Theoretical Paradigm Adapted for School Design for Children with Autism Spectrum Disorder

This research proposes a theoretical framework that describes the relation between environmental stimuli and autistic sensory profiles that support clinical intervention. The framework proposed suggests that the twin concepts of 'comfort' and 'arousal' can be used to determine/ measure the perceived environmental quality of a school environment. The framework addresses hyper- and hypo-sensory conditions of children with Autism Spectrum Disorder (ASD) and explains the way a designer/architect can achieve appropriate comfort and arousal levels to support the individual needs of children with ASD.