Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation

Abstract

Purpose

The study aims to evaluate: (1) How university students from interior architecture can create a forward-looking “Sensory Living” brief informed by both external autism experts and a specialist tutor, evidenced through Leeds City Council's live autism adult accommodation project. (2) Issues involved with moving an experimental studio teaching model online during the COVID-19 pandemic.

Design/methodology/approach

A grounded theory approach informs an innovative teaching model, run over two years, to create a better normal; challenges and opportunities are critiqued.

Findings

Feedback from experienced autism-specific experts raises recurring sensory and communication issues which frame a series of design problems to help inform the student briefs. Students learn that the designer as advocate for vulnerable users is imperative. Aspects of online teaching that can benefit an experimental studio teaching model are identified.

Practical implications

Identification of the responsive “Sensory Living Model” illustrates (1) How local authorities can avoid seclusion and integrate meaningful “continuous learning opportunities” into autism-friendly adult accommodation for post-pandemic health and wellbeing. (2) How to embed autism-friendly design in the university curriculum.

Social implications

The study helps address some of the UK Government's “National strategy for autistic children, young people and adults: 2021 to 2026”.

Originality/value

“Ten Novel Sensory Living Themes” are uncovered to help inform the design of autism-friendly adult accommodation. These are of value to (1) local authorities and design practitioners in formulating design briefs and (2) universities in educating future designers of inclusive spaces.

Citation

Love, J.S. (2022), "Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation", Archnet-IJAR, Vol. 16 No. 3, pp. 595-619. https://doi.org/10.1108/ARCH-11-2021-0321