Autism Queensland
Classroom and Amenities

Autism Queensland has been providing specialist education for autistic children on this campus for over five decades. The school offers small group learning opportunities, a personalised program, effective inter-disciplinary team support, and collaboration with families and other school settings, to help students develop skills so they can participate to their fullest extent in their home, school and local community.

This project was the first building within the school’s new Master Plan so the initial brief involved marrying best-practice pedagogies with evidence-based design solutions, to upgrade a single classroom and amenities.

As such, we conducted extensive research – to inform this design – and then followed up with a post-occupancy evaluation – to inform subsequent stages of the campus modernisation program.

Pedagogical Framework

This project commenced with a comprehensive desktop research program to determine what evidence existed in relation to the design of educational spaces for autistic students. Despite a thorough search of global best-practice, we found little in the way of formal findings or documented knowledge. 

We knew however – based on our previous specialist education projects for AQ and other clients – that designing for autistic students is a complex process which calls for collaborative relationships and partnerships, responsive planning, and creative supports.

We therefore took our cues from AQ’s own research and educators – and the scant evidence-based findings we identified. Our design solutions were informed by practices such as:

• Continual development in structured teaching and physical organisation of learning space;

• Multi-disciplinary team planning amongst educators and allied health professionals, such as psychologists, speech pathologists, occupational therapists, physiotherapists;

• Collecting data and consultation with AQ’s own established Research & Development team, and

• Implementing a strengths-based approach for positive behaviours support and teaching.

Learning Environment Needs

We established that indoor and outdoor learning environment spaces should be segmented to cater for different teaching styles, in keeping with contemporary pedagogical frameworks for autistic students.

Some of the key requirements that drove our strategic planning included:

• High staff-to-student ratios, with a maximum of six students in each class;

• Security of both staff and students;

• Minimising distractions, such as noises and visual distractions;

• Flexibility and control within the space, such as adjustable lighting and temperature, flexible layout and flexible teaching; and

• Equipment and resources to be hands on, engaging and relevant to individual student needs.

The resulting new classroom accommodates a maximum of six students and is zoned for different purposes, with a flexible teaching wall at the front, a central learning activity area, and quiet space at the back.

We also created a new shaded courtyard – secure and directly accessible from the classroom – which provides opportunities for flexible outdoor play and learning activities, as well as a place for students who require sensory regulation to withdraw to.

The room’s original ceiling was raked to 3600mm high, but our research found that this was perceived as uncomfortable, irregular and distracting. So we dropped the ceiling height to 2700mm to create spatial continuity and consistency, resulting in a more friendly and humane scale. 

High level windows were maintained to bring in natural light, while direct light was reduced to minimise distraction. Glass sills were raised to 1500mm to provide a line of vision for adults while reducing visual distractions for students.

In order to reduce auditory distractions, we introduced acoustic treatment to the ceiling and walls, and special joinery hardware and design.

Electronic fobs were fitted to all door hardware to allow hands-free access for staff, so they can more readily assist students as required.

Based on our research findings, we opted for a neutral colour palette with timber accents to create a calming effect. Our research indicated that selective use of bright colours was tolerated, but that a neutral and subdued palette would aid concentration and focus.

As the first classroom to reimagined and refurbished, this project served as a catalyst for the transformation of the rest of the campus, in line with the new vision developed as part of this process.

2019 LEA Queensland Awards
Winner of Excellence in Education Facility Design, Small Projects under AU$2 million