FLOOR PLAN Scale : 1/8” = 1”-0”
SCHEMATIC DESIGN PROPOSALPERSONAL CONTROL: To promote positive sensory reactions to their surroundings, users of Rise + Run will be provided with regular opportunities to have personal control over various elements within their environments such as color, temperature, function,
noise levels, and tactile experience.
APPROPRIATE ACOUSTICS: The acoustical qualities incorporated into each individual space such as materiality, acoustical dampening, echo reduction, and noise control will be directly aligned with the programmed activities and the level of concentration
required of users during typical function.
FOSTERING INDEPENDENCE: Because Autism has a very close correlation with one’s visual perception of their surroundings, the incorporation of frequent, mainly pictorial wayfinding elements throughout the program will increase safety, encourage the
independent movement of users, and free staff to focus on tasks other than navigating users around.
SENSORY DESIGN THEORY: Using proponents of this design theory, steps will be taken to integrate experiences that are both comfortable and challenging for users to promote healthy growth and progress at a pace that suits the individual.
COMPARTMENTALIZATION: Compartmentalization is an important principle to Sensory Design Theory that deals with defining and limiting sensory environments of each activity into compartments. This will be implemented by using strategic changes in flooring
materials to provide users with sensory cues as to the expected level of focus and activity within individual spaces.
RISE
+
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GOALS + OBJECTIVES
DESIGNERS STATEMENT
Deriving inspiration from the stair, Rise + Run focuses on helping users move forward and upward at a comfortable pace.
User success will be achieved by considering the perception of space through the eyes of someone with ASD as well as the
effects their surroundings have on their daily achievements. Using concepts of Sensory Design Theory to maximize learning
efficiency, occupants can develop skill sets necessary for a career and independent living. Design solutions including transitional
material changes, pictorial wayfinding, and acoustical control encourage independent movement of users and opportunities for
adjustment into normal ways of life over time.
HIGH SENSORY
LOW SENSORY
ACCESSIBILITY
MODULAR ELEMENTS
ACOUSTICAL SYSTEMS
ESCAPE SPACES
EGRESS
SOLAR TUBES + DAYLIGHTING
CUSTOM DESIGNS
TRAINING KITCHEN
WORK
TRA
ININ
GMU
LTI-
PURP
OSE
ROOM
MOCK
APART
MENT
CLIENTRESTROOM
RECEPTION
TRAINER’SOFFICE
DIRECTOR’SOFFICE
SENSORY ROOM
FITN
ESS AREA
CRAFT ROOM
EMPLOYEERESTROOM
retractable accordion wall
nesting visitor stools
rollablewhiteboards
movable tables
bean bag chairswire gallery system
switch controlled mirror system
1
2
3
4
1
HIGH SENSORY
LOW SENSORY
ACCESSIBILITY
MODULAR ELEMENTS
ACOUSTICAL SYSTEMS
ESCAPE SPACES
EGRESS
SOLAR TUBES + DAYLIGHTING
CUSTOM DESIGNS
TRAINING KITCHEN
WORK
TRA
ININ
GMU
LTI-
PURP
OSE
ROOM
MOCK
APA
RTME
NT
CLIENTRESTROOM
RECEPTION
TRAINER’SOFFICE
DIRECTOR’SOFFICE
SENSORY ROOM
FITNESS AREA
CRAFT ROOM
EMPLOYEERESTROOM
retractable accordion wall
nesting visitor stools
rollablewhiteboards
movable tables
bean bag chairswire gallery system
switch controlled mirror system
1
2
3
4
1
1
2
3
4
PROGRAM DETAILS
RECEPTIONDIRECTOR’S OFFICE
CLIENT RESTROOM
STAFF RESTROOM
MOCK APARTMENT TRAINING KITCHEN
MULTI-USE SPACE
FLEX SPACE
TRAINER’S OFFICE
SENSORY ROOM WORK TRAINING291 SF
197 SF
94 SF
157 SF
578 SF
75 SF
715 SF
314 SF
735 SF 696 SF556 SF
OCCUPANCY CLASSIFICATION : Business Occupancy (B)TOTAL OCCUPANCY LOAD : 53
MINIMUM EXIT WIDTH : 7.95”, (2) 3’- 0” DoorsMAXIMUM DISTANCE TO EXIT : 100’- 0”
LANDSCAPING
INTERIOR VIEWS
MATERIALS ADJACENCY
INTERIOR ELEVATION: FLEX SPACE
BLOCKING PROCESS: Designs
were reconfigured to reduce the
number of independent columns
that failed to align with walls.
SPACE ATTRIBUTES: This
design phase helped identify key
elements and locations within the
program.
SPACE PLANNING: This plan
was modified to better fit the
square footage needs of each
individual programmed space.
Front Entry/ReceptionMulti-purpose Training Work Training RoomTraining/Demo KitchenMock ApartmentFlexible Use RoomSensory Integration Outdoor Area Director OfficeShared Trainer Office Staff Unisex RestroomClient Unisex Restroom
Direct AdjacencyNear AdjacencyUndesirable AdjacencyNo Adjacency
RESEARCHDESIGNING INCLUSIVE EDUCATION SPACES WITH REFERENCE TO AUTISM
Inclusive educational spaces address the environmental factors that influence the performance of autistic individuals within
educational spaces. Autism causes a number of learning issues for the individual such as engagement in repetitive activities,
stereotyped movement, resistance to change in environment or routine and unusual responses to sensory experiences. Current
design standards do not properly consider the needs of users with autism. However, measures can be taken during the design
process to produce a more universally built environment where autistic users can function more effectively. These measures are
outlined below:
THINGS TO CONSIDER WHEN DESIGNING A SENSORY ROOM
A sensory room is defined as a “specially designed environment that provides a positive sensory experience to people with
various abilities”. Benefits of sensory rooms include:
SENSORY STIMULATION: Encouraging exploration of one’s surroundings can teach positive reactions to real world situations.
INCREASED LEARNING AND ACTIVITY: Sensory stimulation engages different areas of the brain which can lead to better absorption of information.
IMPROVED BALANCE, MOVEMENT, AND SPATIAL ORIENTATION: Sensory spaces help develop users visual processing abilities and motor skills which leads to higher function in independent living environments.
MINIMIZING BEHAVIORAL PROBLEMS: Sensory rooms provide a moment of comfort and calm for overactive and distressed individuals as well as help inactive individuals feel better engaged.
ARCHITECTURE FOR AUTISM : AUTISM ASPECTSS IN SCHOOL DESIGN
Although there is a large population of individuals with ASD dealing with altered perception of their environments, autism is
not currently a part of universal design standards. Autistic behaviors are the result of ineffective sensory perception which
has a direct correlation to interior environments. Sensory Design Theory deals with designing environments that are easily
manipulated to adapt to the different sensory needs autistic individuals. This theory outlines seven principles that accommodate
and consider general challenges that autistic users face regularly. Included are acoustics, spatial sequencing, escape spaces,
compartmentalization, transition zones, sensory zoning, and safety.
These principles of Sensory Design Theory, incorporate considerations that are critical to the success of autistic individuals in a
built environment. Using one-way circulation to separate areas of varying stimulus and providing transitional zones between areas
establishes a framework for successful learning/living for autistic individuals. These elements may be on a small scale (changes in
flooring material to provide a visual cue between different sensory zones) or large scale (providing image dominant wayfinding
throughout the facility). A space that caters to special needs users should allow for the control and variance of acoustical quality
in different zones. Zones with higher concentration should minimize external noises and echo, while other lower concentration
spaces should allow higher noise levels to help “graduate” users from adapted acoustical rooms to a typical noise levels.
THE EFFECTS OF COLOR ON LEARNING AND BEHAVIOR
Persons with ASD may experience a sensitivity to color that impacts success in the classroom. Because individuals with autism
tend to have heightened sensory responses and strong visual processing abilities, color can be a factor in learning outcomes.
Universal design must recognize that color can have both a physiological (scientific) and psychological (emotional) impact on
mood, attention, energy levels, heart rate, and blood pressure. Color preferences are variable within the autism community and
what might trigger panic in one person, may calm another. Eliminating detrimental sensory impacts for people with autism is
essential. This leads to a general need for neutrality in color and material palette. Contradicting findings show that students
that were given the option to choose the color of their personal piece of paper had increased academic performance. These two
theories combined lead to a compromise where any learning environment meant to accommodate someone with ASD should
remain neutral, while smaller details may incorporate softer colors. To help cater to the varying needs of individuals, users should
be given personal control over the color of certain elements in their surroundings. Color also works effectively used as wayfinding
to increase independence, information absorption, and general safety.
PROVIDE: physical structure, visual instructions, opportunities for parent participation, opportunities for inclusion, generous space standards, withdrawal spaces, assistance, sensory integration, flexibility
MAXIMIZE: visual structure, future independence, safety, comprehension, accessibility, durability and maintenance
MINIMIZE: sensory distractions
Citation: Khare, Rachna, and Abir Mullick. “Designing Inclusive Educational Spaces with Reference to Autism.” PsycEXTRA Dataset, 2009, doi:10.1037.
Link: https://journals.sagepub.com/
Citation: Medcalf, Laura. “8 Things to Consider When Designing a Sensory Room.” Assistive Technology at Easter Seals Crossroads, 16 Nov. 2016.
Link: www.eastersealstech.com/2016/11/16/8-things-to-consider-when-designing-a-sensory-room/.
Citation: Mostafa, Magda. “Architecture for Autism: Autism ASPECTSS™ in School Design.” Archnet-IJAR: International Journal of Architectural Research, vol. 8, issue 1 (2014): 143-158.
Link: https://archnet.org/publications/9101
Citation : Gaines, K. S., & Curry, Z. D. (2011). The inclusive classroom: The effects of color on learning and behavior. Journal of Family and Consumer Sciences Education, 29(1), 46-57.
Link: http://www.natefacs.org/Pages/v29no1/v29no1Gaines.pdf
MULTI-PURPOSE / WORK TRAINING
MULTI-PURPOSE (CLOSED WALL) RECEPTION DESK