Unbound
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Other Title
Authors
Aarons, Astrid Amber
Author ORCID Profiles (clickable)
Degree
Master of Architecture (Professional)
Grantor
Unitec, Te Pūkenga – New Zealand Institute of Skills and Technology
Date
2025
Supervisors
Hochstein, Gina
Pretty, Annabel
Pretty, Annabel
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Tāmaki Makaurau (N.Z.)
Auckland (N.Z.)
New Zealand
children with autism spectrum disorder (ASD)
school buildings
architecture for the autistic
health architecture
sensory design
inclusive design
autism spectrum disorder (ASD)
Auckland (N.Z.)
New Zealand
children with autism spectrum disorder (ASD)
school buildings
architecture for the autistic
health architecture
sensory design
inclusive design
autism spectrum disorder (ASD)
ANZSRC Field of Research Code (2020)
Citation
Aarons, A.A. (2025) Unbound (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Architecture (Professional)). Unitec, Te Pūkenga - New Zealand Institute of Skills and Technology
https://hdl.handle.net/10652/7207
Abstract
RESEARCH QUESTION
How can architectural sensory design features enhance the learning environment of children with autism spectrum disorder (ASD)?
ABSTRACT
This research project explores how architectural sensory design features enhance the learning environments for children with Autism Spectrum Disorder (ASD) in Auckland, Tāmaki Makaurau. Children with ASD currently attend schools and satellite units that are conventional yet suboptimal in design, making them not conducive to learning. These children face a multitude of dissimilar and highly individualised sensory sensitivities. This thesis proposes the design of an educational facility critical for promoting the well-being and learning environment of children aged 10-14 during their formative years. The research employs a hybrid methodology of phenomenology, incorporating interviews with professional experts and a three- scale design approach. An in-depth analysis enables the project to adopt a holistic perspective to create an appropriate design employing theoretical and practical architectural methodologies.
It became apparent that while some strategies recommended by the participants aligned with the theoretical analysis, several discrepancies emerged regarding environmental comfort and functional practicality. A comparative table and a comprehensive design brief were produced based on the research findings. The research presents five personas refined and validated through the interview process. Creating these personas has become essential for understanding how architecture impacts sensory processing differences. This approach bridged the gap between theoretical research (specifically the DSM-5) and the practical application of architectural and sensory design features that would benefit these personas and, consequently, children with ASD who also face similar challenges. The comprehensive brief allows for a speculative yet informed design approach for a functional and empathetic educational facility to benefit children with ASD.
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