Autism and buildings

[edit] 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, 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.
• 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/.

[edit] Autism and the built environment

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.

[edit] Lighting levels

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.

[edit] Noise levels

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.

[edit] Occupancy levels

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.

[edit] Internal air quality

Autism can lead to extreme sensitivity to temperature, and smells, ensuring there is a well ventilated area with adjustable temperature settings. This can be important when occupancy levels increase or other activities such as cooking can impact the internal pollutants and smells.

[edit] Wayfinding

In many public buildings plans are a requirement and should be prominently visible. To improve accessibility and help autistic visitors navigate their way around can the same or other simpler plans mark busier and quieter areas or sensory reduced areas as well as alternative routes though the building also called ‘quiet trails’. A sensory story is another approach that takes a visitor on a journey through the building using the senses, describing the function of the building, its services, what might be expected in terms of the senses ( what will be seen, heard, smelt or tasted)

[edit] Quieter spaces

It may depend on the use of the building, duration of occupancy and space allowances but some work places for example may offer sensory rooms or quiet spaces with low lighting and comfortable seats. If appropriate and with younger visitors trained staff and sensory toys could be made available, if not then separated areas that allow sensory sensitive people to retreat to can help.

[edit] Quieter times

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.

[edit] Related articles on Designing Buildings

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.
• 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.

[edit] Further guidance

UK National Austistric Society Accessible environments resource and checklists.

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.

https://knowledge.bsigroup.com/products/design-for-the-mind-neurodiversity-and-the-built-environment-guide?version=standard