United Nations, Geneva

April, 2014

11th Session of the CRPD

An Architecture for AutismTowards More Inclusive Built Environments for Individuals with Autism Spectrum Disorders

Magda Mostafa, Associate Professor of Architecture, The American University in Cairo

In 2002, then a young architect, I was asked to design Egypts first center for autism. As I was trained to do I began with our architectural references, codes and standards, expecting to find a section on autism, similar to that on designing for hearing impairments, visual impairments and mobility challenges. I was shocked to find that there was nothing. Further research quickly showed that there was basically no evidence based research or even tentative guidelines and recommendations, to help architects design for users with autism.

In 2002 I decided to change that.

With the generous, courageous and invaluable support of the parents, students and teachers of the Advance Society in Cairo, I set out to test how to design for autism. I designed an experimental research project with the objective of exploring the development of such guidelines.The project began with a very simple premise. It begins with two understandings: that of autism as a sensory processing issue; and that of architecture as the source of the majority of sensory input to that process. The model- called the Sensory Design Model- proposed altering the built environment, or the sensory input, to cater better to the needs of those with autism. To basically free their environment of unnecessary input. Up to this point most interventions dealt with the persons response to the sensory environment- this model proposed intervening before that response happened, and altering the input itself through design.

After 1 year of observing the children in these altered experimental spaces, refining the preliminary results through design of other projects and studying other buildings designed for ASD, the Autism ASPECTSS Index was developed and later trademarked. The ASPECTSS index basically summarizes 7 principles that are presented as a possible framework for ASD design. In the preliminary studies these principles were shown to increase attention span, reduce response time and improve behavioural temperament.These principles are:

1. Acoustics: This criterion calls for the reduction of internal and external noise sources through various means such as cavity walls, sound proofing and sound absorbent materials, spatial configuration to reduce echoes and isolation of sound emitting building systems and avoidance of sound-emitting fixtures such as fluorescent lighting. This criterion however, does not call for the complete soundproofing of spaces. Rather, it suggests the provision of spaces with reduced noise, at various levels, to allow individuals with ASD to accommodate themselves to different background noise levels, and to mitigate their reliance on this accommodation. Consequently this would allow for the generalization of skill in non-acoustically managed spaces in the real world.

2. Spatial Sequencing: This criterion calls for the alignment of the sequential organization of space and the daily routine of the users, through a series of smooth transitions from one space to another, in a manner that follows the typical daily schedule of users, and allows for as seamless and sensory non-disruptive flow as possible.

3. Escape Space: This criterion calls for the provision of small, defined and discrete sensory neutral environments throughout the building, that are easily accessible to autistic users. These spaces should be intimate in scale and can range from the completely physically and visually enclosed to the subtly defined. Their objective is to provide a sensory haven for autistic users to escape sensory overload resulting from the physical and social environment.

4. Compartmentalization: This criterion outlines the organization of spaces in a series of mono-functional compartments, allowing for single activities and smaller numbers of users. An architectural opposite of the universal open-plan space, this approach tries to reduce the sensory and social input an autistic user has to deal with to the minimum required to carry out their activity. These compartments can be defined and delineated from one another using various means- from complete enclosure using walls and partitions, to moderate enclosure using carefully placed furniture and variances in levels, to a minimalistic definition using perhaps colour, pattern and finishing material to define each space.

5. Transition Spaces: Working hand in hand with Spatial Sequencing and Sensory Zoning, this criterion allows for the sensory shift from one activity to another, or one sensory level to another, and helps avoid abrupt changes in function and stimulation. It helps ensure the seamlessness required when circulating from one zone to the next.

6. Sensory Zoning: Typically the built environment is organized according to functional requirement, grouping activities and their consequent spaces of similar need and utility, together. When designing for autism a slightly different approach is called for, requiring the organization of spaces in accordance to their sensory levels and qualities. Sensory zoning calls for the grouping of spaces with similar sensory stimulation levels together, into high, moderate and low stimulation zones. Transition spaces should be used between these zones, and circulation should be planned following the daily routine as called for by the spatial sequencing criterion.

7. Safety: Children with autism occasionally have an altered sense of spatial orientation, depth perception and general proprioception, making them prone to injury. The may also seek sensory stimulation in ways that can be dangerous such as self-injury, harmful tactile stimulation, swinging, rocking, water play and mass water consumption among many others. Safety considerations should be taken with all building systems, material choices, surfaces, protective barriers, furniture, fixtures etc. It is best that most spaces also be visually accessible to allow safe monitoring of children.

Although these criteria may seem prescriptive, it is not my intent to propose that they all be applied, nor that they be applied to the fullest degree. These criteria may be customized based on the level of ability of the users, and should not create what I call the greenhouse effect- where a user is able to function in an optimized environment, but unable to generalize that behavior in typical environments. We can explore my position on this further during discussions.Currently further proof of concept research is planned to test these criteria in various environments, including housing, inclusive mainstream school environments as well as specialized model classrooms for autism. It is hoped that this index will provide a first step towards more friendly spaces for all users but most of all for our worlds 1% with autism.

Links to further information:http://www.archdaily.com/435982/an-interview-with-magda-mostafa-pioneer-in-autism-design/http://archnet.org/publications/9101

http://archnet.org/publications/5107

http://www.aucegypt.edu/newsatauc/pages/Story.aspx?storyID=1264

http://cgpublisher.com/conferences/274/proposals/117/index_htmlhttp://cgpublisher.com/conferences/284/proposals/390/index_html

http://www.openhouse-int.com/abdisplay.php?xvolno=35_1_3http://www.openhouse-int.com/abdisplay.php?xvolno=38_1_1Further reading:Quirk, Vanessa. "An Interview with Magda Mostafa: Pioneer in Autism Design" 09 Oct 2013. ArchDaily. Accessed 29 Mar 2014. http://www.archdaily.com/?p=435982 Mostafa, M., (currently under review) "An Architecture for Autism: Built Environment Performance in Accordance to the Autism ASPECTSS Design Index," International Journal of Design in Society.

Mostafa, M. (2014), (accepted for publication) "An Architecture for Autism: Application of the Autism ASPECTSS Design Index to Home Environments," The International Journal of the Constructed Environment http://constructedenvironment.com/publications/

Mostafa, M. (2014) "Architecture for Autism: Autism ASPECTSS in School Design," The International Journal of Architectural Research http://archnet.org/publications/9101

Mostafa, M. (2013), "Editorial:Expanding Normal: Towards a More Inclusive Approach to Designing the Built Environment," Open House International, Urban International Press, 38, 4-7 http://www.openhouse-int.com/abdisplay.php?xvolno=38_1_1Mostafa, M. (2010), "Housing Adaptation for Adults with Autistic Spectrum Disorder," Open House International, Urban International Press, 35, 37-48 http://www.openhouse-int.com/abdisplay.php?xvolno=35_1_3Mostafa, M. (2008), "An Architecture for Autism: Concepts of Design Intervention for the Autistic User," International Journal of Architectural Research (IJAR), Massachusetts Institute of Technology ArchNet, 2, 189-211 http://archnet.org/publications/5107 Mostafa, M. (October (4th Quarter/Autumn) 2006), "Viewpoint: Enabling Architecture," Communication Magazine, The National Autistic Society, 38, (Miranda Kemp, Ed.), London, United Kingdom: Communication Magazine, The National Autistic Society.

Mostafa, M. (2006), "Let Them be Heard: Appropriate Acoustics for Autism- Special Needs School Design," Cairo, Egypt: ArchCairo 2006 Appropriating Architecture and Taming Urbanism in the Decades of Transformation, Cairo University. Mostafa, M. (2006), "An Architecture for Autism- A New Dimension in School Design," Cape Town, South Africa: Second World Autism Congress, World Autism Organization, Autism South Africa & Jessica Kingsley Publishing. http://www.autismcongress.com The Autism ASPECTSS Design Index is trademarked to the author

Magda Mostafa, PhD

Associate Professor. The American University in CairoEgypt

www.epsilen.com/mmostm_most@aucegypt.edu