Ten years on: a post-occupancy evaluation of classrooms for pupils with severe autism
ISSN: 0263-2772
Article publication date: 13 May 2022
Issue publication date: 1 June 2022
Abstract
Purpose
There is currently a lack of research describing the best way to design learning environments for increasing numbers of children with autism. The purpose of this study was to determine the impact of classroom design on the learning and behaviour of pupils with severe autism. The research variables of interest were classroom layout; furniture, fittings and equipment (FFE); materials; colour scheme; wayfinding; lighting; acoustics; and security.
Design/methodology/approach
This study conducted a post-occupancy evaluation of classrooms for pupils with severe autism aged 3–19 in a school ten years after its completion. Data collection included a visual assessment of the building and an online survey to educators and administrators asking how satisfied they were that the research variables benefited pupils with severe autism.
Findings
Key findings were that zoned areas for different activities met students’ needs. Withdrawal rooms off the classroom, access to shared hygiene facilities and a secure outdoor area received high ratings. The main criticisms were the lack of robustness of FFE and the inability to control temperature. Results were collated into a table of recommendations for classroom design for severely autistic pupils.
Originality/value
The findings demonstrate classroom features that support the needs of pupils with severe autism, an area with limited prior research. Some findings support previous research and some adds new knowledge to our understanding of design for this population. The results provide empirical evidence for professionals involved in designing classrooms for pupils with severe autism.
Keywords
Acknowledgements
The author would like to acknowledge the support of the school where the research was conducted, Mr G. P. Lloyd for photographic assistance and Dr V. Ingram for review of an earlier version of this paper. The author would also like to thank the anonymous reviewers whose comments helped improve this manuscript.
Research funding: This research was supported by an internal Summer Research Support Grant from the Center for Excellence in the Arts and Humanities, Iowa State University.
Citation
Irish, J.E.N. (2022), "Ten years on: a post-occupancy evaluation of classrooms for pupils with severe autism", Facilities, Vol. 40 No. 9/10, pp. 656-674. https://doi.org/10.1108/F-10-2021-0097
Publisher
:Emerald Publishing Limited
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