Abstract
The features of the built environment that pose obstacles to people with Autism Spectrum Disorder or Asperger Syndrome have been evaluated in recent times to a certain degree, however, the awareness of these problems are still not common among architects. An effective way that could change the social awareness seems to be the dissemination of direct personal experience of contact with people that have a different perception and response to the built environment. Such contact can evoke the emotional reaction of sympathy and desire to understand their specific problems, which should entail a permanent change in the awareness of those involved. In view of the above a participatory action research experiment has been launched to enable students of architecture to investigate selected problems of the design of the environment with teenagers with ASD/AS, and, at the same time, assist them in their direct experience of space.
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Notes
- 1.
For current state of research which constitutes basis for this text please refer to our other text “Shaping the space for persons with Autisms Spectrum Disorder” in this publication.
- 2.
Recently, the students from Gdańsk, Poland, made an interesting research on playground places for children with ASD, Herkt et al. [1].
- 3.
Similar experienced students have gained during participatory research workshop with elders, which were organised by our team, see Bielak-Zasadzka and Tymkiewicz [2].
- 4.
Similar approach was demonstrated by Ian Scott in his experiment with design the ideal classroom with children with ASD [3].
- 5.
The selection of features to investigate was based on dr Joanna Ławicka personal experience and knowledge and state of the research review, especially of Simon Humphreys experience [4].
- 6.
Not all rooms were evaluated by all teams. It resulted from the specificity of the game in which the assumption was that inside a small room there might only be 1 team to avoid disturbances during evaluation. The attractiveness of the game for teenagers, and the fact there was no rush to do the evaluations were more important than the number of results.
References
Herkt, K., Bucała, M., Kielak, E., Jarosz, N., Jagiełka, W.: Przestrzeń placów zabaw dostosowana do potrzeb dzieci z autyzmem, Badania Interdyscyplinarne w Architekturze 2, tom 4, Gliwice (2017)
Bielak-Zasadzka, M., Tymkiewicz, J.: Senior homes of the future in the eyes of students of architecture. Didactic experience from the application of the design thinking method. Archit. Civ. Eng. Environ. ACEE 9(1), 49–56 (2016). Silesian University of Technology, Gliwice
Scott, I.: Analysis of a project to design the ideal classroom undertaken by a group of children on the autism spectrum and students of architecture. In: GAP, vol. 12 (2011)
Humphreys, S.: Autism and Architecture. http://www.autismlondon.org.uk/pdf-files/bulletin_feb-mar_2005.pdf. Accessed 28 Feb 2018
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Bugno-Janik, A., Bielak-Zasadzka, M. (2019). Quality of the Built Environment from the Point of View of People with Autism Spectrum Disorder. In: Charytonowicz, J., Falcão, C. (eds) Advances in Human Factors, Sustainable Urban Planning and Infrastructure. AHFE 2018. Advances in Intelligent Systems and Computing, vol 788. Springer, Cham. https://doi.org/10.1007/978-3-319-94199-8_7
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DOI: https://doi.org/10.1007/978-3-319-94199-8_7
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