2024 Centro Kanner_Centro terapéutico sensorial para niños con autismo

Abstract

The autism spectrum affects approximately one in every 100 children, regardless of economic and sociocultural aspects, with a 4:1 prevalence of males over females (2023). According to Mostafa (2008), it is the responsibility of mainstream architecture to create inclusive environments that meet the needs of all users, including those with special needs such as autism. Despite the high incidence of this disorder, there are still no specific architectural design guidelines to accommodate its needs.

With the construction of a stimulation center in Tunja, Boyacá, this project seeks to close the gap in the care of children with autism spectrum disorder, following the architectural guidelines of architect Magda Mostafa. In addition to examining the theoretical and architectural facets of the project, the importance of understanding in detail the requirements of the users is highlighted. This understanding significantly influences the spatial and formal conception of the equipment, proposing a deconstructivist posture that seeks to generate a game of asymmetries and non-traditional geometric proportions.

Every angle and curve intertwines to offer an experience that is visually out of the ordinary. The architectural space is presented as a challenge to traditional functionality, proposing manipulated volumes to create visual and spatial effects designed specifically to respond to the unique challenges of children with autism. This consideration is essential to design spaces that favor comfort and promote the cognitive development of the users.

To this end, a three-phase study will be conducted. The first phase characterizes the study population from an architectural perspective, with the purpose of informing and defining the design of the architectural program. The second phase, based on the results of the first phase, identifies successful strategies in the design and operation of centers for people with Autism Spectrum Disorder, allowing to incorporate lessons learned and adapt them to the local context of Tunja. Finally, as a third phase, these guidelines are used as the basis for the proposed design of the equipment and take us a step further towards more conducive environments for autistic people.

Keywords: Social interaction, architectural design, inclusion, and multisensory learning.