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Studio teaching experiments – spatial transitioning for autism schools

Joan Scott Love (School of Art, Architecture and Design, Leeds Beckett University, Leeds, UK)

Archnet-IJAR

ISSN: 2631-6862

Article publication date: 15 March 2019

Issue publication date: 15 March 2019

1338

Abstract

Purpose

The purpose of this paper is to evaluate a teaching model involving an experimental studio project for first-year interior architecture university students.

Design/methodology/approach

Content, process, teaching style and feedback are examined in a project, run over five years, concerning transitioning between environments for people with autism in an attempt to advance design of autism schools. Research methodology, teaching model, outcomes and group dynamics are critiqued.

Findings

Feedback from experienced autism-specific teachers across eight case study schools raise recurring issues framing a series of design problems navigated by students. The teaching model enhances student exploration of how sensory processing difficulties, through spatial transitioning strategies, might be approached, whilst furthering their specialist knowledge as future designers of inclusive spaces.

Research limitations/implications

Each transitioning platform requires deeper research to form a realistic interior typology. A further project to install and evaluate specific “transitioning insertions” into circulation spaces of an autism school is proposed for future research.

Practical implications

The identification of this teaching model illustrates how to embed design for autism in the university curriculum.

Social implications

The project brief helps address the National Autistic Society’s public autism awareness campaign “Too Much Information” highlighting anxieties that “unexpected change” causes. Effective design of transitioning spaces can help people with autism to cope with their environment, reducing behaviours and improving learning.

Originality/value

The creation of the “Co-specialist ASD-educator model” will be of value to universities. “Ten Spatial Transitioning Platforms” were uncovered relating to Transitions. This will be of importance to autism researchers and eventually design practitioners.

Keywords

Acknowledgements

The author would like to thank Amanda Wanner, Senior Lecturer and Colleague, for her involvement early in the project. The research would not have been possible without the valuable inputs of teachers of the SEN Schools and Colleges: Jan Hatchell of Bents Green Secondary; Keeley Murray of West Oaks; Nathan Atkinson, Dawn Mara, Lynnette Menzies (highly specialist SLT), Libby Duggan and the staff team of Richmond Hill; Suzanne Craig and Beth Cargill of Chellow Heights; Louise Greatrex of The Lighthouse School; and Paul Astick (positive behaviour manager) at Henshaw's Specialist College. The author also thanks Doug Wales as a source of creative insight and all students who took part in this experimental project.

Citation

Love, J.S. (2019), "Studio teaching experiments – spatial transitioning for autism schools", Archnet-IJAR, Vol. 13 No. 1, pp. 39-57. https://doi.org/10.1108/ARCH-11-2018-0019

Publisher

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Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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