Designing for neurodiversity: An autism- inclusive elementary school

Abstract

Autism Spectrum Disorder (ASD) represents a significant and growing neurodivergent population, with recent U.S. prevalence rates indicating it affects approximately 1 in 36 children. Statistics show that 95% of children with autism rely entirely on the public education system, while less than 3% can access private care. Autistic individuals often experience sensory input such as sight, sound, touch, and smell in an intense, unfiltered, and fragmented manner in the public-school environment, which can readily lead to sensory overload. This thesis aims to use architecture to shift the educational model from forced integration to selective integration. It grants autistic students the spatial agency to dictate their sensory and social exposure. By achieving a delicate balance between an overarching structure and individual flexibility, the design reimagines the elementary school as an active therapeutic tool that truly empowers neurodiverse learners.