Uma arquitectura especial. Desenhar o espaço para crianças com o espectro do autismo.

Abstract

This dissertation intends to approach and validate the environmental factors that affect the performance of autistic children in educational spaces, and aims to contribute to the development of a global consciousness towards this problematic of universal nature and benefit. This study builds a structure that can serve as a tool for architects, designers and facility managers to design educational spaces of high performance for everyone. The purpose of this work is not to develop or create a recipe of what should or should not be done when designing a space for someone with special needs. Some of the approached concepts may improve the quality of life of these people, by researching indicators that can simplify the space, in order to promote and stimulate a set of skills, and also, by giving focus to the needs these children have when processing cognitive information in a very selective way. Thus, there is a crossing of subjects such as Architecture, Inclusive Design and Autism, in order to understand how Architecture can contribute to the development of children with an Autism Spectrum Disorder (ASD). A survey was conducted on this syndrome to better understand the disease, its characteristics and limitations, as well as the different interventions used in children with ASD, in order to give them a life as comfortable and independent as possible. Simultaneously, a theoretical approach on the design of learning spaces was done, indicating the prospect of special needs. This research serves as inspiration and encouragement for the staging of possible approaches made by architects, bearing in mind that sometimes, what really has an effect on these people is not what can be done, but, mostly, what must not be done, conducive to maintaining de security of those who inhabit the space.