1. CREATING EFFECTIVE ENVIRONMENTS FOR INDIVIDUALS WITH AUTISTIC SPECTRUM DISORDERS Lynn Plimley, Lecturer in ASDs l.a.plimley@bham.ac.uk

2. CONTEXT OF THIS TALK Recognition of difference in individuals with ASDs –On a sensory level –On a cognitive level –On a social level –On a interactive level –On a flexibility level

3. Good Practice Pointers – DfES, 2002 ATTENTION NEEDS TO BE PAID TO : Organisation of room Arrangement of furniture Visual cues Places for activities Places for belongings Access to resources Ergonomic factors: –Light/heat/chair height/ temperature/surfaces/sensory distractions

4. Background to Good Autism Practice (GAP) Journal paper *Distance Education students of ASDs (B.Phil Ed and M.Ed)

5. The notion of autism friendliness People factors Understanding staff ASD knowledge Prioritise the important Weigh up issues Consistency Continuity Attitudes and anticipation Evaluation Environment factors Quiet, calm atmosphere Carpeted areas Absence of loud and sudden noise Planning for change Visual scaffold Adult number Sensory needs Lighting, heating factors

6. Sunfield residential school (Whitehurst, 2006) Architect’s principles in designing buildings for people with ASDs 1.Sense of calm and order 2.High level of natural light and ventilation 3.Reduction of detail 4.Good proportion 5.Proxemics

7. 6.Good acoustics 7.Durable materials 8.Safety and security that environment offers 9.Good observation points

8. These principles were translated into: - Choice of communal areas Outdoor space Curved surfaces High level windows Soft, non-flickering lights Underfloor heating Sound-absorbent ceilings

9. Background to Good Autism Practice Journal paper *Webautism students (Certificate of Higher Education)

10. INPUT FROM WEBAUTISM STUDENTS Room design Task Based on standard scale model manipulation but online Students have looked at fundamental principles around designing environments for people with ASDs Environments have to take into consideration particular sensory needs, potentially strong preferences and levels of tolerance

11. The task is to design a “living space” suited to the age range of people they are caring for or working with They are able to move furniture and fittings within the 25 square metre space They are asked to give the rationale for their choice of room plan and also specify choice of paint colour, lighting and other additional features

12. Let’s look at some of their ideas

13. Feedback from Webautism students Most popular choices Individual seating/beanbags Areas for work Occasional tables Low level cupboards Range of IT and music accessories Plenty of power sources High level focussed lighting

14. Useful reading Bogdashina, O (2003) Sensory perceptual issues in autism and Asperger syndrome. London: Jessica Kingsley. www.jkp.comwww.jkp.com Department for Education and Skills (2004) Autistic Spectrum Disorders. Good Practice Guidance. Nottingham: DfES Humphreys, S (2005) Autism and architecture. www.autismlondon.org.uk/pdf-files/bulletin_feb-mar_2005.pdf www.autismlondon.org.uk/pdf-files/bulletin_feb-mar_2005.pdf Lawson,W (2000) A life through glass. London:JKP. Plimley, L (2004) Analysis of a student task to create an autism-friendly living environment. Good Autism Practice (GAP) Journal. 5 (2) pp. 35-41 Whitehurst, T (2006)The impact of building design on children with autistic spectrum disorders. GAP Journal. 7 (1) pp. 31-8 Williams, D (1998) Autism and sensing. London: JKP