Anteproyecto arquitectónico de un centro educativo autista, aplicando los métodos de la accesibilidad cognocitiva y sensorial, caso Cuenca

Abstract

Architecture becomes unnecessary when man and his diversity are ignored. One out of 144 children in the province of Azuay is diagnosed with some type of Autism Spectrum Disorder and there are no suitable educational spaces that respond satisfactorily to their needs. The skills and perceptual difficulties experienced by people with this condition is the central motivation of this degree work, which main purpose was to generate an empathic model to support learning, treatment and autistic development, facilitating their understanding of the environment and providing actors of greater autonomy. The methods of cognitive and sensory accessibility made it possible to meet this objective; proposing a preliminary project that uses the circular shape to provide continuity, balance and centrality, with a clear spatial compartmentalization and distribution to the autistic routine, with similar and compatible sensory functions. TEACCH learning principles were applied in the design of rigorously structured classrooms, which at the same time become flexible scenarios through movable partitions, modular and rolling furniture. Colors, textures and materials were carefully selected so as not to cause overstimulation. References and inferences were handled in transitional spaces as anticipatory clues to their activities. The interior was provided with green areas for social interaction, shelters in crowded areas and reinforced acoustic and light isolation. In short, an educational center was designed, where children with autism are allowed to be children and not only people with disabilities.