70 Klaudyna Mentel, Zbyszko Bujniewicz, LuĂs Miguel Moreira Pinto
EBSCOhost, Primo and Google Scholar. It revealed 125
peer-reviewed scientiîżc articles on the phrase âautism,
design, architecture and environmentâ, on Ex Libris. Re-
vealed scripts have been published between 2000â2023.
During the analysis of multiple abstract contents, 13 pub-
lications have been selected as directly related to the de-
sign of schools for people with autism. Moreover, 6 of the
above-mentioned publications concern design criteria for
pupils with autism spectrum disorder (ASD).
The study carried out by Magda Mostafa presents the
use of the Autism ASPECTSSâą Index method in the
context of post-occupancy evaluation of learning environ-
ments. The described guidelines concern seven design cri-
teria: Acoustics, Spatial Sequencing, Escape Spaces, Com-
partmentalization, Transition Spaces, Sensory Zoning and
Safety [8]. The post occupancy evaluation (POE) study
has been also conducted by Julie Irish, who has taken into
account criteria such as materials, colour scheme, wayîżn-
ding, lighting, acoustics and security [9], [10]. On the other
hand, ASD pupils mentioned the following as the most im-
portant issues in school design: a playground divided into
zones, a sense of security (location of the teacherâs room),
noise and calm zones, internal circulation spaces, legibili-
ty, their own autistic spectrum condition (ASC) Resource
Base and the wider school environment [11]. Other studies
focus on the analysis of particular physical properties of
space. It has been revealed that acoustic control of rooms
can reduce dicult behaviours and help in therapy [12].
For instance, neutral colours have a calming eî””ect, and
îashy colours stimulate [13]. These publications present
the core issues of designing for people with autism against
a background of research in the îżeld of psychology, so-
ciology, pedagogy through the involvement of therapists,
people with autism and their parents.
The diagnosis of people with autism spectrum disorder
includes social interaction skills, interpersonal communi-
cation skills, repetitive and stereotyped behaviours. ASD
symptoms also result in signiîżcant malfunctioning of per-
sonal, family, social, educational, occupational or other
important areas of everyday life [14]. The built environ-
ment ought to respond to the sensory needs coming from
the diî””erent perception of people with autism. The orga-
nization of space can stimulate the development of areas
where cognitive deîżcits are diagnosed based on strengths
in order to achieve satisfactory therapy eî””ects [15]. The
literature review indicate that buildings designed for peo-
ple with autism should be designed taking into account the
needs of children resulting from the diagnostic criteria of
the International Classiîżcation of Diseases 11
th
(ICD-11).
Multiple case study
This publication designates non-statutory guidance on
planning and designing accommodation for new and ex-
isting schools in England â all of which will have at least
some children or young people with special educational
needs (SEN) and disabilities. The buildings were built to
meet the current and increasing demand for the number
of places for students with special educational needs. The
capacity of Ysgol Plas Brondyî””ryn was expanded by
104 spaces [2], and Oaklands School by 152 spaces [3].
Garston Manor School had no plans to increase capacity,
but before redevelopment, the school was nearly half the
size per pupil [4].
The layouts of schools were analysed based on the ex-
ample of accredited buildings: Ysgol Plas Brondyî””ryn,
Oaklands School, and Garston Manor School, which meet
design standards and take into account the limitations of
people with autism. The accomplished analysis of solu-
tions responding to speciîżc design problems concerns
the issue of sensory zoning, which determines the way in
which the zones have been divided in the layout of the
building, the type of transition space between the zones,
and the degree of complexity of wayîżnding.
Ysgol Plas Brondyffryn,
Land West of Ystrad Road, Denbigh, UK
1. General information.
The school has been designed for 116 children, howev-
er, current count is 136 students and 63 on the reserve list.
All the admitted students have a certiîżcate of the need for
special education in the îżeld of autism. At the moment,
the facility is overcrowded and dispersed â it is located
in 4 diî””erent locations in the city. The authorities have
decided to build a new facility that would accommodate
220 students, 32 teachers and 65 assistants. The new seat
of the school has been built on a plot of approximately
2.42 ha, and would have an area of 6564 m
2
. The existing
sports ground in Ystrad Road, Denbigh, adjacent to Den-
bigh Leisure Center in the suburbs, has been used as the
construction site of the facility [16].
2. Functional and spatial solutions of the school.
The site plan design divides the plot into multiple acces-
sibility zones. The public area includes the main entrance
to the school, the entrance to the cafeteria and parking
spaces. Introducing a new small venue open to the local
ASD community gives students the opportunity to acquire
social skills in a controlled environment. The second zone
is available only to employees of the facility (parking lots).
The third, safe zone is designed for students and includes
sensory playgrounds, quiet zones and sports îżelds, but also
a drop-oî”” area [17].
The main entrance zone is located in the eastern part of
the building, in close proximity to an administrative area.
Students are driven to school, received by school staî””
in the drop-oî”” area and dedicated via multiple assigned
entrances to each educational stage. There are no collec-
tive cloakrooms, they are all located in classrooms. In the
central part of the building, between the entrance zones,
there are two dining rooms, which are assigned to each
school, respectively, with stations for individual/group
meal preparation. The organization of space improves the
development of self-care and social skills. The middle and
south wings are two-story. The îżrst houses the Secondary
School, the second is dedicated for the youngest children
who attend Primary School and Early Years [18]. There
is a café in the northern part of the building. It is directly
adjacent to the lowest wing of the building, which has one
