Summary of Design Considerations for Pupils with Autism Spectrum Disorder (ASD)

Key Points

Importance of Thresholds

• Definition and Function: The threshold is often overlooked, merely seen as a doorway. However, it holds significant value, acting as a point of transition between environments.
• Space for Preparation: For pupils with ASD, thresholds serve as essential areas for preparing to enter or exit environments, crucial for managing transitions.

Classroom Design Considerations

• Cloakroom Areas: Adequate cloakroom spaces allow pupils to mentally prepare for entering or leaving the classroom.
• External Spaces: Covered outdoor areas can act as transitional zones, assisting pupils in preparing for outdoor play or returning to the classroom.

Zoning Within Classrooms

• Identification of Zones: Clearly defined zones within the classroom are critical, allowing pupils to associate specific activities with particular areas. This helps establish a predictable structure.
• Visual Timetables: A visual timetable provides a point of reference for pupils with ASD, supporting their understanding of transitions between activities.

Need for Quiet Spaces

• Dedicated Quiet Areas: The requirement for a quiet zone within the classroom was strongly emphasised by teaching staff. Such areas provide relief for distressed pupils and facilitate a calming environment.
• Reduced Stimuli: Workstations should be designed with low-stimulation elements to enhance concentration, while ensuring the larger classroom environment remains similar to mainstream settings.

Classroom Flexibility

• Storage and Layout: Additional storage space is necessary to adapt the classroom according to pupils' needs and moods. This flexibility is particularly important for young pupils with larger learning materials.
• Personal Space: An expanded classroom area supports the need for personal space and allows for the adjustment of layouts to accommodate individual requirements.

Conclusion

• Architectural Interventions: While thoughtful design considerations are vital, it is essential to recognise that changes to the physical environment are just one aspect of improving the educational experience for pupils with ASD. Comprehensive support and strategies beyond architecture are necessary for meaningful improvements.