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The Effect of Multi Sensory Environments in Autism Centers Through Design

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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) 1 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 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. 3 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). ​ 4 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). 5 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
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