In a comprehensive guide, Carla Carvalho presents twelve practical tips for spatial design in socio-educational facilities (SEA). The focus is on creating inclusive, structured learning environments that benefit autistic children and all others alike. The measures presented range from setting up retreat spaces to visual communication using pictograms.
1. Measures to benefit everyone
Many professionals seem to think that structuring and visualising space is only beneficial for autistic children.
These practices help children to find their bearings in space, fostering a sense of security that is essential if they are to feel at ease.
2. Autonomy and adaptation phase
For professionals working with autistic children in an environment where each child can move freely from one space to another, and where rooms are dedicated to a specific activity, it is important to integrate certain practices.
I encourage families and professionals to plan an adaptation phase during the school holidays, to allow the child to acclimatise without the pressure of returning to school or other constraints.
Although the autonomy offered by this system has its advantages, it can also become a source of frustration and over-stimulation for children who need a more structured and calm environment to feel comfortable.
It would be a good idea for children to be able to discover the rooms dedicated to specific functions, one by one, while being accompanied by someone they trust.
3. A retreat with reduced stimuli
A key element is to provide a space in each room, whatever its function, where the child can be isolated for a few moments if necessary (tent, small house, etc.).
The aim is to reduce stimuli as much as possible. It is also preferable to create small areas where sub-groups can be formed, thus ensuring a certain level of tranquillity.
4. Visual communication using pictograms or the Boardmaker app
To make things easier for children who have difficulty communicating, the rules to be observed in each room should be displayed at the entrance in the form of clear, precise pictograms.
The Boardmaker application is particularly well suited to this purpose, being highly intuitive and easy to use.
5. Regulation and support tools
Self-regulation and self-help tools should be available in every room for children to use on their own: noise-cancelling headphones, fidgets or other self-regulation objects.
6. Opaque storage boxes with photos
When it comes to storage in the rooms, some facilities use transparent boxes, which have the advantage of allowing the children to see what’s inside.
An alternative to this system would be to use traditional boxes, with a photo of the material they contain stuck on top. This method has the advantage of reducing the visual stimulation generated by the transparent boxes, while allowing the child to know what they contain.
7. A box with reassuring material
It goes without saying that the equipment made available to the children must be placed at their height. If a professional perceives that the autonomy associated with open organisation is becoming too complex for the children, one solution would be to provide a box with familiar and reassuring objects for the child. A photo of the child could be stuck to the box so that they know it is for them.
8. A space adapted to children’s needs
More generally, it is essential to take account of children’s needs, as their well-being must be at the heart of any educational approach.
The space must adapt to the child and not the other way round. It should be seen as a pedagogical tool that allows children to flourish.
9. A space that respects the visual and auditory senses
In addition, the rooms should not be too cluttered with objects, to avoid over-stimulation.
Noise is often a source of stress for children and educational staff. To reduce ambient noise, it is advisable to install acoustic insulation in each room.
Another important factor is the colour of the walls. We tend to favour bright colours for spaces designed for children, but this can be a mistake. In my opinion, more pastel colours are preferable, as they bring a sense of calm to the space.
10. A constant space
Finally, it is crucial not to make constant changes to the space, which could become a difficulty for autistic children.
11. A conscious change of perspective
A practical tip would be to sit in the centre of the room and carefully observe the layout, identifying any objects that are likely to cause the children discomfort.
12. Asking for help
Finally, never hesitate to ask for external help if you encounter difficulties in implementing your teaching methods.