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Optimum architecture and built environmental design for autistic school


Project Description

Autistic children are defined as a special group of children with a variety of developmental disorders consisted in their emotion, language ability, consciousness, style of thinking, movement and also daily behaviours. One in every 150 children is estimated to fall within the autistic spectrum, regardless of socio-cultural and economic aspects. The indoor environmental quality (IEQ) of classrooms is a significant influence factor on students’ performance and learning ability in schools, especially for children with autism, but the relevant studies are very scarce. Architecture is responsible for creating environments that accommodate the needs of all types of users, there are yet to be developed architectural design guidelines catering specifically to the scope of autistic needs. Built on the current strong collaboration between the built environment researcher and psychologist at the University of Reading, this research project is aiming to understand the relationship between the indoor environment and psychological behaviours of autistic children using an innovative interdisciplinary approach. The outcome of the project will be an optimum school indoor environment design for autistic children to improve their learning experience.

Applicants should hold or expect to gain a minimum of a 2:1 Bachelor Degree or MSc Degree equivalent in Architecture, Architectural engineering, Building service engineering with research experience/interest on indoor environmental quality or environmental psychology.

Funding Notes

First-class or 2.1 (Hons) degree, or Masters degree (or equivalent) in an appropriate subject

How good is research at University of Reading in Architecture, Built Environment and Planning?

FTE Category A staff submitted: 34.90

Research output data provided by the Research Excellence Framework (REF)

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