Journal of Alzheimers Disease & Parkinsonism
Open Access

Abstract

It is estimated by the Centres for Disease Control & Prevention (CDC) that approximately 1 in every 88 children are diagnosed with some level of autism, (one in 54 boys) a sharp jump from the previous numbers released in late 2009, and frighteningly distant rate from one in 10,000 cases seen in the 1980s. In the case of facilities for children with autism, the line between healthcare environment and educational environment becomes blurred. A learning facility for children with autism is the equivalent of a behavioral health facility. In recent years, research has shown that the educational environments have a profound effect on learning and performance among students, especially those with autism (Mostafa, 2008). Many design solutions that target autistic populations have been introduced for implementation in both mainstream and special education classrooms, however, few of these design approaches have been tested via research. If classrooms and learning environments are not designed to accommodate students with developmental disabilities, it can be assumed that they will not learn essential skills and may struggle to live in our society (Khare & Mullick, 2009). Acoustics has been identified as one of the most important issues in the interior design requirements of these children (Caldwell, 2006). This study aims to develop an innovative tool and technique for the acoustical environments of children with autism by developing four main phases. After gathering, analyzing and synthesizing the data into a narrative format, the research created tool and techniques to incorporate the evidence into renovating and building diagnostic, treatment, and educational facilities for persons with autism. The results of these phases allowed the researcher to create a tool and technique of design guidelines. If acoustics-based healthcare and educational design can improve the conditions in which treatments and education are delivered, results may include improved success rates for healthcare and educational professionals and improved outcomes for individuals with autism.

Biography

Shireen M. Kanakri is a Ph.D. candidate in architecture at Texas A&M University. She earned both B.A. and M.Arch. Degrees from Jordan University of Science and Technology in Jordan. She is a registered architect in her home country of Jordan, with ten years of experience in professional practice and hospital design with a firm specializing in Healthcare architecture research. Shireen has conducted research and published many articles on the topic of architecture studio designs, healthcare and environments for children with autism.