Design considerations for the autism spectrum disorder-friendly Key Stage 1 classroom

Keith Mcallister, Barry Maguire

Abstract    

There is a growing consensus that an appropriate classroom environment will aid the performance of the pupil with autism spectrum disorder (ASD). There are, however, very few design guidelines available when considering ASD and the school environment. Such guidelines that do exist tend only to be in general terms. Therefore, this article seeks to highlight design considerations specifically for the ASD-friendly Key Stage 1 (age five to eight) classroom. It will first highlight some of the challenges for those with autism spectrum disorder in a school environment and the triad of challenges faced by architects and designers when considering ASD-friendly classroom design. It will then go on to describe the findings and results of a two-year study carried out in conjunction with the ASD teaching staff of Northern Ireland’s Southern Education and Library Board. These consist of 16 specific design considerations for the Key Stage 1 ASD-friendly classroom applicable to all classrooms for pupils between five and eight years of age.

一个合适的课堂环境将有助于自闭症谱系障碍( ASD )学生的表现，这已成为越来越多的共识。然而，在考虑ASD和学校环境时，可用的设计指南非常少。这种确实存在的准则往往只是笼统的。因此，本文试图突出针对ASD友好型关键阶段1 (年龄5 ~ 8岁)课堂的设计考虑。它将首先强调在学校环境中自闭症谱系障碍患者面临的一些挑战，以及建筑师和设计师在考虑ASD友好型教室设计时面临的三重挑战。然后将继续描述与ASD教学结合进行的为期两年的研究的发现和结果，包括适用于所有5 ~ 8岁学生教室的关键阶段1 ASD友好型教室的16项具体设计考虑。

图1：教师设计的针对孤独症友好型教室模型