Design for Learning

Bucharest

October 2008

Jim Taylor and Janet StirlingScottish Society for Autism

New Struan – A Centre for Autism

• Designed by the parent of an ex-pupil, in collaboration with staff, present pupils and their parents.

• The design details promote a visual approach to learning for pupils with an ASD and support many of the problems arising from autism.

The Statutory Framework

The Scottish Executive requires schools toprovide environments that are:• Safe• Pleasant• Stimulating• Supportive of curricular, social and leisure activities• Conducive to learning and teaching (Scottish Executive, 2000)

A Curriculum for Excellence

To Enable all young people to become:

Responsible citizens

Effective contributors

Confident Individuals

Successful learners

Scottish Executive 2005

Successful learners

With:• Enthusiasm and motivation for

learning• Determination to reach high

standards of achievement• Openness to new thinking and

ideas

Responsible citizens

With:• Respect for others

• Commitment to participate responsibly in political, economic, social and cultural life

Confident Individuals

With:• Self respect

• A sense of physical, mental and emotional well-being

• Ambition

Effective contributors

With:• An enterprising attitude

• Resilience

• Self reliance

Her Majesty’s Inspectorate of Education (HMIe) audit and review teams expect to see:

• Space that ensures freedom and clarity of movement

• Adjustable lighting and heating• Good acoustics• Adequate furniture and storage that is fit for

purpose• Furnishings and colour that both stimulate

learning and promote a calm atmosphere

‘Auditory and tactile in-put often overwhelmed me. Loud noise hurt my ears. When noise and sensory stimulation became too intense, I was able to shut off my hearing and retreat into my own world.’ (Grandin, 1996)

‘Value Added’

Design takes account of the differentperceptions and learning style of childrenwith an ASD, including:• Sensory distortion• Perceptual distortion• Executive function difficulties• Central coherence difficulties• Inflexibility of thought and action• Social interaction difficulties

The design also supports:• Promotion of independence• Greater social and emotional well-

being• Pupil involvement in the planning

and delivery of ‘whole school’ events

Donna Williams describes her ideal education environment:

‘…one where the room had very little echo or reflective light, where the lights were soft and glowing with upward rather than downward projecting light. It would be one where the physical arrangements of things in the room was cognitively orderly and didn’t alter and where everything in the room remained within routinely defined areas. It would be an environment where only what was necessary to learning was on display and there were no unnecessary decorations or potential distractions’ (Williams 1996, p.284)

The architect’s briefTo create:• A sense of calm and order• Good levels of natural light and ventilation• Reduction of detail• Good proportion• Proxemics (the amount of space that people feel it necessary

to set between themselves)• Containment (ensuring that people with ASD are safe and

secure within their environment)• Easily managed, durable materials• Good observation• Good quality acoustics

Whitehurst, 2006

‘The Street’Wide, well-lit, carpeted

corridor enables:

• Clear view• Brightness and space• Reduced noise• Easy movement of ‘traffic’• Passing without touching• Independent movement• Socialising• Induces sense of well-being

‘Caves of learning’

Curve outwards from the ‘street’, with a minimum of sharp angles, obstructive corners and hidden doorways.

These areas offer many learning opportunities:

Promote transitions

Extend the teaching environment

The classroomsInclude the following details:• Clearly delineated areas • ‘Quiet room’ • Low level and high level windows • A ‘light shelf’ and specifically angled ceiling • A daylight simulator • Dimmer switches • Large carpeted areas • Ample storage space • High quality, robust and attractive furnishings• Well organised and attractive display areas• An external door leading to a patio area and gardens

Independent working

Paired working

Group working

Quiet areas

Learning for living

Learning to relax

Citizenship

Increased opportunities for pupil involvement in ‘whole school’ and community events.

Special Assemblies

Pupil Council

Confident Individuals:• Pupils generate

ideas• Consult with

peers/staff• Problem-solve

/organise/delegate• Manipulate the

Director

Pupils involve their parents

Impact• A calm and structured arrival at school each day• Important, daily transitions are made without confusion or

fear of crowding.• Greater autonomy throughout the day as pupils move from

area to area without the need for direct supervision.• Clear delineation and purpose of each area of the

classrooms has resulted in increased independence and focus for the pupils.

• Classroom lay-out and ample storage has enabled staff to provide an uncluttered and purposeful working environment.

• During times of stress pupils request time in a favoured space, thus having some control over their own behaviour.

• Aura of calm and a sense of well-being.

Continued …………….• The respect, value and high expectation of the pupils

has resulted in a dramatic decrease in the amount of damage to property.

• Clear views and easy access to the outside areas has greatly reduced the need for pupils to resort to other measures in order to see or be outside.

• Enhanced social opportunities.• There is a greater sense of community and inclusion

throughout the school, with pupils, staff and parents joining together to plan and participate in ‘whole school’ events and activities.

• An ‘excellent’ building promotes the delivery of a ‘Curriculum for Excellence’.

References

• Grandin, T. (1996), Thinking in Pictures, New York: Vintage

• Scottish Executive, (2004), A Curriculum for Excellence, SOED

• Whitehurst, T. (2006), The impact of building design on children with autistic spectrum disorders, Good Autism Practice, 7, 1

• Williams, D. (1996) Autism: an inside-out approach, London: Jessica Kingsley