Designing Key Spaces for Autistic Children in Nigeria: Proposed Design Strategies for A Boarding School

Abstract

Adeola Ajayi, Azeezat Asunmo and Olaoluwa Ezekiel

The environment we inhabit is more than just a backdrop to our lives; for children with Autism Spectrum Disorder (ASD), it can be the difference between a day of quiet focus and one of overwhelming distress. In Nigeria, while we are seeing a positive shift in autism awareness, our architectural landscape hasn't quite caught up. Most schools and homes are still built with "neurotypical" standards in mind, often resulting in spaces filled with harsh fluorescent lighting, poor air circulation, and chaotic layouts that inadvertently trigger sensory overload in autistic children.

Using data sources which included both primary data gathered from questionnaires and observations and secondary data from scholarly literature as well as case studies from already existing spaces, this study investigates design strategies for key spaces in a specialized boarding school that prioritizes the sensory and spatial needs of its students. By focusing on three key pillars natural light, passive ventilation, and intentional sensory design the research investigates how architecture itself can serve as a therapeutic tool. Through a framework that balances neurotypical predictability with sensory integration resilience, the study proposes a design tailored specifically to Nigeria’s unique tropical climate and cultural context.

The findings emphasize that when buzzing artificial lights are replaced with soft, diffused sunshine and noisy mechanical fans are swapped for natural cross-ventilation, we don't just improve a building; we improve a child's ability to learn, regulate their emotions, and engage with the world. Ultimately, this work provides a foundational guide for architects and educators in Nigeria, advocating for a built environment that supports, rather than hinders, the developmental journey of every autistic child.

PDF