FLOOR PLAN Scale : 1/8” = 1”-0”

SCHEMATIC DESIGN PROPOSALPERSONAL CONTROL: To promote positive sensory reactions to their surroundings, users of Rise + Run will be provided with regular opportunities to have personal control over various elements within their environments such as color, temperature, function,

noise levels, and tactile experience.

APPROPRIATE ACOUSTICS: The acoustical qualities incorporated into each individual space such as materiality, acoustical dampening, echo reduction, and noise control will be directly aligned with the programmed activities and the level of concentration

required of users during typical function.

FOSTERING INDEPENDENCE: Because Autism has a very close correlation with one’s visual perception of their surroundings, the incorporation of frequent, mainly pictorial wayfinding elements throughout the program will increase safety, encourage the

independent movement of users, and free staff to focus on tasks other than navigating users around.

SENSORY DESIGN THEORY: Using proponents of this design theory, steps will be taken to integrate experiences that are both comfortable and challenging for users to promote healthy growth and progress at a pace that suits the individual.

COMPARTMENTALIZATION: Compartmentalization is an important principle to Sensory Design Theory that deals with defining and limiting sensory environments of each activity into compartments. This will be implemented by using strategic changes in flooring

materials to provide users with sensory cues as to the expected level of focus and activity within individual spaces.

RISE

+

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GOALS + OBJECTIVES

DESIGNERS STATEMENT

Deriving inspiration from the stair, Rise + Run focuses on helping users move forward and upward at a comfortable pace.

User success will be achieved by considering the perception of space through the eyes of someone with ASD as well as the

effects their surroundings have on their daily achievements. Using concepts of Sensory Design Theory to maximize learning

efficiency, occupants can develop skill sets necessary for a career and independent living. Design solutions including transitional

material changes, pictorial wayfinding, and acoustical control encourage independent movement of users and opportunities for

adjustment into normal ways of life over time.

HIGH SENSORY

LOW SENSORY

ACCESSIBILITY

MODULAR ELEMENTS

ACOUSTICAL SYSTEMS

ESCAPE SPACES

EGRESS

SOLAR TUBES + DAYLIGHTING

CUSTOM DESIGNS

TRAINING KITCHEN

WORK

TRA

ININ

GMU

LTI-

PURP

OSE

ROOM

MOCK

APART

MENT

CLIENTRESTROOM

RECEPTION

TRAINER’SOFFICE

DIRECTOR’SOFFICE

SENSORY ROOM

FITN

ESS AREA

CRAFT ROOM

EMPLOYEERESTROOM

retractable accordion wall

nesting visitor stools

rollablewhiteboards

movable tables

bean bag chairswire gallery system

switch controlled mirror system

1

2

3

4

1

HIGH SENSORY

LOW SENSORY

ACCESSIBILITY

MODULAR ELEMENTS

ACOUSTICAL SYSTEMS

ESCAPE SPACES

EGRESS

SOLAR TUBES + DAYLIGHTING

CUSTOM DESIGNS

TRAINING KITCHEN

WORK

TRA

ININ

GMU

LTI-

PURP

OSE

ROOM

MOCK

APA

RTME

NT

CLIENTRESTROOM

RECEPTION

TRAINER’SOFFICE

DIRECTOR’SOFFICE

SENSORY ROOM

FITNESS AREA

CRAFT ROOM

EMPLOYEERESTROOM

retractable accordion wall

nesting visitor stools

rollablewhiteboards

movable tables

bean bag chairswire gallery system

switch controlled mirror system

1

2

3

4

1

1

2

3

4

PROGRAM DETAILS

RECEPTIONDIRECTOR’S OFFICE

CLIENT RESTROOM

STAFF RESTROOM

MOCK APARTMENT TRAINING KITCHEN

MULTI-USE SPACE

FLEX SPACE

TRAINER’S OFFICE

SENSORY ROOM WORK TRAINING291 SF

197 SF

94 SF

157 SF

578 SF

75 SF

715 SF

314 SF

735 SF 696 SF556 SF

OCCUPANCY CLASSIFICATION : Business Occupancy (B)TOTAL OCCUPANCY LOAD : 53

MINIMUM EXIT WIDTH : 7.95”, (2) 3’- 0” DoorsMAXIMUM DISTANCE TO EXIT : 100’- 0”

LANDSCAPING

INTERIOR VIEWS

MATERIALS ADJACENCY

INTERIOR ELEVATION: FLEX SPACE

BLOCKING PROCESS: Designs

were reconfigured to reduce the

number of independent columns

that failed to align with walls.

SPACE ATTRIBUTES: This

design phase helped identify key

elements and locations within the

program.

SPACE PLANNING: This plan

was modified to better fit the

square footage needs of each

individual programmed space.

Front Entry/ReceptionMulti-purpose Training Work Training RoomTraining/Demo KitchenMock ApartmentFlexible Use RoomSensory Integration Outdoor Area Director OfficeShared Trainer Office Staff Unisex RestroomClient Unisex Restroom

Direct AdjacencyNear AdjacencyUndesirable AdjacencyNo Adjacency

RESEARCHDESIGNING INCLUSIVE EDUCATION SPACES WITH REFERENCE TO AUTISM

Inclusive educational spaces address the environmental factors that influence the performance of autistic individuals within

educational spaces. Autism causes a number of learning issues for the individual such as engagement in repetitive activities,

stereotyped movement, resistance to change in environment or routine and unusual responses to sensory experiences. Current

design standards do not properly consider the needs of users with autism. However, measures can be taken during the design

process to produce a more universally built environment where autistic users can function more effectively. These measures are

outlined below:

THINGS TO CONSIDER WHEN DESIGNING A SENSORY ROOM

A sensory room is defined as a “specially designed environment that provides a positive sensory experience to people with

various abilities”. Benefits of sensory rooms include:

SENSORY STIMULATION: Encouraging exploration of one’s surroundings can teach positive reactions to real world situations.

INCREASED LEARNING AND ACTIVITY: Sensory stimulation engages different areas of the brain which can lead to better absorption of information.

IMPROVED BALANCE, MOVEMENT, AND SPATIAL ORIENTATION: Sensory spaces help develop users visual processing abilities and motor skills which leads to higher function in independent living environments.

MINIMIZING BEHAVIORAL PROBLEMS: Sensory rooms provide a moment of comfort and calm for overactive and distressed individuals as well as help inactive individuals feel better engaged.

ARCHITECTURE FOR AUTISM : AUTISM ASPECTSS IN SCHOOL DESIGN

Although there is a large population of individuals with ASD dealing with altered perception of their environments, autism is

not currently a part of universal design standards. Autistic behaviors are the result of ineffective sensory perception which

has a direct correlation to interior environments. Sensory Design Theory deals with designing environments that are easily

manipulated to adapt to the different sensory needs autistic individuals. This theory outlines seven principles that accommodate

and consider general challenges that autistic users face regularly. Included are acoustics, spatial sequencing, escape spaces,

compartmentalization, transition zones, sensory zoning, and safety.

These principles of Sensory Design Theory, incorporate considerations that are critical to the success of autistic individuals in a

built environment. Using one-way circulation to separate areas of varying stimulus and providing transitional zones between areas

establishes a framework for successful learning/living for autistic individuals. These elements may be on a small scale (changes in

flooring material to provide a visual cue between different sensory zones) or large scale (providing image dominant wayfinding

throughout the facility). A space that caters to special needs users should allow for the control and variance of acoustical quality

in different zones. Zones with higher concentration should minimize external noises and echo, while other lower concentration

spaces should allow higher noise levels to help “graduate” users from adapted acoustical rooms to a typical noise levels.

THE EFFECTS OF COLOR ON LEARNING AND BEHAVIOR

Persons with ASD may experience a sensitivity to color that impacts success in the classroom. Because individuals with autism

tend to have heightened sensory responses and strong visual processing abilities, color can be a factor in learning outcomes.

Universal design must recognize that color can have both a physiological (scientific) and psychological (emotional) impact on

mood, attention, energy levels, heart rate, and blood pressure. Color preferences are variable within the autism community and

what might trigger panic in one person, may calm another. Eliminating detrimental sensory impacts for people with autism is

essential. This leads to a general need for neutrality in color and material palette. Contradicting findings show that students

that were given the option to choose the color of their personal piece of paper had increased academic performance. These two

theories combined lead to a compromise where any learning environment meant to accommodate someone with ASD should

remain neutral, while smaller details may incorporate softer colors. To help cater to the varying needs of individuals, users should

be given personal control over the color of certain elements in their surroundings. Color also works effectively used as wayfinding

to increase independence, information absorption, and general safety.

PROVIDE: physical structure, visual instructions, opportunities for parent participation, opportunities for inclusion, generous space standards, withdrawal spaces, assistance, sensory integration, flexibility

MAXIMIZE: visual structure, future independence, safety, comprehension, accessibility, durability and maintenance

MINIMIZE: sensory distractions

Citation: Khare, Rachna, and Abir Mullick. “Designing Inclusive Educational Spaces with Reference to Autism.” PsycEXTRA Dataset, 2009, doi:10.1037.

Link: https://journals.sagepub.com/

Citation: Medcalf, Laura. “8 Things to Consider When Designing a Sensory Room.” Assistive Technology at Easter Seals Crossroads, 16 Nov. 2016.

Link: www.eastersealstech.com/2016/11/16/8-things-to-consider-when-designing-a-sensory-room/.

Citation: Mostafa, Magda. “Architecture for Autism: Autism ASPECTSS™ in School Design.” Archnet-IJAR: International Journal of Architectural Research, vol. 8, issue 1 (2014): 143-158.

Link: https://archnet.org/publications/9101

Citation : Gaines, K. S., & Curry, Z. D. (2011). The inclusive classroom: The effects of color on learning and behavior. Journal of Family and Consumer Sciences Education, 29(1), 46-57.

Link: http://www.natefacs.org/Pages/v29no1/v29no1Gaines.pdf

MULTI-PURPOSE / WORK TRAINING

MULTI-PURPOSE (CLOSED WALL) RECEPTION DESK