Case study on acoustic architectural practices in schools for children with autism

Nowadays, teaching children with autism in secondary schools is a new practice for Russia. Its implementation requires special knowledge and skills from all involved specialists. It also requires special architectural and design practices at all construction stages: from the project to the object itself. After competent planning decisions, the most important element is acoustic comfort in speech therapy and other rooms for inclusive purposes. Students with special educational needs, including autism, have a high level of sensitivity to noise with strong tonal, impulsive, or intermittent characteristics. A correct controlled acoustic environment is necessary to preserve the normotypic behavior of students with autism in the schools. Indeed, we should consider their needs when performing functional zoning and avoid artificial formation of a quiet environment for the learning process. Hence, generalising communication skills in an acoustically unchanged environment will ensure maximum students’ integration into social interactions both inside and outside the school.