Inclusive Architecture for College Students With Autism: Enhancing Academic Success and Social Inclusion

Irene S.

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Inclusive Architecture for College Students With Autism: Enhancing Academic Success and Social Inclusion

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Themes

University of Washington, autism, special needs, norm, social model, autistic students, student, college, social inclusion, physical impediments, education, ASD Autism Spectrum Disorder, academic success, school, learning, architecture, inclusive design

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Abstract

The research explores the invaluable role of inclusive architecture in enhancing academic performance and community among autistic college students. With a focus on investigating the role of inclusive design in the learning environments of children with autism, this paper will present the findings that will benefit the community, creating the appropriate infrastructure. Research methods encompass a detailed analysis of existing literature in this field, case studies of successful inclusive design projects, and interviews with those involved in autism and architecture. The main things raised in the literature review are the definition of autism and its consequences on college student life (emphasis needs to be given to sensory sensitivity, learning difficulties, and social interaction problems).

Abstract
Introduction
Literature Review
1. Autism Spectrum Disorder and College Students
2. Sensory Processing and Attentional Differences
3. Inclusive Design and Educational Strategies
4. Inclusive Design in Physical Spaces: Enhancing Educational Environments
5. Case Studies and Innovative Approaches
Methodology
Findings and Analysis
Discussion
Conclusion

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[...] Sensory sensitivity is the other main obstacle across the board. This may cause people to need help focusing, processing information, and dealing well with their surroundings. Students tend to be frustrated by the typical classroom environment, which causes a lot of sensory overload, which makes it impossible to concentrate and participate in class activities appropriately. The sensory-friendly classroom setting and the overall educational experience can be significantly improved by employing inclusive design strategies. The facilities of the kind could be equipped with dimmable lights, sound-deadening materials, and calm-inspired colors, which make the environment the athlete that intensifies sensory triggers and promotes the security and comfort students with autism need. [...]

[...] These efforts improve academic performance and foster self-reliance and connection in autistic students. Using evidence-based design and inclusive practices to create the physical environment, the latter drives positive results and gives autistic students equitable opportunities for higher education. Evidence-based analysis discloses the remarkable effect of design on not only academics but also the physical and social life of students with disabilities such as autism through college services provided by Disability Resource Centers (DRCs). The obtained thorough exploratory study of DRCs by Doussard, Garbe, Morales, and Billion in 2021 helps us realize that DRC is not just supportive schooling but it carries more than that. [...]

[...] "College as a developmental context for emerging adulthood in autism: A systematic review of what we know and where we go from here." Journal of autism and developmental disorders 52, no (2022): 2075-2097. Jones, Elizabeth K., Mary Hanley, and Deborah M. Riby. "Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders." Research in autism spectrum disorders 72 (2020): 101515. Khare, Rachna, and Abir Mullick. "INCORPORATING THE BEHAVIORAL DIMENSION IN DESIGNING INCLUSIVE LEARNING ENVIRONMENT FOR AUTISM." Archnet-ijar 3, no (2009). [...]

[...] Such assistance arrangements can indeed produce better support and a more accessible learning environment in which students with autism can ultimately learn much better, have lower anxiety, and take part in more educational tasks vigorously. Recognizing that sensory processing differences are not limited to negative experiences but also encompass positive sensory preferences and strengths is essential. For example, some students with autism may have a heightened awareness of details, solid visual-spatial skills, or a keen ability to focus intensely on specific tasks of interest. Harnessing these particular sense abilities can serve as a tool for creating learning situations for students with autism. [...]

[...] It covers social, emotional, academic, and even overall the personal aspects of college life. Of all the issues that a college student with autism might experience academically and in terms of work, the most common ones are academic preparation and performance. Students with this syndrome are very particular note learners. Therefore, they may need effective individual educational strategies and related accommodations to succeed and progress academically. This is the area of organizational work that involves the arrangement of how to manage time and how to adapt to different learning styles. [...]

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