abstract

This project proposes an innovative architectural model for a school dedicated to children on the autism spectrum, guided by the dual principles of interchangeable spatial design and visuospatial learning. Recognizing the diversity in sensory processing and cognitive styles among autistic learners, the design challenges traditional fixed-use spaces by introducing modular, flexible environments. These adaptable zones can seamlessly transition between classrooms, therapy spaces, play areas, and rest zones, allowing educators and therapists to tailor environments in real-time to meet changing sensory, emotional, and educational needs. Central to the design is the integration of visuospatial learning strategies, which support learners who thrive on spatial reasoning, visual cues, and kinesthetic engagement. Architectural elements-such as color-coded zones, visual signage, textured materials, and spatial sequencing-aid in navigation, comprehension, and routine building. These environmental cues reduce cognitive overload and anxiety, enabling students to better understand and engage with their surroundings. Biophilic design principles, such as natural lighting, ventilation, and indoor-outdoor transitions, are incorporated to enhance sensory regulation and promote well-being. Acoustic treatments, safe material choices, and low-stimulation areas are integrated to respect sensory sensitivities. By turning the built environment into a dynamic teaching and therapeutic tool, the project offers a holistic educational framework-supporting cognitive, emotional, and social development. The design aspires to be not only inclusive but transformative, demonstrating how architecture can actively participate in learning and healing for neurodiverse individuals.