Analysis of functional program of the building designed for pupils on the autism spectrum disorder, case study of Acland Burghley Resources Centre, London

Abstract

The article is a case study for Acland Burghley Resources Centre designed by Christopher Beaver and GA Architects for up to 20 pupils on the autism spectrum disorder. This is the inclusive regular school for 1265 students in London, built in 2011. The small part of the building was designed according to the theory developed by Beaver for students on ASD. The school was classified in third place according to Autism ASPECTSS Scores (Mostafa, 2015, p. 67) developed by Magda Mostafa, professor at the American University of Cairo. The case study is based on the diagrams presented in the article which were prepared on the basis of project documentation and photos of the building provided by the architectural office. These materials were prepared to survey opinions of autism therapists on the impact of individual building elements on people on ASD. Pupils on the autism spectrum have problems with the perception of many stimuli such as light, acoustic, aromatic, and tactile stimuli. It is important that autistic students who cannot cope with the mainstream school have an independent part of the building with the outdoor decking, social area, learning spaces, 1 to 1 activity rooms, seating spots, and escape personal spaces. The architect designed a calm space in which students feel sensory comfort and can improve their cognitive abilities. These were achieved with indirect light, neutral colours, matte textures, and curved walls. The interdisciplinary research proves that the functional and spatial solutions which are provided in Burghley Resources Centre are appropriate for the therapeutic purpose and support the therapy.