Beyond The Wall of Autism
A Study into the influence Architecture can have on Autism
Narrative
The focus of this back ground study is the integration of a new Research and Assessment centre for Autistic Children, into a suburban context in Broomhall Sheffield. It is envisaged that the centre will be in partnership with Sheffield Hallam University an the National Autistic society, providing a wide range of facilities, to aid in the research, teaching, and understanding of Autism Spectrum Disorders. The building aspires to emulating the symptoms of Autism, within its architectural language, in an attempt to improve intercommunication and interrelation abilities that lead to an impairment of cognitive and emotional development.
Physical Context The Site
The site is located in an established inner city suburb in the South West of the city, know as Broomhall. It is close to Sheffield Hallam University’s Collegiate Crescent campus and is a diverse area, mixing larger houses and student accommodation. It has good local transport connections to the city centre and surrounding areas. It is bordered by residential accommodation to the South and West, the Robert Winston Building of Sheffield Hallam University to the East and a nursery school to the North East. There is one primary access point, from the North, off Broomhall Road and a secondary access and through fare from the University buildings to the East.
Current State
The site is currently occupied by the Woodville Hall teaching block and halls of residence, both of which are in a dilapidated state.
Right of light........
Listed Buildings.......
TPO.....
Change of Use.....
Cultural Context.......
The City
Sheffield owes its identity, in part, to its definition of being a 'city', and it shares common characteristics with other cities nationally and globally. To be more specific, Sheffield is inscribed within a particular type of city, which can be understood as a North of England Industrial City that has gone through processes of de-industrialisation. Other cities within this remit include Manchester, Newcastle and Leeds. Sheffield is an exceptionally strong cultural city with deep roots in metal production and a driving ambition for innovation and creativity. Over the past few years the city has built upon its strong heritage and undergone massive transformation, with some of the most inspirational public realm designs, such as the Peace Gardens, Millennium Square and Sheaf Square, Sheffield has ever seen. Locally the people of Sheffield have such affection for the city. Whichever way you look, the charming haphazard sprawl of the city is nearly always neatly framed by the beautiful surrounding countryside, which are only minutes away. There is a general consensus to ensure that Sheffield remains a unique place. It is felt that the city needs to concentrate less on trying to be like everywhere else and spend more time celebrating the individuality of the city and its distinctive collection of buildings.
Sheffield Hallam University
Sheffield Hallam University traces its roots back to 1843, when the Sheffield School of Design was founded. It had a distinguished history as one of Britain's top schools of art and design and teacher training for more than a century. The two campuses that make up Sheffield Hallam University are in complete contrast to each other. Right in the heart of Sheffield's busy city centre is the University's City Campus, a welcoming modern environment surrounded by a diverse academic community. The second campus is the tranquil Collegiate Campus. Set among lawns and trees in one of Sheffield's leafiest suburbs, which is just typical of the city, England's greenest bustling city centre.
The Site......
User Requirements
Research and Assessment Centre
What is Autism?
Autism is a lifelong developmental disability. It is a set of disorders in intercommunication and interrelation abilities that lead to an impairment of cognitive and emotional development. The essential characteristics of this disorder are the presence of an abnormal development in the following areas:
Communication: Difficult or inexistent verbal communication. Difficulties in non-verbal communication.
Socialisation: Severe difficulties in interpersonal relationship.
Imagination: There is a lack of imagination characterised by uncommon and repetitive game play.
It is a lifelong developmental disability and is externally manifested in a lack of affective expression, an apparent lack of empathy, an obsessive concentration on particular elements and, often, repetitive movements. The factors that determine autism have a biological cause and the disorder is manifested during the first thirty months of the child. At a cognitive level, there is a weak central coherence that impairs an adequate integration of the stimuli that surrounds the child. The three main characteristics mentioned above, make the child unable to discriminate between and, more importantly, predict, any of the events that occur in daily life. Hence, this unpredictable world is felt as alien and makes them feel isolated. Technically it is said that they have no sense of connection between them and the surrounding world. It is part of the autism spectrum and is sometimes referred to as an autism spectrum disorder, or an ASD. The word 'spectrum' is used because, while all people with autism share three main areas of difficulty, their condition will affect them in very different ways. Some are able to live relatively 'everyday' lives; others will require a lifetime of specialist support.
Organisations
There a numerous organisations and charities that are dedicated to the research, support and treatment of autistic children world wide, ensuring a better future for them and there families.
Nationally – The National
Autistic Society
OAASIS
Globally - The National Autism Research Institute
The Autism Society of America
Autism One (global organistaion)
Existing facilities....
Facilities Required.....
Community Use..... Designing for Autism
Philosophy
My aim is to provide a fully integrated Autism centre for Sheffield, in partnership with both Sheffield Hallam University and the Children’s hospital, with the aim of meeting the extensive needs of children with autism and there families. As well as educating student teachers and the local community. A new state of the art facility uniquely designs from the ground up, with the primary goal of maximising its user’s independence and the ability to function in the real world. By minimizing distractions and focusing on an environment where individuals can concentrate on learning. I intend to explore the possibility that the building will be able to emulating the symptoms of Autism, within its architectural language and attempt to improve intercommunication and interrelation abilities that lead to an impairment of cognitive and emotional development.
Routine
Whilst all children benefit from routine in their day to day lives, children with Autism thrive on it. It is very important to look at establishing daily routines in an Autistic child's life. Routines will provide predictability in their life and relieve much anxiety and uncertainty about what is happening around them. A routine will allow a child with autism to have greater control over their environment. The need for routine could be the driving force behind the special arrangement for the building. Allowing me to test my theories on whether architecture can benefit children with autism. Spaces designed to foster social interaction and cooperation. For example the use of colour coded wings, floors, walls or pods to create landmarks to distinguish one area from another, helping to create a sense of place for the children. The buildings arrangement could also be derived around routine. Starting at an entrance point, a familiar journey could be created to suppress anxiety and provide comfort. Over time, as the child progresses a new element is added on to his or her routine. This allows a controlled approach to the child’s development and hopefully improving communication and social ability.
Repetition
An autistic child needs repetition. In order to learn, things must be done over and over and over again. This repetition is often followed by a reward when a task is complete, a mental note to the child. In my case this could be a reward room. The theory behind an autistic child’s routine is taken from this repetitive nature. Routes to school, the same order of dressing, and the same schedule everyday allow the child to feel safe and in control. In the same way I am proposing that the architectural language is repetitive, thus mimicking the child’s need for repetition. Can this create an environment which allows its occupants to feel safe and secure in the “outside” world?
Things to take into consideration
The building is a laboratory to learn how to function better in both public and private spaces. For this reason, the more experiences the building can offer, the more opportunities these children will have to learn both self-care and vocational skills. Large public spaces give students the opportunity to become comfortable in spaces surrounded by much activity. A library media centre might offer learning opportunities with electronic equipment. The chance to create flexible and versatile classroom spaces. Ideal classrooms permit multiple activities to occur simultaneously. Reconfigure spaces for groups differing in size from one-on-one learning to large group activities.
Research Methods from around the globe.......
User Requirements
Academic.......
Existing Facilities......
Facilities required......
Segregation Academic/Research.....
Sustainability – Rain water harvesting
Solar gains/control
Natural ventilation
Night time cooling
Ground source
heat pumps
Green Roofs
