More Than a Ramp: Rethinking School Design for Sensory and Cognitive Inclusion

This thesis advocates for the integration of the ASPECTSS framework, developed by Magda Mostafa, into legislative standards that would govern the design of educational environments that accommodate students with Autism Spectrum Disorder (ASD). Drawing on evidence from a case study demonstrating significant improvements in student behavior and overall satisfaction through ASPECTSS-based interventions, the thesis highlights the urgent need for these principles to move beyond voluntary adoption and rather, toward enforceable design mandates. The ASPECTSS framework includes the seven following criterias; Acoustics, Spatial Sequencing, Escape Spaces, Compartmentalization, Transitions, Sensory Zoning, and Safety. This model provides a comprehensive and actionable approach to creating inclusive school environments. To ensure effective implementation, interdisciplinary collaboration among educators, occupational therapists, architects, and, critically, direct input from students and their families, is required. This collective expertise helps establish design standards that are firmly grounded in both lived experiences and specialized knowledge. Finally, the thesis proposes a set of theoretical design guidelines modeled on the ADA standards, specifying criteria within each ASPECTSS category to visualize what future legislative frameworks could potentially look like. This thesis not only offers a potential solution to current challenges but also provides a critical analysis of the shortcomings in existing design standards and legislation.