United Nations, Geneva

11th Session of the CRPD

April, 2014

An Architecture for Autism

Towards More Inclusive Built Environments for Individuals
with Autism Spectrum Disorders
Magda Mostafa, Associate Professor of Architecture, The
American University in Cairo
In 2002, then a young architect, I was asked to design
Egypts first center for autism. As I was trained to do I
began with our architectural references, codes and
standards, expecting to find a section on autism, similar to
that on designing for hearing impairments, visual
impairments and mobility challenges. I was shocked to find
that there was nothing. Further research quickly showed
that there was basically no evidence based research or even
tentative guidelines and recommendations, to help
architects design for users with autism.
In 2002 I decided to change that.
With the generous, courageous and invaluable support of
the parents, students and teachers of the Advance Society
in Cairo, I set out to test how to design for autism. I
designed an experimental research project with the
objective of exploring the development of such guidelines.
The project began with a very simple premise. It begins
with two understandings: that of autism as a sensory
processing issue; and that of architecture as the source of
the majority of sensory input to that process. The modelcalled the Sensory Design Model- proposed altering the
built environment, or the sensory input, to cater better to
the needs of those with autism. To basically free their
environment of unnecessary input. Up to this point most
interventions dealt with the persons response to the
sensory environment- this model proposed intervening
before that response happened, and altering the input itself
through design.
Magda Mostafa, PhD
Associate Professor. The American University in Cairo
Egypt
www.epsilen.com/mmost
m_most@aucegypt.edu

United Nations, Geneva

11th Session of the CRPD

April, 2014

After 1 year of observing the children in these altered

experimental spaces, refining the preliminary results
through design of other projects and studying other
buildings designed for ASD, the Autism ASPECTSS Index
was developed and later trademarked1.
The ASPECTSS index basically summarizes 7 principles
that are presented as a possible framework for ASD design.
In the preliminary studies these principles were shown to
increase attention span, reduce response time and improve
behavioural temperament.
These principles are:
1. Acoustics: This criterion calls for the reduction of
internal and external noise sources through various means
such as cavity walls, sound proofing and sound absorbent
materials, spatial configuration to reduce echoes and
isolation of sound emitting building systems and avoidance
of sound-emitting fixtures such as fluorescent lighting. This
criterion however, does not call for the complete
soundproofing of spaces. Rather, it suggests the provision of
spaces with reduced noise, at various levels, to allow
individuals with ASD to accommodate themselves to
different background noise levels, and to mitigate their
reliance on this accommodation. Consequently this would
allow for the generalization of skill in non-acoustically
managed spaces in the real world.
2. Spatial Sequencing: This criterion calls for the
alignment of the sequential organization of space and the
daily routine of the users, through a series of smooth
transitions from one space to another, in a manner that
follows the typical daily schedule of users, and allows for as
seamless and sensory non-disruptive flow as possible.
3. Escape Space: This criterion calls for the provision of
small, defined and discrete sensory neutral environments
1

The Autism ASPECTSS Design Index is trademarked to the author

Magda Mostafa, PhD

Associate Professor. The American University in Cairo
Egypt
www.epsilen.com/mmost
m_most@aucegypt.edu

United Nations, Geneva

11th Session of the CRPD

April, 2014

throughout the building, that are easily accessible to

autistic users. These spaces should be intimate in scale and
can range from the completely physically and visually
enclosed to the subtly defined. Their objective is to provide
a sensory haven for autistic users to escape sensory
overload resulting from the physical and social
environment.
4. Compartmentalization: This criterion outlines the
organization of spaces in a series of mono-functional
compartments, allowing for single activities and smaller
numbers of users. An architectural opposite of the universal
open-plan space, this approach tries to reduce the sensory
and social input an autistic user has to deal with to the
minimum required to carry out their activity. These
compartments can be defined and delineated from one
another using various means- from complete enclosure
using walls and partitions, to moderate enclosure using
carefully placed furniture and variances in levels, to a
minimalistic definition using perhaps colour, pattern and
finishing material to define each space.
5. Transition Spaces: Working hand in hand with Spatial
Sequencing and Sensory Zoning, this criterion allows for
the sensory shift from one activity to another, or one
sensory level to another, and helps avoid abrupt changes in
function and stimulation. It helps ensure the seamlessness
required when circulating from one zone to the next.
6. Sensory Zoning: Typically the built environment is
organized according to functional requirement, grouping
activities and their consequent spaces of similar need and
utility, together. When designing for autism a slightly
different approach is called for, requiring the organization
of spaces in accordance to their sensory levels and qualities.
Sensory zoning calls for the grouping of spaces with similar
sensory stimulation levels together, into high, moderate and
low stimulation zones. Transition spaces should be used
Magda Mostafa, PhD
Associate Professor. The American University in Cairo
Egypt
www.epsilen.com/mmost
m_most@aucegypt.edu

United Nations, Geneva

11th Session of the CRPD

April, 2014

between these zones, and circulation should be planned

following the daily routine as called for by the spatial
sequencing criterion.
7. Safety: Children with autism occasionally have an
altered sense of spatial orientation, depth perception and
general proprioception, making them prone to injury. The
may also seek sensory stimulation in ways that can be
dangerous such as self-injury, harmful tactile stimulation,
swinging, rocking, water play and mass water consumption
among many others. Safety considerations should be taken
with all building systems, material choices, surfaces,
protective barriers, furniture, fixtures etc. It is best that
most spaces also be visually accessible to allow safe
monitoring of children.
Although these criteria may seem prescriptive, it is not my
intent to propose that they all be applied, nor that they be
applied to the fullest degree. These criteria may be
customized based on the level of ability of the users, and
should not create what I call the greenhouse effect- where
a user is able to function in an optimized environment, but
unable to generalize that behavior in typical environments.
We can explore my position on this further during
discussions.
Currently further proof of concept research is planned to
test these criteria in various environments, including
housing, inclusive mainstream school environments as well
as specialized model classrooms for autism. It is hoped that
this index will provide a first step towards more friendly
spaces for all users but most of all for our worlds 1% with
autism.

Magda Mostafa, PhD

Associate Professor. The American University in Cairo
Egypt
www.epsilen.com/mmost
m_most@aucegypt.edu

United Nations, Geneva

11th Session of the CRPD

April, 2014

Links to further information:

http://www.archdaily.com/435982/an-interview-with-magda-mostafapioneer-in-autism-design/
http://archnet.org/publications/9101
http://archnet.org/publications/5107
http://www.aucegypt.edu/newsatauc/pages/Story.aspx?storyID=1264
http://cgpublisher.com/conferences/274/proposals/117/index_html
http://cgpublisher.com/conferences/284/proposals/390/index_html
http://www.openhouse-int.com/abdisplay.php?xvolno=35_1_3
http://www.openhouse-int.com/abdisplay.php?xvolno=38_1_1
Further reading:
Quirk, Vanessa. "An Interview with Magda Mostafa: Pioneer in Autism
Design" 09 Oct 2013. ArchDaily. Accessed 29 Mar 2014.
http://www.archdaily.com/?p=435982
Mostafa, M., (currently under review) "An Architecture for Autism:
Built Environment Performance in Accordance to the Autism
ASPECTSS Design Index," International Journal of Design in
Society.
Mostafa, M. (2014), (accepted for publication) "An Architecture for
Autism: Application of the Autism ASPECTSS Design Index to Home
Environments," The International Journal of the Constructed
Environment http://constructedenvironment.com/publications/
Mostafa, M. (2014) "Architecture for Autism: Autism ASPECTSS in
School Design," The International Journal of Architectural Research
http://archnet.org/publications/9101

Mostafa, M. (2013), "Editorial:Expanding Normal: Towards a More

Inclusive Approach to Designing the Built Environment," Open House
International, Urban International Press, 38, 4-7 http://www.openhouseint.com/abdisplay.php?xvolno=38_1_1

Mostafa, M. (2010), "Housing Adaptation for Adults with Autistic

Spectrum Disorder," Open House International, Urban International
Press, 35, 37-48 http://www.openhouse-int.com/abdisplay.php?
xvolno=35_1_3

Mostafa, M. (2008), "An Architecture for Autism: Concepts of Design

Intervention for the Autistic User," International Journal of
Architectural Research (IJAR), Massachusetts Institute of Technology
ArchNet, 2, 189-211 http://archnet.org/publications/5107
Magda Mostafa, PhD
Associate Professor. The American University in Cairo
Egypt
www.epsilen.com/mmost
m_most@aucegypt.edu

United Nations, Geneva

11th Session of the CRPD

April, 2014

Mostafa, M. (October (4th Quarter/Autumn) 2006), "Viewpoint:

Enabling Architecture," Communication Magazine, The National
Autistic Society, 38, (Miranda Kemp, Ed.), London, United Kingdom:
Communication Magazine, The National Autistic Society.
Mostafa, M. (2006), "Let Them be Heard: Appropriate Acoustics for
Autism- Special Needs School Design," Cairo, Egypt: ArchCairo 2006
Appropriating Architecture and Taming Urbanism in the Decades of
Transformation, Cairo University.
Mostafa, M. (2006), "An Architecture for Autism- A New Dimension in
School Design," Cape Town, South Africa: Second World Autism
Congress, World Autism Organization, Autism South Africa & Jessica
Kingsley Publishing. http://www.autismcongress.com

Magda Mostafa, PhD

Associate Professor. The American University in Cairo
Egypt
www.epsilen.com/mmost
m_most@aucegypt.edu