Committee on Architecture for Education

This Friday’s K-12 meeting will feature a presentation by Stuart Shell on designing for children with Autism. 

A synopsis of the presentation and Stuart’s Bio are included below (Note: Stuart was good enough to get this qualified for Learning Units – for any of you coming up short at the end of the year…).

Pease join us this Friday at 11:00 PST. 

Join from PC, Mac, Linux, iOS or Android: https://dlrgroup.zoom.us/j/945688746

Or iPhone one-tap (US Toll): +14086380968,945688746# or +16465588656,945688746#

Or Telephone:

Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll)

+1 855 880 1246 (US Toll Free)

+1 877 369 0926 (US Toll Free)

Meeting ID: 945 688 746

International numbers available: https://dlrgroup.zoom.us/zoomconference?m=WmtKwO_Jx0IRW0wqcMgBC8TDRvS48PiQ

Or an H.323/SIP room system:

H.323: 162.255.37.11 (US West) or 162.255.36.11 (US East)

Meeting ID: 945 688 746

SIP: 945688746@zoomcrc.com

Synopsis

Schools and Autism – An Overview

1-AIA HSW|LU

Learning Objectives

• Gain a basic knowledge of Autism Spectrum Disorder.
• Identify aspects of indoor environmental quality that are relevant to inclusive design.
• Learn what research supports regarding ASD and the built environment.
• Apply lessons from research to the design of schools.

Course Description:

If school administrators, designers, and teachers are not thinking about people with autism, they probably will be soon. Individual diagnosed with autism spectrum disorder, or ASD have the same rights to functional, comprehensible spaces that the non-ASD world enjoys. With 1 in 68 children diagnosed with autism in 2012, the issue is less about accommodation than it is about accessibility.

Including students diagnosed with ASD in general classrooms is a challenging mandate, and it necessitates an individualized approach. Architects are generally unaware of design strategies for this group. Even with the “perfect” building design, inhabitants must be empowered to interact with and modify spaces to meet their immediate needs – blurring the line between design and policy. This presentation highlights what we know about the how the built environment helps and hinders occupants with ASD. The literature also suggests that buildings designed around the needs of students with ASD work better for all students.

STUART SHELL AIA, WELL AP, LEED AP BD+C

Stuart works with building owners and designers to create spaces of preference. His scholarship and practice target the specific needs of individuals regarding the physical environment. Stuart works at Forte Building Science, a division of M.E. GROUP.

Stuart works with building owners and designers to create spaces of preference. His background as a project architect informs innovate solutions that increase occupant health and productivity. Stuart’s scholarship and practice target the specific needs of individuals regarding the physical environment. A mastery of design for indoor environmental quality and keen interest in behavior assessment our foundational to his work. Stuart earned a Bachelors in Architecture from Illinois Institute of Technology and a Masters in Science from University of Nebraska. He works at Forte Building Science, a division of M.E. GROUP and lives in Omaha.

This Friday’s K-12 meeting will feature a presentation by Stuart Shell on designing for children with Autism. 

A synopsis of the presentation and Stuart’s Bio are included below (Note: Stuart was good enough to get this qualified for Learning Units – for any of you coming up short at the end of the year…).

Pease join us this Friday at 11:00 PST. 

Join from PC, Mac, Linux, iOS or Android: https://dlrgroup.zoom.us/j/945688746

Or iPhone one-tap (US Toll): +14086380968,945688746# or +16465588656,945688746#

Or Telephone:

Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll)

+1 855 880 1246 (US Toll Free)

+1 877 369 0926 (US Toll Free)

Meeting ID: 945 688 746

International numbers available: https://dlrgroup.zoom.us/zoomconference?m=WmtKwO_Jx0IRW0wqcMgBC8TDRvS48PiQ

Or an H.323/SIP room system:

H.323: 162.255.37.11 (US West) or 162.255.36.11 (US East)

Meeting ID: 945 688 746

SIP: 945688746@zoomcrc.com

Synopsis

Schools and Autism – An Overview

1-AIA HSW|LU

Learning Objectives

• Gain a basic knowledge of Autism Spectrum Disorder.
• Identify aspects of indoor environmental quality that are relevant to inclusive design.
• Learn what research supports regarding ASD and the built environment.
• Apply lessons from research to the design of schools.

Course Description:

If school administrators, designers, and teachers are not thinking about people with autism, they probably will be soon. Individual diagnosed with autism spectrum disorder, or ASD have the same rights to functional, comprehensible spaces that the non-ASD world enjoys. With 1 in 68 children diagnosed with autism in 2012, the issue is less about accommodation than it is about accessibility.

Including students diagnosed with ASD in general classrooms is a challenging mandate, and it necessitates an individualized approach. Architects are generally unaware of design strategies for this group. Even with the “perfect” building design, inhabitants must be empowered to interact with and modify spaces to meet their immediate needs – blurring the line between design and policy. This presentation highlights what we know about the how the built environment helps and hinders occupants with ASD. The literature also suggests that buildings designed around the needs of students with ASD work better for all students.

STUART SHELL AIA, WELL AP, LEED AP BD+C

Stuart works with building owners and designers to create spaces of preference. His scholarship and practice target the specific needs of individuals regarding the physical environment. Stuart works at Forte Building Science, a division of M.E. GROUP.

Stuart works with building owners and designers to create spaces of preference. His background as a project architect informs innovate solutions that increase occupant health and productivity. Stuart’s scholarship and practice target the specific needs of individuals regarding the physical environment. A mastery of design for indoor environmental quality and keen interest in behavior assessment our foundational to his work. Stuart earned a Bachelors in Architecture from Illinois Institute of Technology and a Masters in Science from University of Nebraska. He works at Forte Building Science, a division of M.E. GROUP and lives in Omaha.

This Friday’s K-12 meeting will feature a presentation by Stuart Shell on designing for children with Autism. 

A synopsis of the presentation and Stuart’s Bio are included below (Note: Stuart was good enough to get this qualified for Learning Units – for any of you coming up short at the end of the year…).

Pease join us this Friday at 11:00 PST. 

Join from PC, Mac, Linux, iOS or Android: https://dlrgroup.zoom.us/j/945688746

Or iPhone one-tap (US Toll): +14086380968,945688746# or +16465588656,945688746#

Or Telephone:

Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll)

+1 855 880 1246 (US Toll Free)

+1 877 369 0926 (US Toll Free)

Meeting ID: 945 688 746

International numbers available: https://dlrgroup.zoom.us/zoomconference?m=WmtKwO_Jx0IRW0wqcMgBC8TDRvS48PiQ

Or an H.323/SIP room system:

H.323: 162.255.37.11 (US West) or 162.255.36.11 (US East)

Meeting ID: 945 688 746

SIP: 945688746@zoomcrc.com

Synopsis

Schools and Autism – An Overview

1-AIA HSW|LU

Learning Objectives

• Gain a basic knowledge of Autism Spectrum Disorder.
• Identify aspects of indoor environmental quality that are relevant to inclusive design.
• Learn what research supports regarding ASD and the built environment.
• Apply lessons from research to the design of schools.

Course Description:

If school administrators, designers, and teachers are not thinking about people with autism, they probably will be soon. Individual diagnosed with autism spectrum disorder, or ASD have the same rights to functional, comprehensible spaces that the non-ASD world enjoys. With 1 in 68 children diagnosed with autism in 2012, the issue is less about accommodation than it is about accessibility.

Including students diagnosed with ASD in general classrooms is a challenging mandate, and it necessitates an individualized approach. Architects are generally unaware of design strategies for this group. Even with the “perfect” building design, inhabitants must be empowered to interact with and modify spaces to meet their immediate needs – blurring the line between design and policy. This presentation highlights what we know about the how the built environment helps and hinders occupants with ASD. The literature also suggests that buildings designed around the needs of students with ASD work better for all students.

STUART SHELL AIA, WELL AP, LEED AP BD+C

Stuart works with building owners and designers to create spaces of preference. His scholarship and practice target the specific needs of individuals regarding the physical environment. Stuart works at Forte Building Science, a division of M.E. GROUP.

Stuart works with building owners and designers to create spaces of preference. His background as a project architect informs innovate solutions that increase occupant health and productivity. Stuart’s scholarship and practice target the specific needs of individuals regarding the physical environment. A mastery of design for indoor environmental quality and keen interest in behavior assessment our foundational to his work. Stuart earned a Bachelors in Architecture from Illinois Institute of Technology and a Masters in Science from University of Nebraska. He works at Forte Building Science, a division of M.E. GROUP and lives in Omaha.