Buildings influence people both physically and psychologically. This study analyzes the impact that the built environment has on people's lives. Furthermore, despite their overwhelming prevalence, these issues have historically not been adequately addressed within the built environment because their wide range of complex needs are poorly understood.
INTRODUCTION
- Background
- Definition of the Problem, Aims and Objectives .1 Definition of the Problem
- Aims
- Objectives
- Delimitation of Research Problem
- Definition of Terms
- Stating the Assumptions
- Hypothesis
- Key Questions
- Concepts and Theories .1 Perception theory
- Phenomenology
- Concepts of Mankind and the Environment
- Research Methods and Materials .1 Research Design
- Primary Methods - Case Studies
- Primary Methods - Interviews
- Secondary Methods - Literature Review
- Secondary Methods - Precedent Studies
- Document Outline
How physical aspects of the built environment can enhance users' perceptual and emotional experiences. Case studies also provide a deeper understanding of the impact that the built environment has on individuals with emotional disorders, such as those with attribution disorders.
THE INTERRELATIONSHIP BETWEEN MANKIND AND THE ENVIRONMENT
The Role of the Built Environment in Human Life In contemporary society people spend
- Meaning and Meaningful Architecture
Meaning in the built environment makes use of the architectural symbol system, consisting of walls, roofs, doors, windows, steps, spires, etc. For example, the triangular shape of the pediment and the colonnade resting on a pedestal is created.
Human Needs and the Built Environment
- Behaviour, Mood, Attitude and Emotion
- Special Needs
- The Process of Perception
- The Experiential World
Norberg-Schulz (1965) says that by better understanding the process of perception, a deeper understanding of the experience of architecture can be achieved. By shifting attention from the object to the experience of the object, humanity reconnects with the built environment.
PSYCHOLOGICAL AFFECTS OF THE BUILT ENVIRONMENT
The Body and the Senses
- The Sense Modalities- Sight
- The Sense Modalities - Sound
- The Sense Modalities - Smell
- The Sense Modalities - Touch
- The Sense Modalities - Kinaesthetic and Vestibular
- Multi-Sensory Experience and Deprivation The sense modalities, discussed individually
Refer to Figure 3.1) Figure-ground differentiation is essential to perception and occurs within all sensory modalities (Bloomer, 1976). The rhythmic arrangement of stepping stones encourages people to engage their body with its journey through space. (Refer to Figure 3.6) The body is a means of sensing space, so its movement and orientation determine people's experiences and perceptions of the built environment.
Environmental Alienation
The senses are a fundamental aspect of people's perceptions of the built environment and act together to create the entire perceived world of people. Moore (quoted in Relph) has written that "the most diverse countries of the world..are rapidly being hidden under a meaningless pattern of buildings, monotonous and chaotic".
INTERPRETING THE ARCHITECTURAL IMPLICATIONS OF AUSTICNEEDS
Background
- Understanding Autism Spectrum Disorder
- Current Methods of Education and Therapy
- TEACCH Method
- Play Therapy
- Applied Behaviour Analysis
Research indicates that outcomes for children with ASD improve significantly when early intervention strategies are used (Wilkinson, 2010). ABA attempts to change problematic behavior in children with ASD through positive reinforcement, repetition, and encouragement (Wilkinson, 2010).
Sensory Integration
- Sensory Integrative Dysfunction
According to Govender (cited in Simons, 2008), the primary goal of sensory integration therapy is to facilitate adaptive behavior by providing appropriate, graded sensory experiences. Children with sensory difficulties do not explore their surroundings in the same way as neurotypical children.
Autism Friendly Architectural Elements
- Sense of Calm, Order and Simplicity
- Sense of Openness and Closure
- Borders and Transitional Zones
- Lighting and Ventilation
- Acoustics
- Colour
- Contact with Nature
- Security, Safety and Supervision
- Implications
The sense of openness and closedness must be closely monitored for children with ASD. The need for repetition is evident in the repetitive behavior seen in children with ASD.
Independence and the Built Environment
The first thing evident in children with ASD is that each individual experiences spaces differently and acts out their frustrations in different ways. The architectural implications discussed in this section are based on the common characteristics and needs of children with ASD. A final important aspect to address is that any building designed for individuals with ASD will also be occupied by their caregivers or teachers (Beaver, 2010).
PRECEDENT STUDIES
- Introduction
- Towards Independence and Autonomy
- Sense of Calm, Order and Simplicity
- Legibility and Way-finding
- Borders and Transitional Spaces
- Light and Ventilation
- Colour
- Contact with Nature
- Environments of Calm and Safety
- Legibility and Way-finding
- Light and Ventilation
- Acoustics
- Contact with Nature
- Security, Safety and Supervision
- Conclusion
The limited palette of materials, which have no details or patterns, add to the feeling of calmness and simplicity. (Refer to Figure 4.7) The classrooms themselves are structured around the individual child. Andrew Lester (Scott, 2009) explains that, at New Struan School, the threshold spaces form transitional areas between the street and the classrooms, allowing a smooth and independent transition between. the play space and circulation of the street and the teaching area in the classrooms. Refer to Figure 5.3) Threshold spaces have clear visual boundaries created by the use of finishes and colors, discussed above.
CHAPTER 6CASE STUDIES OF SPECIALIZED ENVIRONMENTS
Introduction
Responding to Special Needs in a Caring Nurturing Environment
- Legibility and Way-finding
- Light and Ventilation
- Colour
- Security, Safety and Supervision
Most classrooms are a neutral cream color to which the teachers have added different colors to suit the children. Mr Dave Smyth explained that the school has residential flats in the corners of the building. In addition, some of the classrooms have gates at the doors to keep out special children.
Remediating Children With Learning Disabilities
- Sense of calm, order and Simplicity The disabilities experienced by these
- Legibility and Way-finding
- Sense of Openness and Closure The classrooms are small
- Light and Ventilation
- Acoustics
- Contact with Nature
- Security, Safety and Supervision
The original school building has been extended and added to over the years to meet the growing demands of the school. In addition, the school has several different levels reached by stairs, adding to the complex layout. Every available space within the school grounds is used for planting trees, shrubs and flowers.
ANALYSIS AND DISCUSSION
Children with ASD experience a wide range of sensory difficulties that affect their experiences with the built environment. Due to the inability to filter stimuli, children with ADHD are easily distracted and affected by noise. Safety and security for children with attribution disorders is critical because they do not understand the dangers of the situations and environments they find themselves in.
CONCLUSIONS AND RECOMMENDATIONS
The site should therefore be able to offer an area where children can safely explore the natural environment. Safety Access to the site is recommended to have low levels of vehicle traffic. Senses - Sight Contains views that ensure the site doesn't feel too open and exposed.
PART TWO
DESIGN REPORT
Understanding Autism Spectrum Disorder
Autism disorder is a term associated with a range of conditions collectively referred to as Pervasive Developmental Disorders (PDD) or more commonly known as Autism Spectrum Disorders (ASDs). People with ASD experience difficulties in three main areas, known as the 'triad of disabilities': these are social interaction, social communication and imagination (Deudney, 2006). A fourth area where people with ASD often also experience difficulties is unusual sensory perceptions (Southerington, 2007). Refer to figure 1.2) There is a great variation in the severity of these disabilities, and symptoms vary greatly from one person to another.
Project Description
The Client
- The Client's Organisation
- The Client's Requirements
- Client's Brief
- Accommodation Schedule
Doctor's rooms that provide treatment and diagnosis by doctors trained to cope with the difficulties of children with ASD. Dentist's rooms Dentist's rooms that provide treatment by dentists who are trained to cope with the difficulties of children with ASD. Hairdresser Offers haircuts by hairdressers who are trained to deal with the difficulties of children with ASD.
SITE SELECTION AND ANALYSIS
- Introduction
- Site Selection
- Site 1: Candella Road
- Site 3: Locksley Drive .1 Accessibility
- Summary and Conclusion
- Urban Analysis
- Site Analysis
The proximity of site 1 to the N3 motorway results in high levels of road traffic noise, specifically on the southern edge of the site. Therefore, the site is steep along the roadside, but diminishes to the west of the site. Refer to figure 2.8) The natural topography protects the site from the N3 traffic noise with a natural berm.
DESIGN DEVELOPMENT AND RESOLUTION
- Conceptual and Theoretical Issues
- Perception Theory
- Phenomenology
- Concepts Of Mankind And The Environment
- Design Concept
- Final Design Proposal
- Urban Design Intervention
- Design Intervention .1 Natural Landscape
- Environmental Response Strategies .1 Orientation
- Natural light, Solar shading and Overhangs
- Ventilation
- Green roofs and walls
- Rainwater harvesting
- Technical Resolution .1 Roof Systems
- Green Roofs
- Ceilings .1 Acoustic Ceiling
Refer to Figure 3.4) The administration and community and therapy blocks respond directly to the street edge and provide an acoustic wall that protects the classrooms and residences from traffic noise on the northern edge of the site. The administration and community functions are located on the northern edge of the plot corresponding to the street edge. The main entrance to the building is central to this block and is accessible from the street.
CONCLUSION
BIBLIOGRAPHY
Available at http://www.iol.co.za/news/south-africa/kwazulu-natal/durban-school-a-world-class- institution (last accessed.
LIST OF ACRONYMS
Kentish Town School Autism Resource Base, Haverstock Associates (Henry Figure 4-9 Unsuccessful flexible environment, Netley School ASD Resource. Base, London, Haverstock Associates (Henry Figure 4-10 Retreat space separated from the rest of the space Associates,.Eliminates contrast and glare (Figure Henry 4-13 Letter hanging in the windows of the Netley School Autistic Resource Base at.
Part Two
Complex circulation (courtesy of Brown's School) ..64 Figure 6-3 a) Classroom with minimal stimulus added, b) Classroom with added. Colors and stimuli ..65 Figure 6-4 Extensive use of storage units in the classrooms ..65 Figure 6-2 Individual workstation set up for the TEACCH method ..66 Figure 6-6 Children's artwork hung in the corridors outside their classroom. .66 Figure 6-7 High contrast and glare created by Clerestorey Lighting ..67 Figure 6-8 Bloom lighting ..67 Figure 6-9 Corridor with hard reflective surfaces ..68 Figure 6-10 Classroom with shades of blue and gray . .68 Figure 6-11 Young children's playground ..69 Figure 6-12 Teenagers' playground ..69 Figure 6-13 Outdoor patio ..69 Figure 6-14 Safety gate on a classroom door ..70 Figure 6-15 Brown's School Sensory Room ..70 Figure 6-16 View of the original school building (Livingstone Primary School Figure 6-17 The school has a limited palette of colors and materials ..72 Figure 6-18 Simple, structured classrooms ..72 Figure 6-19 External walkways with cloth roof structures ..73 Figure 6-20 Small classrooms with high ceilings that ensure the space does not feel Acoustic Quality ..74 Figure 6-22 Native Multi-sensory Garden ..75 Figure 6-23 Vegetation that provides a buffer between the school and the street create ..75.
APPENDIX A
Delay or abnormal functioning in at least one of the following areas, beginning before age 3: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play. Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: Clinically significant loss of previously acquired skills (before age 10) in at least two of the following areas:
APPENDIX B
APPENDIX C
Touch can be painful and uncomfortable and they will often withdraw from aspects of touch, which can have a serious effect on their relationships with others.
APPENDIX D
- Education
- Therapies and Treatments
- Home Environment
- Public Environment
- Architecture and the Built Environment
- Nature
- Closing Statements
- Home Environment
- Architecture and the Built Environment
- Closing Statements
- Therapies and Treatments
- Public Environment
- Closing Statements Any last comments?
To make matters worse, people look at him and think he's just naughty and needs to be disciplined. He has terrible food problems, he won't eat anything wet, there are different food textures he won't touch and he is very picky. I think this is his only way to express the sadness and frustration he feels.
APPENDIX E
- Background
- Sensory Issues
- Architecture and the Built Environment
- Nature
A special smell is used in the room, I don't like the smell, but the room definitely calms the children. I decided to paint the classroom a shade of blue and the kids have been ever since. There are also several computers in the classroom, which children are allowed to use if they behave well; it is a pleasure for them to be allowed to access the Internet.
APPENDIX F
- Therapies, Treatmentsand Education
- Architecture and the Built Environment
- Nature
- Closing Statements
The outdoor playground for the little ones is great, the children are all in their own world and in the playground there is room to cycle, hide and hammocks where they can curl up. They have hooks for the children's bags outside the classrooms so they don't have to have the outdated open lockers (found in kindergartens) in the classrooms. I also have a table that I occasionally involve the class in redesigning, the children really enjoy it.
APPENDIX G
Closing Statements
In general, the school has a calm family atmosphere and the calm environment helps children and parents feel more relaxed. Carpets were also used to replace the red flooring in the hallway to make the building feel less institutional. The parents' association often organizes fundraisers for the school and we have a kitchen especially for them.
APPENDIX H- Sensory Route Plants and Features
Taste
Touch
Sound
Smell
Sight
