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Autistic adults with limited speech and additional learning disabilities are people whose
perceptions and interactions with their environment are unique, but whose experiences
are under-explored in design research. This PhD by Practice investigates how people
with autism experience their home environment through a collaboration with the autism
char...
Context in source publication
Context 1
... a person's deeper level of experience relates to the design and emotion section positioned within the design-led axis of Sanders map ( Figure 19). To access this deeper level of experience Sanders explains that it is not dependent upon the designer's ability to know but to also to empathise with the person. ...
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Citations
... Research methods to involve autistic people with profound learning disabilities have thus developed, now including collage and narrative diaries (Ridout, 2016), talking mats (Stewart et al., 2018), multi-modal approaches (Doak, 2018), photo-voice (Cluley, 2017), close participatory observation (Gaudion, 2015;Goode, 1994;Mietola et al., 2017;Simmons & Watson, 2014) and life-story work (McCormack, 2017). Such methods have created dialogue and meaning-making opportunities between researchers, autistic people with profound learning disabilities and their wider communities, yet their representation remains marginal within the broader learning disability and autism fields (Palmer & Walmsley, 2020;Redmore, 2023c). ...
This chapter presents a methodology for doing research inclusively with autistic people with profound learning disabilities. The purpose of the methodology is to learn about the views and experiences of this group within the context of their everyday lives. The methodology involves in-depth participatory work, a guiding phenomenological framework, Ashworth’s Lifeworld Fractions (2016), and a circular process of fieldwork and analysis. It is argued that this represents an inclusive process as it promotes dialogue, being-with participants, and an approach where participants’ experiences and circumstances guide a study’s methods, focus and theoretical perspectives. Described are the methodology’s phenomenological and inclusive underpinnings, as well as an example of the methodology in practice as drawn from a project that sought the experiences of an autistic adult with profound learning disabilities. The chapter concludes with a reflection on the ways in which the methodology promotes involvement in research of autistic people with profound learning disabilities, as well as its limitations.
... Beaver 2006;Whitehurst 2012;Mostafa 2010). Research that has involved the first-person perspective (e.g., Baumers & Heylighen 2010Gaudion 2015) has shown that the use of design guidelines is not straightforward, some concepts can contradict each other (Kinnaer et al., 2016). For example, open space provides predictability and overview, but compartments provide structure and reduce sensory input. ...
... Compared to autistic people without an intellectual impartment, it is not always straightforward to study the first-person perspective of an autistic person with an intellectual impairment. Some researchers have tried unconventional ways and developed design tools to study a first-person perspective with limited verbal speech (e.g., Gaudion, 2015;Gaudion et al., 2015). In this research, we adopted method triangulation by using verbal and non-verbal data collection methods to increase and broaden the understanding of the first-person perspectives. ...
... We argue that besides sensory qualities of the built environment, essential to facilitate independent living is also what spaces afford and what they mean for an autistic person. Affordances and meaning of spaces are shaped in the context of interactions between the residents and their living spaces which aligns with previous research (e.g., Baumers & Heylighen, 2010;Gaudion, 2015). Future research should investigate how design can make room for autistic people to tailor their residential setting to their needs and allow time to try out, and come to know what suits them best. ...
Many autistic adults tend to live with their parents rather than independently. Few studies exist about what independent living means from their perspective and what role the built environment plays therein. Our study reports on the lived experience of two autistic men living in two different residential settings. Data were collected through conducting in-depth interviews, photographing, drawing and following social media sites during one year, and were analyzed thematically. Findings suggest that independent living involves negotiating for autonomy, (seeking) company of other people, needing guidance, and home tailoring. While existing guidelines on residential design for autism tend to focus on sensory and perceptual aspects, our study draws attention to other facets of how spaces are experienced, namely what spaces afford and mean. Further research is needed to understand how residential design can leave room for autistic adults to tailor their homes to their own needs, and through that support their independent living.
... It is not a lack of means that has meant people with complex needs are rarely represented within academia, for over the past 30 years, many researchers have demonstrated ways such people can meaningfully participate (e.g. Simmons and Watson, 2014b;Gaudion, 2015;McCormack, 2017;Goode, 1994;Dee-Price, 2019;Hewitt, 2000). Their related research fields have, however, promoted and favoured approaches, methods, and practices that, commonly embedded with ideas of voice, self-advocacy, and "speaking up for yourself", exclude their participation (Palmer and Walmsley, 2020: 131). ...
This article makes a practical suggestion to addressing the acute marginalisation of people with complex needs within academia. To do this, it first explores how the academic use of the terms “autism” and “severe/profound learning disabilities” leads to exclusionary practices where people with complex needs cannot represent themselves in research about their lives. These practices, this article contends, are epistemically and ethically unjustified. It demonstrates the former by exploring the shared ways in which people with complex needs are known in academic and social contexts. Regarding the latter, it argues that the research fields of autism and learning disabilities have favoured practices that exclude people with complex needs. To improve their academic representation, an academic space of “autism and profound learning disability” is proposed by drawing from Kraus’s (2015) theory of lifeworlds and life-conditions. The aim of the space is to be open and inclusive to any person with complex needs related to the terms “autism” and “severe/profound learning disabilities”, and to develop ethical research and practices that include their perspectives, views, and values. The paper concludes by presenting a preliminary agenda for the space.
... Differences in terminology were resolved by examining the resource content and relevant paragraphs to establish consensus during meetings with the research team. For example, Bruininks and colleagues [30] outlined cleaning as adaptive behaviour, and Gaudion [31] suggested that wanting a tidy environment is a preference or lifestyle. For this scoping review, cleaning and self-care skills were considered behaviours and a preference for cleanliness in the environment is considered a general house detail. ...
... Subdomains included (a) accessibility, (b) layout, (c) location, (d) outdoor space, (e) space, and (f) tidiness. A sequential and organized layout (design of furniture and decorations within a room) was important for compatibility with a living environment [12,31,42]. Living arrangements should be predictable and organized to fit with their daily routine [12,31,42]. ...
... A sequential and organized layout (design of furniture and decorations within a room) was important for compatibility with a living environment [12,31,42]. Living arrangements should be predictable and organized to fit with their daily routine [12,31,42]. To achieve this aim, Atsmon and colleagues [42] recommend that visuals are used throughout the home and that sensory preferences be considered, suggesting an overlap between general house details and sensory preference domains. ...
Purpose of Review
Roommate compatibility of adults on the spectrum with intellectual disabilities has been under-investigated. Following the PRISMA-ScR guidelines, this scoping review explored the current research on the factors that influence the compatibility of Autistic adults’ roommates and their living arrangements.
Recent Findings
Recently, literature has included the experiences and preferences of adults with intellectual disabilities in the arrangement of their living spaces. Factors that might inform compatibility were related to six domains (i.e., general house details, behavioural profile, sensory, lifestyle, health, and social interactions). Research also suggests that safety, choice, and culture should be considered.
Summary
Although autistic adults with intellectual disabilities often live in community settings, no comprehensive assessment has been found to inform placement decisions that consider all relevant aspects of compatibility. This scoping review could be used to inform an assessment to guide placement decisions of prospective housemates and improve the transition process.
... Examples include a photo-narrative approach, which has been used to co-design environments for older adults with mild cognitive impairment (Aflatoony et al., 2020). Gaudion (2015) has also presented potential tools to support the participation of autistic individuals with additional support needs in the design process. ...
... A clear recommendation from this review is the requirement to consult with and include autistic individuals directly in the design of BEs. Research in the United Kingdom has suggested that for those with additional support needs, it may be beneficial to additionally consult with others that may be influenced by the BE, such as residential support staff (Gaudion, 2015). Many of the recommendations offer simple changes to the design that can have wideranging positive impacts for autistic individuals. ...
... Autism by definition is a spectrum condition (American Psychiatric Association, 2013) challenging the ability to accommodate the unique needs of numerous autistic individuals in a single BE context. Some research in the United Kingdom has explored how individuals with additional needs may be supported to be involved in the design process providing tools, which may facilitate participation in the design process (Gaudion, 2015). Further co-produced research into the breadth of the experiences and perspective of autistic individuals is needed. ...
Until recently, built environments have been designed exclusively to meet the needs of neurotypical populations; however, there is increasing recognition of the need to make built environments more accommodating for neurodiverse populations, including autistic individuals. This scoping review aims to comprehensively explore and synthesise this literature on the internal built environment for autistic individuals providing recommendations for designers, policymakers and clinicians. Five electronic databases were searched, resulting in a total of 28 studies being reviewed. Recommendations are provided for design and construction, lighting, sound, aesthetics, temperature and air quality. While in its early stages, evidence demonstrating the impact that particular qualities of light, colour, sound and spatial planning have on the human sensorium is emerging. In turn, this new knowledge is informing design decisions that are progressing interior environments towards inclusivity. Understanding the positive and negative impacts of decisions made in the design of the built environment has the potential to facilitate the participation and inclusion of autistic individuals.
Lay abstract
Factors related to the interiors of buildings, including the layout of rooms, colours, smells, noises, temperature, ventilation, colour and clutter, among other things, can change the way we interact with our environment and the people around us. Autistic individuals can have differences in processing sensory information and may find aspects of the built environment (BE) over-whelming and difficult to navigate. We reviewed the existing literature exploring the BE and autism. This study found that it is possible to make changes to the BE to create more inclusive and friendly environments for everyone, including autistic individuals. Findings from this study provide clear recommendations that can be used by interior designers, architects, builders, and clinical practitioners to make a positive difference. Key recommendations include using simple spatial layouts, compartmentalising and zoning spaces into specific activity sections and providing retreat spaces. The thoughtful placement of windows and blinds and the installation of dimmable lights, for example, will allow users to manage or reduce sensory over-stimulation caused by lights. Similarly, we recommend creating soundproofing and sound absorbent materials to reduce background noise and sound levels. We also recommend using neutral or simple colour palettes and restrained use of patterns. Finally, and most importantly, the BE needs to be flexible and adaptable to meet the unique needs of each person. This study provides a starting point for design guidelines and recommendations towards making a difference to the everyday experiences of the interiors of buildings.
... Anxiety, social understanding, sensory information processing deficits, sensory hyperreactivity, and low tolerance towards change are difficulties experienced by many autistic adults, even though maladaptive behaviors decrease with age (Howlin and Magiati 2017, Hwang et al. 2020, Kapp et al. 2011, Magiati et al. 2014, South and Rodgers 2017. These characteristics can influence the autistic adults interacting with the home physical environment, as well as with the individuals, since these elements can arouse anxiety as much as pleasure in people who adjust differently to sensory stimuli and to the unpredictability of the environment (Gaudion 2015). For example, in interactions with the physical environment, unusual sensory processing can affect the interpretation of environmental stimuli in the home environment, potentially leading to maladaptive behaviors unsuitable for positive interactions with others (e.g. ...
... While interest in the functional impact of environmental sensory elements in work and school settings is growing, few studies have focused on the home environment of autistic adults as a whole (Fletcher et al. 2019, Gaudion 2013, Gaudion 2015, Krauss et al. 2005, Lowe et al. 2014, Marcotte et al. 2020, Robertson and Simmons 2015, Trembath et al. 2012. Considering their conception and understanding of the environment mainly shaped by their sensory preferences and their interactions with the physical elements, the people, objects, and stimulations of the home environment may be experienced differently by autistic adults than neurotypical people (Gaudion 2013. ...
... decoration), environmental consistency and structure, activity planning with smooth transitions, clear visual or auditory cues indicating the function of environmental elements (e.g. positioning objects in a logical sequence based on their use), use of technology, and provided control over the environment, which can modulate anxiety and minimize sensory overload (Fletcher et al. 2019, Gaines et al. 2016, Gaudion 2015, Lowe et al. 2014, Marcotte et al. 2020, Robertson and Simmons 2015. According to family caregivers, they promote the participation and selfdetermination of autistic adults, however this sometimes leads to a loss of their own social interactions, in addition to stressors that are difficult to manage (Cheak-Zamora et al. 2020, Krauss et al. 2005. ...
Introduction: The challenges experienced by adults living with autism spectrum disorder (ASD) regarding their interaction with their home environment are thinly documented, although these issues persist with age. Based on the Model of Competence, this study aims to explore the human and nonhuman elements of the home environment influencing the functioning of autistic adults.
Methods: An exploratory-descriptive qualitative study was conducted in Quebec City, Canada, with autistic adults (n = 6). Individual semi-structured interviews were undertaken by a single interviewer until data saturation was reached. A content analysis was conducted using NVivo software with a list of codes adjusted according to new emerging themes.
Results: Eight themes emerged and were grouped into three categories: 1) Person – Adult living with ASD: coping skills, anxiety; 2) Microsystem – Home environment: entourage, sensory elements, spatial arrangement; 3) Person-environment interaction: routines, socialization, control. The experiences of autistic adults highlight the varied interactions experienced with the nonhuman and human elements of their homes, sometimes resulting in a situation of handicap related to their activities and roles.
Conclusion: This qualitative exploration of the environmental challenges experienced at home by autistic adults introduces a better understanding of the person-environment interaction, allowing for easier functional assessment and improved home support.
... To help me with this, I developed a design framework called the Triad of Strengths, 5 which supports the idea that by understanding a person's sensory preferences, their interests and action capabilities, an important palette of ingredients is created that can inform the design of environments, products, and services to enhance positive experiences for that person. ...
... According to Norman the designer's concept needs to match the user's model. Environment plays a pivotal role for design as demonstrated by Gaudion's doctoral research [8] which showed that the understanding of affordances varies between neuro-typical and autistic adults leading to very different views of environmental stimuli and how design can respond to support special sets of environmental preferences. ...
Design and aesthetics are two intrinsic words that naturally interrelate when a tangible object with formal qualities is developed by taking into account visible parameters. In this research, we describe how an aesthetic analysis of tangible objects could be a valuable and rich pedagogic medium for design research in a design innovation and interdisciplinary design research environment. By comparing the results gained from the application of this method delivered through a series of postgraduate student workshops we describe how "designing aesthetic miscommunication" facilitates learning across disciplines for supporting self-criticality and reflection. This results from the different associated meanings each discipline assigns through perception of objective and subjective aesthetic readings. Our method included combining physical artefacts with a diagrammatical aesthetic mapping framework designed to build mental models of aesthetic analysis, but also to introduce issues and conjectures. Even though various approaches have been applied to the Product Design discipline including affordances and semantic theory, this method explores a different kind of approach when applied to a more diverse audience. Under this lens visual design analysis facilitates discussion across disciplines and creates a common ground through the perceived visual truths that emerge in the workshops. Our findings have shown that students are capable of maintaining the original meaning shaped by their discipline while sharing observations with a wider audience about how such meanings shifts. The results illustrate how the students' experience and their learning approach to design practice evolved through the introduction of tangible aesthetics.
Inclusion of people with disabilities, or ‘different’ abilities, is recognised as a major societal issue, in this instance, autistic people. This pedagogic small-scale investigation rethinks the university educator to student relationship, through an experiential brief, to design a ceramics college for autism. A collaborative, human-centred, case study perspective, encompasses not only an interior architecture student, a tutor with a ceramics research interest and a tutor with a research interest in autism, but also opens up dialogue with a professional ceramic artist and a young autistic person; the latter three, living in the same community. Intrinsically, it offers a cross-disciplinary approach utilising participatory-based learning within an inspiring, fully operational, workshop setting. Opportunities to hear the autistic voice, exploring sensory and behavioural needs first-hand, avoid pre-conceived internal dialogues and artificial objectives, encouraging exploration beyond purely the aesthetic. The paper describes the process of setting up and running a live ‘sensorium’ ceramics workshop, expanding effective learning beyond the design studio, teaching a complex subject area, wherein no two people are affected by autism identically. It explores how to discern the optimum learning environment and how sensory considerations, primarily offering choice, assist. Inherently, many design strategies developed for autistic people may also be of benefit for neuro-typical people, in different educational settings. In essence, the research creates and advocates the innovative ‘ASD-Uni-Outreach’ micro-teaching model as being sustainable and viable for piloting in alternative university courses, with community subject expertise. This good practice model maximises social interaction, provides a deeper level of autism understanding for the design student, and augments skills for young autistic people. The paper champions that unconventional users require unconventional approaches to knowledge gathering. The design of autism colleges is advanced through providing budding professionals with an insight into designing responsive spatial environments.
Homelessness is a personal hardship and societal plight, both difficult to resolve. Struggles are motivators, and economies benefit to varying extents from their homeless: programs proliferate, architects and contractors build facilities, charities marshal resources, volunteers, and other support. Do these bureaucratized services sectors offer real assistance to homeless persons, or are these just stakeholders in the “sheltering industrial complex”? From emergency shelters to nicer “transitional housing” to even more supportive “permanent housing,” the conventional Western approach of “earning your way to housing” reifies notions of the undeserving poor. The professional social worker imposes judgement on eligibility, the manager impels compliance or turns away the needy “until they come around and start making better decisions for themselves.” (Willse, 2015). Designs support only to a limited extent the person ability to cope with crisis and stress, privacy, or sense of dignity and self-worth. Facilities “built to purpose” often inadvertently promote the view of the homeless as a marginalized group that must be controlled, managed, and made to adhere to rules. This punitive scheme has resolved neither hardship nor plight. Let us then look for norms vis-à-vis sheltering that reflect where the homeless person chooses to live. They may wake up in some temporary accommodation, but then spend their day in a park, at a clinic or jobs center, or, as is very often the case, in a public library. Why, in particular, the library? Through a combination of observational data and quantitative spatial analysis, this paper locates within three actual and model libraries eight key design and use elements rooted in Deleuze and Guattari’s rhizomatic structure of individual agency. Through rigidly centralized and ordered, but geographically distributed units – book stacks, carrels, study rooms, and meeting spaces – the public library reinforces communal safety and cohesion while affording users personal domain, privacy, and uncoerced access to physical, educational, and social welfare services.
