping, feeling disorientated when one calls their names or harming themselves without considering the pain (Cascio et al., 2008).

A sensation-seeking person requires a high amount of sensory input and looks for input, which can incorporate wriggling, inattention, talkativeness, monotonous behaviors, destitute motivation control, and hyperactivity (Mulligan, 1996).

- Gestalt and fragmented perception

A few individuals with autism suffer from difficulty to distinguish between closer view and background information, known as gestalt perception. Everything in a scene is translated without separation making it troublesome to isolate a particular detail. Those who see space in this way may handle more data than those with neuro-typical (Lawson, Bogdashina 2003) perception, in any case, this may lead to getting to be easily overwhelmed. The same can be genuine with acoustics. In a classroom, for the case, it may be troublesome for a child to focus on a teacher’s address in the event that there are other commotions, even those as apparently unnoticeable as moving to discuss.

(Lawson, Bogdashina 2003).

Not at all like gestalt recognition, a few individuals see the world in divided parts instead of a bound together entire. If someone is utilized to distinguish a

particular place, a classroom for illustration, by a particular chair and that chair is moved the classroom may become unrecognizable. While those with Autism may see space in a range of distinctive ways writing proposes it’s best to design calming, low-sensory situations. It is simpler to selectively include sensory information for those who require it than to remove stimuli from a space (Mostafa,

2008).

- Sensory sensitivities analysis

In 2009, Ben-Sasson et al. reported 14 Meta-analysis studies on sensory modulation symptoms of individuals with Autism. The researchers found that 45 –

95% of people with ASD displayed high frequencies of abnormal sensory behaviors such as under-responsivity, over-responsivity, and sensation looking for. The contrasts between children both with and without a conclusion of Autism related to sensory preparing abilities were investigated utilizing the Short Sensory

Profile (SSP) (Tomchek and Dunn, 2007).

Finding from this consideration found that 95% of Autistic children illustrated a few degrees of sensory preparation defectiveness with the greatest differences showing up in sensation looking for and sound-related filtering.

Baranek et al. (2006) also addressed the guardians of children with ASD utilizing the sensory Experiences Questionnaire (SEQ) and found a design of hyporesponsiveness to sensory stimuli. It was concluded that the sensory sensitivities raised as the children became older due to heightened language skills and also heightened awareness.

3.3 Effects and benefits of stimulation in design

Visual Stimulation

According to brain investigation, the brain can enroll in 36,000 visual images per hour (Wilmes et al., 2008). With this data, it is obvious that visual help can enhance learning – especially when the relationship between consideration and the visual system are compared. When the eyes intake data, it is sent from the eyes to the thalamus, and up to the visual cortex within the brain. Input returns from the visual cortex through the thalamus and to the eyes. This input is the component that maintains attention (Jensen, 1998). Subsequently, in case the eyes are getting a moo level of stimulation, such as watching a stationary teacher, it'll be harder to pay attention.

Visual stimulation is fundamental to learning since it is necessary for understanding. Symbolism is what makes a difference and we comprehend and keep in mind material. Whereas it may be possible to recount unique concepts, they are not genuinely understood until symbolism is triggered (Ewy, 2003).

- Auditory Stimulation

Auditory stimulation is similar to visual stimulation, and is useful for children's understanding and development. For example, sound-related stimulation is basic to language development for the earliest stages and early childhood.

It was believed that music improves spatial-temporal reasoning, which is essential for concepts such as relative thinking and geometry (Johnson &

Edelson, 2003).

In the University of California at Irvine, a study was conducted about the effect of music using Mozart‟s “Sonata for Two Pianos in D Major”. Members were isolated into three listening groups: one group tuned in to relaxation music, one group had no music, and one group listened to Mozart. After ten minutes of listening on a headset, Mozart‟s music briefly improved spatial-temporal reasoning. Additionally, brain research has demonstrated that newborn children are very responsive to and discerning of music. Hence, presentation to music at an early age is exceedingly encouraged (Jensen, 1998).

4. Case studies

4.1 Netley school for autism London

The Netley primary school for autism, is a specialist facility for autism built inside the existing grounds of the form of the single-storey building, determined by location limitations, is an ‘L plan’ with solid boundaries enclosing a courtyard. The passage to the community center is electronically controlled in one wing through a controlled door.

Figure 1. Figure 2. Classroom view Transition spaces ( corridor)

Figure 3. Figure 4 Internal courtyard view Interior curved wall

Physical building description

● Access to the building for controlling the access to the building and secure children as well as excluding un welcomed interlopers.

● Spaces in the center two teaching space, multipurpose therapy room, staff office, toilets, storage area, and adults education unit.

● Education area Two classrooms are designed as 3D spaces with different areas.they incorporate one to one or withdrawal space also a separate wet room area

● lighting The classrooms have floor to ceiling windows to provide great daylight and a view to the courtyard.roof lighting provides additional light through the day.(figure 1) ● ventilation Many openings are provided in the walls and also on the roof will allow good ventilation but also can cause a distraction and confusion for the autistic children.

● Visual comforts The high ceilings create an airy feeling for the space. The design of the artificial lights in the corridors follows the same direction of the daylight. The cleaness and simplicity of the design prevent any distraction.( Figure 1, 3) Colors The transition spaces are painted in lilac (figure 2) and the classrooms are white, Walls are plastered and painted. Floors are in natural color (figure 1) and for the entrance hall a curved wall was painted in green to give a welcoming atmosphere.

● construction High level of insulation, natural ventilation and daylight. And condensing boilers contribute to low energy consumption.

● materials The materials are low maintenance, the timber cladding is protected by large roof overhangs, brick, aluminum and slate are used for roofing.

4.2 New Sraun- a center for Autism, Scotland New Struan is a school run by the Scottish Society for Autism (SSA), located in

Alloa Scotland. The building functions as an Autism center which also offers autism counseling services. The center is for education and training autistic children. The center provides instruction outreach service and a research, diagnosis center. The plan of the building is an upside-down ‘T’ shape, with the horizontal area of the ‘T’ running east to west which includes reception, cafe, training rooms, Diagnosis, and assessment area. The spine runs north to south and contains a single-story atrium space which is the ‘social heart’ of the school and is a powerful orientation device that leads to the classrooms.

Figure 5. Figure 6. External view of the building playground area view

Figure 7. Figure 8. Main corridor view classrooms corridor view

Physical building Description

● Classrooms The classrooms are coordinated with the atrium which acts as a moving area. The classrooms are small and they suit up to 6 children.It has a glazed surface to create a visually connected atmosphere. Classrooms moreover have individual workstation space, pinboard area, circular group zones. Glass panels in each door let students have a view of their classroom before entering.

● lighting Roof windows give great lighting and cross ventilation within the classrooms and in the chamber space. The artificial lighting has high-frequency ballast and dimming control. (Figure 7,8) ● colors The classrooms have a natural color scheme, allowing teachers to include stimuli as required. The atrium walls are neutral, permitting the children to paint. Floors covered with carpets ro reduce noise and soften the environment.

● Acoustics All walls have sound insulation

● Considerations Bended walls lead the children naturally from one area to another and reduce the number of sharp angles, obstructive corners, and covered up entryways all through the building. Underfloor heating gives temperature without distracting radiators. (Figure 3) ● Outdoor area Offers a soft play area,cycle track ballpark and sensory garden. (Figure 2)

5. Conclusion

In this study, I aimed to investigate the use of the multisensory environment and how the multisensory methods can be used to trigger the autistic children's stimulation. According to the data collected I noted that it is important for the architects and interior designers to consider in their designs an environment that can meet the children with Autism needs through colors, lighting, visuals, acoustics, smell, accessibility, and safety.

The data collected shows the importance of paying attention to the autism environment in terms of sensory design such as physical building, internal space, sensory issues and sensory environment, by considering sensory design so that the learning/ therapy environment would give less impact on the children with

AutiThe multisensory environment can be adapted, personalized, graded and designed to achieve the needs of the autistic child. Meaningful sounds, visuals, lights and videos can be themed to the interest of the user. I assume that these types of sensory environments can be ideal for the children with ASD’s development based on what professionals have researched.

6. Design Proposal

Usually Autism centers design depend on integrating sensory stimulation therapy by including general elements that can trigger the Autistic individuals stimuli. In this design proposal I would like to concentrate specifically on the early ages and offer them a center that can provide for them all the care and attention for them.

A center that can combine education and therapy together. By integrating the existing multisensory environment to achieve a better interaction and communications.

The design is presented for children aged between 3 to 10. Focusing on a certain age assists with avoiding distraction and to achieve their needs.

The physical building

The building is located in Dietikon, switzerland. It is a building for a kindergarten, it has one floor which is 450 m². The building has a simple architecture with a symmetric design which is ideal to reduce distraction.( See figure 9)

The design is simple, clean and airy with various windows which is excellent for ventilation. It is accessible by a flat ramp in the center. The ceiling was designed to have different heights. The building is a single- storey wooden element construction and is based on a concrete base.

Figure 9

Organizing the space

The plan is designed in a simple way free from distraction and easy to walk through. A big educational area is considered, to provide a space for learning, reading, playing, drawing, and interaction. The center provides not only education but also sensory stimulation therapy, light therapy and clinical therapy.

Figure 10. Plan layout

Figure 11. Plan installation and materials

Materials and color scheme

Since the designed space for children with disorder disabilities such as Autism, natural materials and cold color scheme is considered. I used natural wood, white wood, and aluminum, instead of integrating harsh materials, moreover green, blue, purple and turquoise are used as furniture to avoid distracting colors like red.

The windows for the education area and the kitchen/ interaction area are made of colored plexiglass (figure 13) instead of normal glass to add a soft, playful, and non destructive effect since all colors are autism friendly colors.

Figure 12

Figure 13. View for the education area showing the plexiglass window

Multi Sensory room

The multisensor room is designed according to the special needs of an autistic child, offering all the essential elements that should include a sensory room.

Starting with a bubble tube,fiber optics curtain, fiber optic wires, projector, a chill area, cushions, water bed, color switches, and interactive panels. (Figure 14)

Figure 14. Showing the multi sensory room’s elements

Section AA

Section BB

Figure 15. View of the playing and reading

I designed a play wall that children can explore and help trigger the autisc children's stimulation and to develop their sense in discovering and experiencing.

(Figure 16). It's a wall that contains holes so children can climb up and play within a safe element. (Figure 17)

Figure 16. Showing a frontal view of the play wall

Figure 17. A view of how the wall is built

Figure 18. A perspective view of the kitchen area showing the hanging tables and details

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List of figures

Bubble tube image https://www.houseofplay.com/store/product/interactive-bubble-tube/

Curtain https://www.fiberopticlighting.com/fiber-optic-sensory-wall-cascade.php

Projector https://www.rhinouk.com/solar-led-projector.html

Interactive panels https://www.rompa.com/snoezelenr-multifinity-explorertm-sensory-room-panel-by- rompar.html

Beds and cushions https://www.snoezelen.info/europe/westleigh-resource-centre/

Color switch https://www.flaghouse.com/Sensory-Solutions/Snoezelen-MSE/Technology/Wirele ss-Controller.axd

Talking cube https://www.winslowresources.com/clear-pocket-activity-cube-16-cm.html

Figure 1 http://arturimages.com/search/keywords/DG312-/page/1?folding=0,1,1,1&

Figure 2 https://www.archdaily.com/177293/designing-for-autism-lighting/netley-06?next_pr oject=no

Figure 3 https://www.archdaily.com/177293/designing-for-autism-lighting/netley-03?next_pr oject=no

Figure 4 https://www.archdaily.com/177293/designing-for-autism-lighting/netley-05?next_pr oject=no

Figure 5 https://www.aitken-turnbull.co.uk/project/centre-autism-new-struan/

Figure 6 https://www.archdaily.com/177293/designing-for-autism-lighting/dsc_0019-3?next _project=no

Figure 7 https://www.archdaily.com/177293/designing-for-autism-lighting/dsc_0021-5?next _project=no

Figure 8 https://www.aitken-turnbull.co.uk/project/centre-autism-new-struan/