Autism

Autism is the fastest-growing developmental disability and about 1 per cent of the world population
has autism spectrum disorder. Timely and effective treatment can allow them to adapt to the
normal life while a large number of autistic children attend mainstream schools where the built
environment is unbearable and confusing to them. People with ASD show signs of less challenging
behaviour and enhanced wellbeing if they live and learn in an environment that promotes a sense of
inclusion and considers their specific needs. However the aim of education is not only protect them
from been hurt but also help them get used to the world. The traditional care centre as an isolated
utopia is not enough for social demands and the treatment of autism.

There is a requirement of the centre for Autistic children due to the alarming
Rates of increase (1 in 150 children in India are affected with autism to some extent) of
children affected with autism.

A child with ASD who is very sensitive may be greatly troubled -- sometimes even pained -- by
sounds, touches, smells, or sights that seem normal to others.

Children who are autistic may have repetitive, stereotyped body movements such as rocking, pacing,
or hand flapping. They may have unusual responses to people, attachments to objects, resistance to
change in their routines, or aggressive or self-injurious behavior. At times they may seem not to
notice people, objects, or activities in their surroundings. Some children with autism may also
develop seizures. And in some cases, those seizures may not occur until adolescence.

Some people with autism are cognitively impaired to a degree. In contrast to more typical cognitive
impairment, which is characterized by relatively even delays in all areas of development, people with
autism show uneven skill development. They may have problems in certain areas, especially the
ability to communicate and relate to others. But they may have unusually developed skills in other
areas, such as drawing, creating music, solving math problems, or memorizing facts. For this reason,
they may test higher -- perhaps even in the average or above-average range -- on nonverbal
intelligence tests.

Symptoms of autism typically appears during the first three years of life. Some children show signs
from birth. Others seem to develop normally at first, only to slip suddenly into symptoms when they
are 18 to 36 months old. However, it is now recognized that some individuals may not show
symptoms of a communication disorder until demands of the environment exceed their capabilities.
Autism is four times more common in boys than in girls. It knows no racial, ethnic, or social
boundaries. Family income, lifestyle, or educational levels do not affect a child's chance of being
autistic.

Autistic disorder. This is what most people think of when they hear the word "autism." It refers to
problems with social interactions, communication, and imaginative play in children younger than 3
years.
Asperger's syndrome. These children don't have a problem with language -- in fact, they tend to
score in the average or above-average range on intelligence tests. But they have the same social
problems and limited scope of interests as children with autistic disorder.
Pervasive developmental disorder or PDD -- also known as atypical autism. This is a kind of catch-
all category for children who have some autistic behaviours but who don't fit into other categories.
Childhood disintegrative disorder. These children develop normally for at least two years and then
lose some or most of their communication and social skills. This is an extremely rare disorder and its
existence as a separate condition is a matter of debate among many health professionals.
- AIM

To design a centre for autistic children so as to create an enabling environment

Comprising of learning spaces, rehabilitation centre and accommodation.

- OBJECTIVES

To identify the deficits and understand the role played by architectural elements in their intervention.
To understand environmental implications for teaching strategies used for
children with autism in educational spaces.
To address the enabling aspects of environment that might improve functional
performance of children with autism in educational spaces and rehabilitation spaces. For example-
Visual Character, Spatial sequencing and its quality, Escape areas, Clutter free spaces, Colour,
Texture, Materials, Acoustics etc.,.

-Thesis Statement

About 1 in 68 children has been identified with autism spectrum disorder (ASD). Timely and
effective treatment can help them adapted to the normal life. The project aims to create a
prototype which can be plugged-in or extruded from regular kindergarten and primary school
buildings.
Prisoner, Tetsuya Ishida, 1999

-WHAT-Description of contexts and key ideas driving the thesis

There is a wide array of ways that we can design autism-friendly spaces. As stated in an
article “Why Buildings for Autistic People Are Better for Everyone,” you can achieve
prioritizing human health and welfare into our design routine by incorporating the following
points:
1. Acoustics. Individuals on the autism spectrum are extremely, and at times, painfully
sensitive to sounds. Providing better insulated spaces and allowing for manipulation of sound
pressure levels would be beneficial. An example of acoustic manipulation would be
adding pink sound.
2. Lighting. Light and colour affect human’s mood, behaviour and cognitive behaviour. Just
think, if you were to sit in a dark grey room for an hour compared to a light yellow room,
would you feel a difference? Most autism friendly designs have small areas of bright color
and light unsaturated earth tones.
3. Spatial configuration. Spaces that are orderly and defined are easier for the autistic mind
to process. The use of sequential circulation, storage for non-essential items, sub-dividing
rooms, and making spaces reconfigurable can help individuals with autism to better focus.
4. Materials. Furniture has the potential to influence the function, privacy and size of a
space. For ASD, modular furniture and malleable spaces are preferable. Easily sanitized
finishes are also important because some people on the autism spectrum can have a
compulsive-like need for cleanliness.
Designing for ASD does not just benefit those who have autism. These design focuses can
create timeless, enjoyable and multifunctional spaces for all. If we approach design through
an autistic lens, we do not prioritize standardization in lieu of accommodation. Acoustics,
lighting, spatial configuration and materials are essential in quality design. By understanding
all human experience through research, we can create better spaces and serve all who inhabit.

1) Create safe and comfortable environment.

Autistic kids have trouble dealing with space cause they rely on two dimension visual
prospection. It’s difficult for them to related location with shape and texture. Design spaces with
high identification for different activities would be helpful.

Because of sensory sensitivities, Autistic children suffer from overloading information in many
public environment which always crash them down. A comfort space without noise, bright color
and sharp corner will form an ordered and caring environment where children and pupils feel
safe and teachers can excel in their roles.
How people with autism see the world: Gaze of those with the condition bypasses faces to see
details such as color and contrast

2) Improve children behavior with the spatial design.

Some individuals with autism struggle understanding their body in relation to itself, the greater
environment, and planning their movements through it. Architecture design should base on the
treatment or training method of autism. For example, The lay-out of general school, both within
and between spaces, usually leaves much to be desired, something which causes disorientation
on the part of students on the spectrum, which is detrimental to their education and general
development. The circulation they need should match the routine of autistic children activity to
enhance wellbeing.
Home of Man, 1999, ink and color on rice paper, 69 x 69 cm, Shanghai Art Museum. Wu
Guanzhong

-Description of Project Intended to Test the Thesis Statement

Children with autism have difficulties with social interaction and anxiety and may suffer with
sensory processing disorder which includes being sensitive to touch, and hearing or seeing
noises and lights more intensely.

-Methodological Processes/ Outline of Research/ Design Experiments.

The progress is divided into two parts: psychological part and social part.

The psychological part is based on research about autistic children’s behavior and
psychotherapy, find out difficulties they are facing and psychological intervention used to help
with, translate the methods to architectural language to provide autism friendly architecture. This
part is more about interior design like the shape of classroom and corridor, color, texture of
materials even furniture design.

The social part is to mapping and typology the existing school buildings, analysis massing
and circulation, create some potential type of the new space physically. Ultimately, combine the
results of two parts and evolve a typology.

Facilities at Autistic centre

School for autistic children

Rehabilitation centre

Accommodation

Soft cape play area

Community area

Facilities at School

Classrooms, Soft Play rooms. Computer Rooms

Sensory areas, Quiet areas, Therapy rooms
Library, Storage area, Services
Reception Area, Waiting Area
Toilets
Kitchen and Canteen
3- Facilities at Rehabilitation Center

Doctor’s Room
Pharmacy
Nurse lounge
Patient rooms, Toilets

Treatment rooms

CASE STUDIES

1- Tamana, a school of hope, New Delhi

2- National Autistic Center, New Delhi
3- Autistic Friendly School, Hyderabad
4- SPARSH, A special school, Hyderabad
5- National Institute for Mental Health, Hyderabad
Arushi, Bhopal
6- Muskan school of vocational training

CASE STUDIES

ACTION FOR AUTISM

Action For Autism (AFA), New Delhi is the pioneering, national and non-profit autism
society of India. The organisation provides support and services to individuals with autism
and those who work with them in South Asia. Founded in 1991, this parent organisation
began with the goal to "put autism in india

The organisation works through direct services, advocacy, and research to improve the lives
of children with autism and their families. They are also committed to assisting other
countries in South Asia achieve legal recognition of autism and develop services for children
and families. The centre was started by Merry Barua along with other parents whose
children are autistic, in a small room at Chiragali. Currently she is the Head of the institution
which comprises of 60 students and 25 teachers. To more effectively orchestrate national
activities for autism, this organisation expanded and was relocated to the AFA
National Centre for Advocacy Research and Training at Jasola vihar in 2006.

This 4 storeyed centre comprises of 8 classrooms for the secondary children, 5 Parent- child
intervention rooms, 2 Sensory rooms, 2 Occupational therapy rooms, a library and a Research
unit. The centre caters to 60 individuals of age 3years to 34 years. They not only train the
individuals in the triad impairment but also guide them about the future independence. The
center also employs high functioning autistic adults in their office which boosts their
confidence.
SPARSH, Andhra Pradesh

SPARSH is a comprehensive multi-service school that provides educational, therapeutic and

recreational services for children with special needs thereby fostering their physical, educational,
emotional and social Development and thus enabling them to play, learn, live and function in the
real world.
They are a group of specialists from the field of special education committed to providing 'that extra'
needed to make a difference in the lives of differently-abled children by encouraging them to realize
their true potential. The school empowers the Kids with autism to access the state of the art
rehabilitation intervention viz., educational, therapeutic, vocational, employment, leisure and social
activities, sports, cultural programmes and full participation. To achieve optimum results, the institute
has developed and introduced innovative structured training courses like Early Intervention,
Rehabilitation Psychology, Special Education and Disability Rehabilitation at school level.

The school divides children based on their mental abilities into 4 categories.
The following are the training and therapies provided by the school.
1- Special education
2- Speech and language therapy
3- Occupational therapy
4- Sensory integration therapy
5- Behaviour modification
6- Applied behaviour analysis
7- Discrete trail training
8- Physiotherapy
9- Cognitive behavioural management
10- Remedial teaching for children with learning problems
11- Parent training programme
The management also provides regular assessment services, online international professional
support, neuro-psychological intervention, family-friendly ambience. The school is a place where
children of differing abilities i.e, children with autism and cerebral palsy, mental retardation, learn
together.

Tamana School of Hope, Delhi

Tamana was the first institution in India to recognize autism as a disability distinct from others
and to start programs for autistic spectrum disorder in 1985. The Autism Centre - School of Hope
is India’s first rehabilitation and research centre for autistic individuals, providing holistic services
under one roof – a special school, sensory integration clinic, early intervention centre, diagnostic
centre, research cell and outreach cell. His Excellency Dr. A.P.J. Abdul Kalam, former president
of India, inaugurated the School of Hope, a full-fledged school dedicated to children with autism,
on 19 August 2003.[15]
The highlights of the program offered are:
 A life centred approach to curriculum planning to meet the needs of child and family
 Approaches on which intervention for the autistic is based are TEACCH and ABA (with small
groups of students)
 Sensory integration therapy
 Computers with latest software are regularly used for overall development of the students
 Music and dance therapy
 Yoga and sports
 The students are taught to make beds, arrange clothes in cupboards, personal grooming,
washing clothes, cooking
 Vocational training for youth above 16 years of age, including jewelry design, greeting card
making and gardening

 ACTION FOR ABILITY DEVELOPMENT AND

INCLUSION hauzkhas ,Delhi

AADI works with rights based, cross disability and a life span approach in urban and rural areas. It focuses
on the specific needs in the areas of health including mental health, education, livelihoods, shelter, leisure,
citizenship, etc.

Over the last forty years, AADI has emerged as a duty bearer of rights of persons with disabilities. It has
influenced law and policy, capacity building programs, research and service delivery programs, aligned
with the vision of an inclusive society.

HAZELWOOD SCHOOL
Hazelwood School caters for 60 students with multiple disabilities, aged from 2 to 19. Each
student has a combination of two or more of the following impairments: visual impairment,
hearing impairment, mobility or cognitive impairment. The design focused on creating a
safe, stimulating environment for both pupils and staff. The design is aimed at eliminating
any institutional aspects and avoiding conventional or standard details, creating a bespoke
design that incorporates visual, sound and tactile clues. The school is set within a
landscaped green adjacent to Bella Houston Park in Glasgow, which is surrounded by
mature lime trees with three beech trees in the centre. The building snakes through the site,
curving around the existing trees, creating a series of small garden spaces, and maximising
the potential for more intimate external teaching environments.
 PRISON AND REHAB CENTRE

With the numbers of crimes increasing by the day, the criminal count is increasing too. Rehabilitation
does not seem to be well attained due to persistent crimes committed by the convicted persons even
after being punished and rehabilitated formerly. Another concern being, there is no acceptance of
these prisoners back into the society after being released, which may have extensive amounts of
impact on their psychology. Punishment is not the sole aim, reformation and rehabilitation follow it too.

Every prisoner is a human being, with the same joy and sorrow, laughter and tears, hopes and
aspirations as any other human being and should be treated with the same dignity, respect and
decency as any other human being. The very fact that a prisoner has been sentenced to
imprisonment once already and has suffered enough physically, mentally and emotionally implies that
he is not to be incarcerated through imprisonment once again.

Treating every prisoner with kindness and compassion, empathy and sensitivity in the same manner
as late V. Shantaram, the outstanding Marathi and Hindi film personality had demonstrated in his
classic film, ‘Do Aankhen Barah Haath’ in the 60’s.

OBJECTIVE:

Prisons have been one of the most neglected sectors in terms of architecture. Most of the prisons in
our country have been functioning the way they used to since the British times. In terms of
infrastructure the prisons need tremendous up gradation. As one enters a space, whether positive or
negative, he is psychologically affected by that space.
Prisons are not just meant to punish the convicted, but also make them feel blameful of the offense
he/she has committed by rehabilitation. The prison environment should be designed in a way so as to
make the inmates repent, culpable, sinful, grounded and remorse over the sins they committed. And
reform them in a way so as they do not get back to committing those mistakes once again The
prisons that are functioning at present have various psychological impacts on the convicted which
may or may not end up sculpting the individual into the desired personality.

AREAS

 Administration facilities limited to the requirements of the annex

 Typologies of accommodation to tackle the problem of overcrowding
 Dining and kitchen facilities
 Infirmary or health center
 Education zone- Classrooms where various subjects will be taught
 Sacred zone- Spaces like prayer halls, meditation cells, library
 Recreational zone- Indoor games, informal amphitheater, sports ground etc…
 Interaction center- A set of retail stores selling goods manufactured within the prison premises run
exclusively by the ex- prisoners
CASE STUDIES
ETAWAH DISTRICT JAIL site is located 123 KM from etawah railway station at phoolpur village in
etawah district, Uttar Pradesh India. the amount of 12500 cr. rupees is sanction for this project, this
project is under construction and construction is done by U.P.R.N.N.L. a high security jail in up. it
have the capacity of 24000 prisoners in which 2200 male 120 female & 60 under aged prisoners,
with facilities of- AREA ANALYSIS- site area-206022 sqm building footprint-30105 sq. built-up area-
39507 sqm agricultural land-20256 sqm circulation-67500 sqm

12. LUCKNOW DISTRICT JAIL

LOCATION site is located at outskirt of the city on mohanlalganj-gosainganj at NH-56B luck now,
Uttar Pradesh, India. MSL-197m site spread across 81ha. the new jail complex in with women’s
prison, a modern jail and a district jail was being completed at cost of about 326 carore rupees , the
construction was being done by U.P.R.N.N.L.

13. Every circle have 5 division , with every division they have 4 barrack buildings, every circle have
school and 2 mess for food provision inside every circle althrought only one of these two mess are
functional now.every circle have division office and watch tower for each respective circle over the
office OTHER FACILITIES OF THIS JAIL- modern kitchen, 120-beded hospital, safe meeting place,
multipurpose hall, school building for each circle, canteen, visitors shade, x-ray scanning, CCTV
cameras, video conferencing room, central watch tower , police outpost, isolation cells, barracks,
high security cells.

TIHAR JAIL

Tihar Prisons, also called Tihar Jail and Tihar Ashram, is a prison complex in India and the largest
complex of prisons in South Asia.[2] Run by Department of Delhi Prisons, Government of Delhi, the
prison contains nine central prisons, and is one of the two prison complexes in Delhi, along with a
district prison at Rohini Prison Complex.[3] It is located in Tihar village, approximately 3 km
from JanakPuri, to the west of New Delhi, India. The surrounding area is called Hari Nagar.

The prison is styled as a correctional institution. Its main objective is to convert its inmates into
ordinary members of society by providing them with useful skills, education, and respect for the law.
It aims to improve the inmates' self-esteem and strengthen their desire to improve. To engage,
rehabilitate, and reform its inmates, Tihar uses music therapy, which involves music training sessions
and concerts.[4] The prison has its own radio station, run by inmates.[5] There is also a prison
industry within the walls, manned wholly by inmates, which bears the brand Tihar.[6] As of
December 2012, Tihar jail has 10,533 inmates against the sanctioned capacity of 5,200. Though the
figure is down from around 12,000 in 2006, the prison remains seriously overcrowded