Autism and buildings - Revision history

Editor at 12:21, 24 April 2024

2024-04-24T12:21:40Z

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−	[[File:~~Autism ai~~-~~gen 1000~~.jpg]]	+	[[File:Autism_ai-gen_1000.jpg\|link=File:Autism_ai-gen_1000.jpg]]

	= What is Autism =		= What is Autism =
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	Can certain times in the day be allocated as quieter times, perhaps with less appointments or once a week or month where not possible and allocated as autism hours. During these times autism aware staff could be present, background music and lighting levels reduced. For example entertainment venues could offer autism-friendly events with less restriction on individuals moving, lower light and sound levels, quiet areas and autism aware or trained staff.		Can certain times in the day be allocated as quieter times, perhaps with less appointments or once a week or month where not possible and allocated as autism hours. During these times autism aware staff could be present, background music and lighting levels reduced. For example entertainment venues could offer autism-friendly events with less restriction on individuals moving, lower light and sound levels, quiet areas and autism aware or trained staff.

−	~~Designing buildings has a number of other~~ articles ~~relating to autism, neurodivergence and inclusivity listed below.~~	+	= Related articles on Designing Buildings =

−	~~= Building for neurodiversity: guidelines address final frontier~~ of ~~inclusive design~~. =	+	Designing buildings has a number of other articles relating to autism, neurodivergence and inclusivity listed below.

		+	* Building for neurodiversity: guidelines address final frontier of inclusive design.
	* Accessibility in the built environment.		* Accessibility in the built environment.
	* Assistive listening system.		* Assistive listening system.

Editor at 12:20, 24 April 2024

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		+	[[File:Autism ai-gen 1000.jpg]]
		+
	= What is Autism =		= What is Autism =

Editor at 12:17, 24 April 2024

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	[https://www.architecture.com/knowledge-and-resources/knowledge-landing-page/architects-designing-for-autism?utm_source=linkedin&utm_medium=social&UTM_campaign=da4d41e4-b9e2-451c-ae11-3741339024d7 https://www.architecture.com/knowledge-and-resources/knowledge-landing-page/architects-designing-for-autism].		[https://www.architecture.com/knowledge-and-resources/knowledge-landing-page/architects-designing-for-autism?utm_source=linkedin&utm_medium=social&UTM_campaign=da4d41e4-b9e2-451c-ae11-3741339024d7 https://www.architecture.com/knowledge-and-resources/knowledge-landing-page/architects-designing-for-autism].
		+
		+	[https://knowledge.bsigroup.com/products/design-for-the-mind-neurodiversity-and-the-built-environment-guide?version=standard https://knowledge.bsigroup.com/products/design-for-the-mind-neurodiversity-and-the-built-environment-guide?version=standard]

	[[Category:DCN_Commentary]] [[Category:DCN_Definition]] [[Category:DCN_Research,_Development_and_Innovation]] [[Category:Definitions]] [[Category:Roles_/_services]]		[[Category:DCN_Commentary]] [[Category:DCN_Definition]] [[Category:DCN_Research,_Development_and_Innovation]] [[Category:Definitions]] [[Category:Roles_/_services]]

Editor at 11:32, 24 April 2024

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	[https://www.autism.org.uk/advice-and-guidance/professional-practice/designing-schools Designing schools for autistic pupils by Martin Peat Director of Richardson and Peat contractors.]		[https://www.autism.org.uk/advice-and-guidance/professional-practice/designing-schools Designing schools for autistic pupils by Martin Peat Director of Richardson and Peat contractors.]
		+
		+	[https://www.architecture.com/knowledge-and-resources/knowledge-landing-page/architects-designing-for-autism?utm_source=linkedin&utm_medium=social&UTM_campaign=da4d41e4-b9e2-451c-ae11-3741339024d7 https://www.architecture.com/knowledge-and-resources/knowledge-landing-page/architects-designing-for-autism].

	[[Category:DCN_Commentary]] [[Category:DCN_Definition]] [[Category:DCN_Research,_Development_and_Innovation]] [[Category:Definitions]] [[Category:Roles_/_services]]		[[Category:DCN_Commentary]] [[Category:DCN_Definition]] [[Category:DCN_Research,_Development_and_Innovation]] [[Category:Definitions]] [[Category:Roles_/_services]]

Editor at 10:18, 24 April 2024

2024-04-24T10:18:32Z

← Older revision		Revision as of 10:18, 24 April 2024
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	Can certain times in the day be allocated as quieter times, perhaps with less appointments or once a week or month where not possible and allocated as autism hours. During these times autism aware staff could be present, background music and lighting levels reduced. For example entertainment venues could offer autism-friendly events with less restriction on individuals moving, lower light and sound levels, quiet areas and autism aware or trained staff.		Can certain times in the day be allocated as quieter times, perhaps with less appointments or once a week or month where not possible and allocated as autism hours. During these times autism aware staff could be present, background music and lighting levels reduced. For example entertainment venues could offer autism-friendly events with less restriction on individuals moving, lower light and sound levels, quiet areas and autism aware or trained staff.

−	~~National Autistic Society~~	+	Designing buildings has a number of other articles relating to autism, neurodivergence and inclusivity listed below.

−	~~60 years ago a group~~ of ~~parents of autistic children founded a charity to fight for autistic people's rights~~.	+	= Building for neurodiversity: guidelines address final frontier of inclusive design. =

−	~~In 1962, a group of parents with autistic children set up what would go on to become~~ the ~~National~~ Autistic ~~Society~~. ~~At the time, there was no provision for autistic children, who were often diagnosed with childhood schizophrenia~~ and ~~sent to institutions. In 1965 John Lennon donated £1,000 to help set up~~ the ~~world's first school specifically for autistic children in West London~~. ~~10 years later Sybil Elgar and parents of children at the school opened the UK’s first residential service~~ for ~~autistic adults, in Somerset, helping them to feel more independent and part~~ of ~~society~~. ~~By the 90's the Centre for Social~~ and ~~Communication Disorders was opened at Elliot House~~ in ~~Bromley by Dr Lorna Wing who some years earlier had developed the term ‘the autistic spectrum’ with Dr Judith Gould~~. ~~In 2009 the Autism Act, requiring a government strategy for improving services for autistic adults, underpinned by legally binding guidance to councils~~ in ~~England~~. ~~In 2019 Autism at WorkProgramme was started~~ in ~~association with~~ the ~~Bloomfield Trust~~, ~~to help increase the number of autistic people in sustainable paid employment~~. ~~2022 is the 60th Anniversary~~ of the ~~National Autistic Society~~.	+	* Accessibility in the built environment.
		+	* Assistive listening system.
		+	* Autistic masking.
		+	* Autism and the workplace.
		+	* Building for neurodiversity: guidelines address final frontier of inclusive design.
		+	* Diversity and inclusion in conservation training.
		+	* Glare in buildings
		+	* Health and wellbeing impacts of natural and artificial lighting
		+	* Hypersensitivity.
		+	* Neurodiversity in the built environment.
		+	* Neurodivergence, project management and employers.
		+	* Special educational needs: an analysis of the necessities for inclusion.
		+	* Wayfinding.

−	~~For further information see the following link: [https://www.autism.org.uk/what-we-do https://www.autism.org.uk/what-we-do]~~	+	= Further guidance =

−	[[Category:~~Articles_needing_more_work~~]]	+	[https://www.autism.org.uk/advice-and-guidance/topics/autism-friendly-guide/accessible-environments UK National Austistric Society Accessible environments resource and checklists.]
		+
		+	[https://www.autism.org.uk/advice-and-guidance/professional-practice/designing-schools Designing schools for autistic pupils by Martin Peat Director of Richardson and Peat contractors.]
		+
		+	[[Category:DCN_Commentary]] [[Category:DCN_Definition]] [[Category:DCN_Research,_Development_and_Innovation]] [[Category:Definitions]] [[Category:Roles_/_services]]

Editor at 10:06, 24 April 2024

2024-04-24T10:06:08Z

Show changes

Editor at 09:41, 24 April 2024

2024-04-24T09:41:42Z

← Older revision		Revision as of 09:41, 24 April 2024
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	What noises are present in the space and can they be reduced, for example by reducing the volume of background music, quieter hand dryers in the WCs. Inform occupants of the building when noise levels might increase for example for the regular school bells, or announcements and ensure information and ear plugs can be provided if needed. Can quieter areas be allocated that are less impacted by noises, with perhaps lower level lighting.		What noises are present in the space and can they be reduced, for example by reducing the volume of background music, quieter hand dryers in the WCs. Inform occupants of the building when noise levels might increase for example for the regular school bells, or announcements and ensure information and ear plugs can be provided if needed. Can quieter areas be allocated that are less impacted by noises, with perhaps lower level lighting.

−	Occupancy levels	+	== Occupancy levels ==

−	Higher occupancy levels may in some cases be unavoidable but are there alternatives in terms of management. Crowds and queues can be ~~problemmatic~~ for ~~autistci~~ people.	+	Higher occupancy levels may in some cases be unavoidable but are there alternatives in terms of management to help minimise impacts. Crowds and queues can be problematic for autistic people, are there ways to inform then of quieter or busier times, or alternative ticket systems or online time allocations to avoid waiting in crowded spaces. Is it possible to make other occupants aware of the noise restrictions or provide, alternative waiting areas, or recommended places.
−		+
−	~~• Are there areas of your buildings which~~ are ~~susceptible to crowds? Is~~ there a	+
−		+
−	~~way that you can minimise this? Maybe the recent COVID measures gave you~~	+
−		+
−	~~strategies~~ to ~~manage these? Let autistic customers know which times tend to be~~	+
−		+
−	quieter ~~and which are~~ busier~~. Could you allow customers into your venue outside~~	+
−		+
−	~~of these~~ times, ~~opening earlier~~ or ~~later for those who need it? If you have a busy~~	+
−		+
−	waiting ~~area, for example,~~ in ~~a medical clinic could someone wait outside or in~~	+
−		+
−	~~their car and be called when~~ it ~~is their turn?~~	+
−		+
−	~~• Is there a system by which you can support people~~ to ~~avoid queues? If tickets~~	+
−		+
−	~~can be booked online~~ make ~~sure you publicise this~~. ~~Or could you open up~~	+
−		+
−	~~alternative routes?~~	+

	* excessive noise		* excessive noise
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	Bright lights • Can you reduce the brightness of the lights within your buildings? If this isn’t possible in all areas of your buildings can you allocate an area where lights are dimmed and it is quieter than the rest of the building(s)?		Bright lights • Can you reduce the brightness of the lights within your buildings? If this isn’t possible in all areas of your buildings can you allocate an area where lights are dimmed and it is quieter than the rest of the building(s)?
−
−	~~Crowds and queues~~
−
−	~~• Are there areas of your buildings which are susceptible to crowds? Is there a~~
−
−	~~way that you can minimise this? Maybe the recent COVID measures gave you~~
−
−	~~strategies to manage these? Let autistic customers know which times tend to be~~
−
−	~~quieter and which are busier. Could you allow customers into your venue outside~~
−
−	~~of these times, opening earlier or later for those who need it? If you have a busy~~
−
−	~~waiting area, for example, in a medical clinic could someone wait outside or in~~
−
−	~~their car and be called when it is their turn?~~
−
−	~~• Is there a system by which you can support people to avoid queues? If tickets~~
−
−	~~can be booked online make sure you publicise this. Or could you open up~~
−
−	~~alternative routes?~~

	Temperature		Temperature

Editor at 09:30, 24 April 2024

2024-04-24T09:30:05Z

← Older revision		Revision as of 09:30, 24 April 2024
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	= What is Autism =		= What is Autism =

−	The UK National Austistric Society states 'Autism is a lifelong developmental disability which affects how people communicate and interact with the world. More than one in 100 people are on the autism spectrum and there are around 700,000 autistic adults and children in the UK. Autism is a spectrum condition and affects people in different ways. Like all people, autistic people have their own strengths and weaknesses. Below is a list of difficulties autistic people may share, including the two key difficulties required for a diagnosis.	+	The UK National Austistric Society states 'Autism is a lifelong developmental disability which affects how people communicate and interact with the world. More than one in 100 people are on the autism spectrum and there are around 700,000 autistic adults and children in the UK. Autism is a spectrum condition and affects people in different ways. Like all people, autistic people have their own strengths and weaknesses. Below is a list of difficulties autistic people may share, including the two key difficulties required for a diagnosis, some of these can be directly impacted by both the social and physical environments of buildings.

	* Social communication and social interaction challenges. Difficulties interpreting both verbal and non-verbal language, reading, recognising or understanding others' feelings and intentions and their own emotions.		* Social communication and social interaction challenges. Difficulties interpreting both verbal and non-verbal language, reading, recognising or understanding others' feelings and intentions and their own emotions.
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	* Meltdowns and shutdowns. Intense and exhausting reactions when everything becomes too much. Meltdowns occur when completely overwhelmed by a situation can result in temporarily loss of behavioural control. Verbal (shouting, screaming, crying) or physical (kicking, lashing out, biting) or both. These are not same as temper tantrums in children.. Shutdowns appear less intense externally but can be equally debilitating.		* Meltdowns and shutdowns. Intense and exhausting reactions when everything becomes too much. Meltdowns occur when completely overwhelmed by a situation can result in temporarily loss of behavioural control. Verbal (shouting, screaming, crying) or physical (kicking, lashing out, biting) or both. These are not same as temper tantrums in children.. Shutdowns appear less intense externally but can be equally debilitating.

−	The UK National Austistric Society also says 'The definition of autism has changed over the decades and could change in future years as we understand more. Some people feel the spectrum is too broad, arguing an autistic person with 24/7 support needs cannot be compared with a person who finds supermarket lights too bright. We often find that autistic people and their families with different support needs share many of the same challenges, whether that’s getting enough support from mental health, education and social care services or being misunderstood by people close to them. We will continue to fight to make society work for autistic people.' This text is based on that provided by the National Austistric Society, for further information visit https://www.autism.org.uk/.	+	The UK National Austistric Society also says 'The definition of autism has changed over the decades and could change in future years as we understand more. Some people feel the spectrum is too broad, arguing an autistic person with 24/7 support needs cannot be compared with a person who finds supermarket lights too bright. We often find that autistic people and their families with different support needs share many of the same challenges, whether that’s getting enough support from mental health, education and social care services or being misunderstood by people close to them. We will continue to fight to make society work for autistic people.' This text is based on that provided by the National Austistric Society, for further information visit [https://www.autism.org.uk/ https://www.autism.org.uk/].

	= Autism and the built environment =		= Autism and the built environment =

−	~~This resource looks at how you can adapt your environment to support~~ autistic people ~~and their families. Autistic people~~ thrive ~~on being~~ in familiar environments with routine and structure~~. Some may~~ not be comfortable with the idea of change and ~~may have~~ difficulty moving from one environment to another. Autistic people may experience sensory differences~~. They may~~ be over~~-sensitive~~ or under-sensitive to:	+	As described above autistic people can thrive in familiar environments with routine and structure, sometimes not comfortable with the idea of change and having difficulty moving from one environment to another. Autistic people may experience sensory differences that can be impacted by their environment, either over or under sensitive to sights, sounds, smells, textures. Sensory sensitivity can be positive, but it can also cause discomfort. anxiety or distress. As such certain simple design or adaptation solutions can help make environments more autism-friendly.

−	* sights	+	== Lighting levels ==
−	* sounds	+
−	* smells	+
−	* textures.	+

−	~~This~~ can be ~~a positive thing~~, ~~but can also cause distress~~ or ~~discomfort. Some examples~~ of ~~what may cause anxiety due to sensory sensitivities:~~	+	As bright lights can be problematic, consider the possibility to adjust or reduce the brightness of the lights throughout the building such as with set dimmers or different bulbs, or create allocated areas with lower levels of lighting.

−	* bright lights	+	== Noise levels ==
−	* excessive noise	+
−	* smells	+
−	* crowds	+
−	* queues	+
−	* overly hot or cold environments.	+

−	~~Watch our Too Much Information film which shows how Alex~~, ~~aged 11 experiences a typical UK shopping centre~~ and ~~how overwhelming it~~ can ~~become~~. ~~Alex finds it difficult to filter out~~ noises ~~and lights as he walks into the centre~~.	+	What noises are present in the space and can they be reduced, for example by reducing the volume of background music, quieter hand dryers in the WCs. Inform occupants of the building when noise levels might increase for example for the regular school bells, or announcements and ensure information and ear plugs can be provided if needed. Can quieter areas be allocated that are less impacted by noises, with perhaps lower level lighting.

−	~~www.autism.org.uk/tmi~~	+	Occupancy levels

−	~~Many autistic people will avoid everyday situations because~~ of ~~their sensory sensitivities~~. ~~Simple adjustments~~ can be made to make environments more autism-friendly.2 \| Accessible environments Accessible environments – hints and tips There are many adjustments that you can make to your environment, adapting the facilities that you have to support autistic people.	+	Higher occupancy levels may in some cases be unavoidable but are there alternatives in terms of management. Crowds and queues can be problemmatic for autistci people.

−	~~Bright lights~~ • ~~Can you reduce the brightness of the lights within your buildings? If this isn’t possible in all~~ areas of your buildings ~~can you allocate an area where lights~~ are ~~dimmed and it is quieter than the rest of the building(s)~~?	+	• Are there areas of your buildings which are susceptible to crowds? Is there a

−	~~Noise~~	+	way that you can minimise this? Maybe the recent COVID measures gave you

−	~~• Do you play background music~~? ~~Can the volume of this~~ be ~~reduced?~~	+	strategies to manage these? Let autistic customers know which times tend to be

−	~~• Can you reduce other noise? Provide information about what could happen~~ and	+	quieter and which are busier. Could you allow customers into your venue outside

−	~~when so that people are prepared.~~	+	of these times, opening earlier or later for those who need it? If you have a busy

−	~~• Provide alternatives to noisy hand dryers~~ in ~~toilet areas.~~	+	waiting area, for example, in a medical clinic could someone wait outside or in

−	~~• Some autistic people choose to wear ear defenders in noisy environments.~~	+	their car and be called when it is their turn?

−	~~Could~~ you have ~~some available for loan if needed~~?	+	• Is there a system by which you can support people to avoid queues? If tickets
		+
		+	can be booked online make sure you publicise this. Or could you open up
		+
		+	alternative routes?
		+
		+	* excessive noise
		+	* smells
		+	* crowds
		+	* queues
		+	* overly hot or cold environments.
		+
		+	Many autistic people will avoid everyday situations because of their sensory sensitivities. Simple adjustments can be made to make environments more autism-friendly.2 \| Accessible environments Accessible environments – hints and tips There are many adjustments that you can make to your environment, adapting the facilities that you have to support autistic people.
		+
		+	Bright lights • Can you reduce the brightness of the lights within your buildings? If this isn’t possible in all areas of your buildings can you allocate an area where lights are dimmed and it is quieter than the rest of the building(s)?

	Crowds and queues		Crowds and queues
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	In 1962, a group of parents with autistic children set up what would go on to become the National Autistic Society. At the time, there was no provision for autistic children, who were often diagnosed with childhood schizophrenia and sent to institutions. In 1965 John Lennon donated £1,000 to help set up the world's first school specifically for autistic children in West London. 10 years later Sybil Elgar and parents of children at the school opened the UK’s first residential service for autistic adults, in Somerset, helping them to feel more independent and part of society. By the 90's the Centre for Social and Communication Disorders was opened at Elliot House in Bromley by Dr Lorna Wing who some years earlier had developed the term ‘the autistic spectrum’ with Dr Judith Gould. In 2009 the Autism Act, requiring a government strategy for improving services for autistic adults, underpinned by legally binding guidance to councils in England. In 2019 Autism at WorkProgramme was started in association with the Bloomfield Trust, to help increase the number of autistic people in sustainable paid employment. 2022 is the 60th Anniversary of the National Autistic Society.		In 1962, a group of parents with autistic children set up what would go on to become the National Autistic Society. At the time, there was no provision for autistic children, who were often diagnosed with childhood schizophrenia and sent to institutions. In 1965 John Lennon donated £1,000 to help set up the world's first school specifically for autistic children in West London. 10 years later Sybil Elgar and parents of children at the school opened the UK’s first residential service for autistic adults, in Somerset, helping them to feel more independent and part of society. By the 90's the Centre for Social and Communication Disorders was opened at Elliot House in Bromley by Dr Lorna Wing who some years earlier had developed the term ‘the autistic spectrum’ with Dr Judith Gould. In 2009 the Autism Act, requiring a government strategy for improving services for autistic adults, underpinned by legally binding guidance to councils in England. In 2019 Autism at WorkProgramme was started in association with the Bloomfield Trust, to help increase the number of autistic people in sustainable paid employment. 2022 is the 60th Anniversary of the National Autistic Society.

−	For further information see the following link: https://www.autism.org.uk/what-we-do	+	For further information see the following link: [https://www.autism.org.uk/what-we-do https://www.autism.org.uk/what-we-do]

	[[Category:Articles_needing_more_work]]		[[Category:Articles_needing_more_work]]

Editor: Created page with "= What is Autism = The UK National Austistric Society states 'Autism is a lifelong developmental disability which affects how people communicate and interact with the world. Mor..."

2024-04-24T08:47:15Z

Created page with "= What is Autism = The UK National Austistric Society states 'Autism is a lifelong developmental disability which affects how people communicate and interact with the world. Mor..."

New page

= What is Autism =

The UK National Austistric Society states 'Autism is a lifelong developmental disability which affects how people communicate and interact with the world. More than one in 100 people are on the autism spectrum and there are around 700,000 autistic adults and children in the UK. Autism is a spectrum condition and affects people in different ways. Like all people, autistic people have their own strengths and weaknesses. Below is a list of difficulties autistic people may share, including the two key difficulties required for a diagnosis.

* Social communication and social interaction challenges. Difficulties interpreting both verbal and non-verbal language, reading, recognising or understanding others' feelings and intentions and their own emotions.
* Repetitive and restrictive behaviour. Preference for familiar routines to help navigate the world which can seem unpredictable and confusing. Change to routine can result in distress and anxiety..
* Over- or under-sensitivity to light, sound, taste or touch. Certain situations can cause severe anxiety or even physical pain as a result of sensory impacts often not noticed by others.
* Highly focused interests or hobbies. Intense and highly focused interests, from a fairly young age, which can change over time or be lifelong. Can do well academically and in the workplace but may neglect other aspects.
* Extreme anxiety. Social situations or change can have psychological and physical affects. Coping mechanisms and knowing triggers can help to find a way to reduce anxiety.
* Meltdowns and shutdowns. Intense and exhausting reactions when everything becomes too much. Meltdowns occur when completely overwhelmed by a situation can result in temporarily loss of behavioural control. Verbal (shouting, screaming, crying) or physical (kicking, lashing out, biting) or both. These are not same as temper tantrums in children.. Shutdowns appear less intense externally but can be equally debilitating.

The UK National Austistric Society also says 'The definition of autism has changed over the decades and could change in future years as we understand more. Some people feel the spectrum is too broad, arguing an autistic person with 24/7 support needs cannot be compared with a person who finds supermarket lights too bright. We often find that autistic people and their families with different support needs share many of the same challenges, whether that’s getting enough support from mental health, education and social care services or being misunderstood by people close to them. We will continue to fight to make society work for autistic people.' This text is based on that provided by the National Austistric Society, for further information visit https://www.autism.org.uk/.

= Autism and the built environment =

This resource looks at how you can adapt your environment to support autistic people and their families. Autistic people thrive on being in familiar environments with routine and structure. Some may not be comfortable with the idea of change and may have difficulty moving from one environment to another. Autistic people may experience sensory differences. They may be over-sensitive or under-sensitive to:

* sights
* sounds
* smells
* textures.

This can be a positive thing, but can also cause distress or discomfort. Some examples of what may cause anxiety due to sensory sensitivities:

* bright lights
* excessive noise
* smells
* crowds
* queues
* overly hot or cold environments.

Watch our Too Much Information film which shows how Alex, aged 11 experiences a typical UK shopping centre and how overwhelming it can become. Alex finds it difficult to filter out noises and lights as he walks into the centre.

www.autism.org.uk/tmi

Many autistic people will avoid everyday situations because of their sensory sensitivities. Simple adjustments can be made to make environments more autism-friendly.2 | Accessible environments Accessible environments – hints and tips There are many adjustments that you can make to your environment, adapting the facilities that you have to support autistic people.

Bright lights • Can you reduce the brightness of the lights within your buildings? If this isn’t possible in all areas of your buildings can you allocate an area where lights are dimmed and it is quieter than the rest of the building(s)?

Noise

• Do you play background music? Can the volume of this be reduced?

• Can you reduce other noise? Provide information about what could happen and

when so that people are prepared.

• Provide alternatives to noisy hand dryers in toilet areas.

• Some autistic people choose to wear ear defenders in noisy environments.

Could you have some available for loan if needed?

Crowds and queues

• Are there areas of your buildings which are susceptible to crowds? Is there a

way that you can minimise this? Maybe the recent COVID measures gave you

strategies to manage these? Let autistic customers know which times tend to be

quieter and which are busier. Could you allow customers into your venue outside

of these times, opening earlier or later for those who need it? If you have a busy

waiting area, for example, in a medical clinic could someone wait outside or in

their car and be called when it is their turn?

• Is there a system by which you can support people to avoid queues? If tickets

can be booked online make sure you publicise this. Or could you open up

alternative routes?

Temperature

• How do you monitor the temperatures within your buildings? Are there ways

that you can adapt the temperatures across your buildings? Do you have good

ventilation systems?

Maps

If there are multiple areas to your building, a map could help autistic visitors

to navigate their way around. You could highlight areas that could be busy or

noisier that they may wish to avoid, for example a museum gallery with loud

exhibits or the area of a shop selling strongly scented products. If appropriate,

offer alternative routes, ‘quiet trails’, through a venue.3 | Accessible environments

Accessible environments

Sensory story

A sensory story would take a visitor on a journey through your venue using the

senses. You could begin with a description of the venue and what services are

included within it. You could then take visitors on a journey of what they might be

expected to see, hear, smell and taste if they were to visit.

Quiet space

Some businesses are able to provide sensory rooms. These are quiet spaces

usually with low lighting and comfortable seats. They may have sensory toys and

specially trained staff available. If you cannot offer this, you can still be autism-

friendly. Is there a quiet space within your business or service that is away from

the main crowds, has low level lighting (or lighting that can be dimmed) where an

autistic person and their companions could retreat to if an environment becomes

too much?

Autism hour

You could organise a special autism hour during a less busy period, or this could

be a quieter session just for autistic visitors. This could be a monthly event,

opening an hour or two later or earlier than usual. During the autism hour you

could dim your lighting and turn down music or other sounds and have staff who

understand autism on hand.

Relaxed performances

Theatres, cinema and other venues that offer live entertainment could offer

specific performances or screenings that are autism-friendly. This could include:

• reducing sound levels

• changing lighting

• a relaxed attitude regarding moving in and out the auditorium

• quiet areas away from the main areas of the venue

• training for staff and cast to help autistic people.4 | Accessible environments

More information and useful links

Good practice guide

Our good practice guide, produced in collaboration with Mind, aims to

help mental health professionals adapt talking therapies for autistic adults

and children.

Informed by the views of mental health professionals, over 1,500 autistic people

and almost 2,000 family members, the guide describes often simple adjustments

and adaptations which can make a huge difference. There’s useful advice on

what services can do as a whole to improve the experience of autistic people,

as well as suggestions for therapy sessions. Some of the information could be

useful to other health services.

www.autism.org.uk/shop/products/books-and-resources/

good-practice-guide

Too Much Information

The National Autistic Society’s Too Much Information campaign was created to

increase public understanding of the five core features of autism and to give

people and understanding of the actions they can take to help autistic people.

www.autism.org.uk/tmi

Some examples of autism-friendly practices

Premier League sensory rooms

Premier League clubs are starting to install sensory rooms within their

football stadiums.

www.premierleague.com

Thornbridge Hall sensory story

Thornbridge Hall provided a sensory story for its visitors. It’s available online to

read and download prior to a visit. It includes the attractions on the site and tells

visitors what they might see, hear, smell and taste while on a visit.

www.thornbridgehall.co.uk/accessibility5 | Accessible environments

Next steps

Checklist

Download the checklist from www.autism.org.uk/autismfriendlyenvironments

as a starting point to the changes you can consider to make your environment

more welcoming to autistic people.

Would you like recognition for the changes you have made?

The National Autistic Society can provide you with recognition for the changes

you have made and the positive customer experience that autistic people

can expect from your business. The Autism Friendly Award will consider the

experience you offer autistic people and award those businesses that meet a

high standard of autism-friendly practice. The award will not only celebrate

your work but also signify to autistic customers and their families that you are

committed to them having the best experience whilst they visit you.

Find out more about Autism Accreditation and the Autism Friendly Award.

www.autism.org.uk/accreditation

National Autistic Society

60 years ago a group of parents of autistic children founded a charity to fight for autistic people's rights.

In 1962, a group of parents with autistic children set up what would go on to become the National Autistic Society. At the time, there was no provision for autistic children, who were often diagnosed with childhood schizophrenia and sent to institutions. In 1965 John Lennon donated £1,000 to help set up the world's first school specifically for autistic children in West London. 10 years later Sybil Elgar and parents of children at the school opened the UK’s first residential service for autistic adults, in Somerset, helping them to feel more independent and part of society. By the 90's the Centre for Social and Communication Disorders was opened at Elliot House in Bromley by Dr Lorna Wing who some years earlier had developed the term ‘the autistic spectrum’ with Dr Judith Gould. In 2009 the Autism Act, requiring a government strategy for improving services for autistic adults, underpinned by legally binding guidance to councils in England. In 2019 Autism at WorkProgramme was started in association with the Bloomfield Trust, to help increase the number of autistic people in sustainable paid employment. 2022 is the 60th Anniversary of the National Autistic Society.

For further information see the following link: https://www.autism.org.uk/what-we-do

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