Centre for Autistic Adults – recognising every person’s uniqueness as well their place within the wider community
Tag: D4
Rammed Earth
Rammed Earth
Legible – Contextual – Sensory – Unique – Protective
Images available at:
https://www.dezeen.com/2019/04/22/hiha-studio-interior-renovation-spain/
https://www.dezeen.com/2014/08/21/casa-ajijic-house-tatiana-bilbao-rammed-earth/
https://www.archdaily.com/508294/nk-mip-desert-cultural-centre-dialog
https://www.archdaily.com/894341/rammed-earth-construction-15-exemplary-projects?ad_medium=gallery
Learning by design
Classroom of the Future, Mossbrook School, by Sarah Wigglesworth 2003
Designed with autistic children in mind. Key features: clarity and geometry of structure; geometric spatial division on grid; variety of volumes for different functions; design to form part of learning; design offers sensory experience; closeness to and interaction with nature
Urban Imprint
This installation by Studio INI inverts the notion that individuals should adapt to their environment; instead the leather-like skin adapts to the individual using the space. This concept of reversing the traditional relationship is one that I have been thinking about for a while for my D4 design project (a centre for autistic adults to be guided towards independence), so it’s very interesting to see someone else applying exactly the same principle to a built project.
For me, the concept came about as a reaction to the fact that autistic adults often suffer hugely from being forced to use and work in environments which are not suited to them; additionally, the needs of each autistic person are very different from one person to the next. How can my project make this apparent, and also provide the chance for neurotypical people to re-engage with their individuality, rather than being led by social conformism? Is it possible to create environments which are adaptable to the individual?
Photos by Luke A Walker, available at: https://www.dezeen.com/2019/05/16/urban-imprint-studio-ini-ado-brooklyn-courtyard/
Liminal circulation
Photo by Jo Underhill 
St Teresa School 6th Form by IF_DO. Based on traditional cloister and college typologies, circulation is externalised, yet defined by a sheltered colonnade. The colonnade creates a liminal space, tying the user to the surrounding nature, yet guiding and preparing them for the classroom. The threshold is achieved through shelter, change in volume, change in material, and a formal route.
Images available at: https://www.dezeen.com/2019/01/21/if-do-st-teresa-school-surrey-architecture/
Thresholds
My D4 project is a threshold in itself: a place of transition between autistic adults living in care and living independently.
On a more detailed level, the notion of thresholds is particularly important to the scheme. Sudden changes in the experienced space, whether by variation of volume, colour, function etc, are challenging experiences for many autistic people with sensory difficulties. Thresholds should be designed in a way that prepares the user for what lies ahead, giving enough clarity to dare move forward, whilst providing an opportunity to pause and get ready.
Boettger, T. (2014) Threshold Spaces: Transitions in Architecture, Analysis and Design Tools. Basel: Birkhauser.
RIBA Studio Diploma 