Building Better Schools: A New Model for Autism Inclusion in Seattle

Abstract

A growing number of children in the United States are diagnosed with autism spectrum disorder (ASD) and receive education within mainstream public schools. While research indicates that most special education classrooms meet the spatial and sensory needs of autistic students, generally the rest of the educational environment does not. Furthermore, studies indicate that environments that benefit autistic students similarly benefit all students. This thesis proposes that by addressing the sensory and spatial needs of autistic learners the educational environment can better serve the diverse needs of all students. This proposition is tested through the design of an elementary-level inclusion school in the Atlantic Neighborhood of Seattle. The methodology for investigating this topic spans architectural and educational resources, including a review of literature related to education design and the spatial needs of students with ASD.