Abstract
As a society we have a responsibility to provide an inclusive built
environment. For those with Autistic Spectrum Disorder (ASD) however, the
world can be a frightening, difficult and confusing place. The challenge of
integrating more fully into society can be distanced by an alienating built
environment. This is particularly debilitating for younger children who can
find themselves detached from learning and interaction with their peers by
uncomfortable surroundings.
Subsequently there has been a growing interest in promoting
ASD-friendly environments, especially in a school setting. Strategies to
date have generally followed a widely accepted reductionist or generalist
approach. However, the authors now contend that there needs to be a
greater discussion of what truly constitutes an ASD-friendly environment, in
conjunction with investigating what strategies best articulate a progressive approach to supporting those, and especially the young, with ASD in our
built environment.
Hence this paper first introduces some of the challenges faced by
those with ASD in trying to cope with their surroundings. It then outlines
a triad of challenges to overcome when considering what truly constitutes
an ASD-friendly environment. The authors then highlight the need and
advantage of supporting change and adaption in our shared inhabited
landscape through providing both choice and reassurance for the child
with ASD.
It is hoped that by increasing awareness and then questioning what
genuinely constitutes an ASD-friendly environment, it might ultimately help
facilitate greater inclusion of the ASD child into mainstream education and
society at large.
Original language | English |
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Pages (from-to) | 5-17 |
Number of pages | 13 |
Journal | Childhood Remixed Journal |
Issue number | 4 |
Publication status | Published - 2015 |
Keywords
- Architecture; Autism Spectrum Disorder; Children; Design; Inclusion