What is it about?
The purpose of this paper is to evaluate a teaching model involving an experimental studio project for first-year interior architecture university students. Content, process, teaching style and feedback are examined in a project, run over five years, concerning transitioning between environments for people with autism in an attempt to advance design of autism schools.
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Why is it important?
The project brief helps address the National Autistic Society’s public autism awareness campaign ‘Too Much Information’ highlighting anxieties that ‘unexpected change’ causes. Effective design of transitioning spaces can help people with autism to cope with their environment, reducing behaviours and improving learning. The identification of this teaching model illustrates how to embed design for autism in the university curriculum.
Perspectives
The creation of the “Co-specialist ASD-educator model” will be of value to universities. “Ten Spatial Transitioning Platforms” were uncovered relating to Transitions. This will be of importance to autism researchers and eventually design practitioners.
Mrs Joan Scott Love
Leeds Beckett University
Read the Original
This page is a summary of: Studio teaching experiments – spatial transitioning for autism schools, International Journal of Architectural Research Archnet-IJAR, March 2019, Emerald,
DOI: 10.1108/arch-11-2018-0019.
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