Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation

IF 1.8 1区艺术学 0 ARCHITECTURE

Archnet-IJAR International Journal of Architectural Research Pub Date : 2022-03-31 DOI:10.1108/arch-11-2021-0321

J. Love

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引用次数: 1

Abstract

PurposeThe study aims to evaluate: (1) How university students from interior architecture can create a forward-looking “Sensory Living” brief informed by both external autism experts and a specialist tutor, evidenced through Leeds City Council's live autism adult accommodation project. (2) Issues involved with moving an experimental studio teaching model online during the COVID-19 pandemic.Design/methodology/approachA grounded theory approach informs an innovative teaching model, run over two years, to create a better normal; challenges and opportunities are critiqued.FindingsFeedback from experienced autism-specific experts raises recurring sensory and communication issues which frame a series of design problems to help inform the student briefs. Students learn that the designer as advocate for vulnerable users is imperative. Aspects of online teaching that can benefit an experimental studio teaching model are identified.Practical implicationsIdentification of the responsive “Sensory Living Model” illustrates (1) How local authorities can avoid seclusion and integrate meaningful “continuous learning opportunities” into autism-friendly adult accommodation for post-pandemic health and wellbeing. (2) How to embed autism-friendly design in the university curriculum.Social implicationsThe study helps address some of the UK Government's “National strategy for autistic children, young people and adults: 2021 to 2026”.Originality/value“Ten Novel Sensory Living Themes” are uncovered to help inform the design of autism-friendly adult accommodation. These are of value to (1) local authorities and design practitioners in formulating design briefs and (2) universities in educating future designers of inclusive spaces.

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感官空间:感官生活-工作室教学设计的自闭症友好的成人住宿

本研究旨在评估:(1)通过利兹市议会的自闭症成人住宿项目，室内建筑专业的大学生如何在外部自闭症专家和专家导师的指导下创造前瞻性的“感官生活”简介。(2)新冠肺炎疫情期间实验工作室教学模式在线迁移涉及的问题。设计/方法/方法一个扎根理论的方法为一个创新的教学模式提供信息，运行超过两年，以创造更好的正常;挑战和机遇被批判。来自经验丰富的自闭症专家的反馈提出了反复出现的感觉和沟通问题，这些问题构成了一系列的设计问题，有助于为学生简报提供信息。学生们了解到，设计师作为弱势用户的倡导者是必不可少的。确定了在线教学可以使实验工作室教学模式受益的方面。实际意义响应性“感官生活模式”的确定说明了(1)地方当局如何避免隔离，并将有意义的“持续学习机会”融入对自闭症友好的成人住宿中，以实现大流行后的健康和福祉。(2)如何在大学课程中嵌入自闭症友好设计。该研究有助于解决英国政府“自闭症儿童、青少年和成年人国家战略:2021年至2026年”的一些问题。创意/价值“十个新奇的感官生活主题”被揭露，以帮助自闭症友好的成人住宿的设计。这些都是有价值的(1)地方当局和设计从业者在制定设计简报和(2)大学在教育未来的包容性空间的设计师。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Archnet-IJAR International Journal of Architectural Research ARCHITECTURE-

CiteScore

5.50

自引率

35.50%

发文量

期刊介绍： Archnet-IJAR: International Journal of Architectural Research is an interdisciplinary scholarly journal of architecture, urban design and planning, and built environment studies. The journal aims at establishing a bridge between theory and practice in these fields. The journal acts as a platform that reports on the latest research findings for examining buildings and urban environments and debates innovative approaches for creating responsive environments. Archnet-IJAR is truly international and aims at strengthening ties between scholars, academics, and practitioners from the global north and the global south with contributors and readers reaching across the boundaries of cultures and geographies.