| dc.description.abstract | Autism Spectrum disorder, ASD, is a developmental
disability caused by differences in the brain. It results
in social, communication, behavior, and emotional
differences. Since ASD is a spectrum there is a large
range in the learning, thinking, and processing abilities of
individuals who are affected by it. Sensory sensitivity is
a common symptom of ASD, and triggers for it can be
impacted by the built environment. All children deserve
the chance to learn in an environment that is well suited
to them, to do so with their peers, and to be equipped for
a future that lives up to their full potential.
The focus of this thesis is on the implementation of sensory
design in mainstream schools. Specifically, by looking
at how Autism Spectrum Disorder impacts the brain
differently from a ‘neurotypical’ individual, the study will
delve into how spaces have been designed to limit sensory
overload and allow individuals with ASD the freedom to
thrive. Implications of designing for individuals with ASD
on those without the disorder will be evaluated to see how
sensory strategies can be beneficial to all of the space’s
users. The major question is whether the recent design
strategies of sensory sensitive design can be transcribed
back into a ‘typical’ school so that facilities can be utilized
harmoniously, fostering relationships between currently
separate groups? | en_US |
