13

NEURODIVERSITY
Kirsten Day and Andrew Martel

It is about enabling choice within environments, in which both joy and calm can be found, and
enabling the ingredients that contribute to a mind-friendly environment to be orchestrated into
the most elegant of architecture, urban realms, and landscapes.
– Maslin Designing Mind-Friendly Environments

Introduction
All spaces – all the time – are composed of the aggregated stimuli from all senses at varying levels
of intensity. For most people those levels will fall within an envelope or range that is comfortable,
or at least not uncomfortable and stress inducing. However, for a percentage of the workforce
those levels will be above a comfort level (hypersensitivity – an atypically high response) or below
a comfort level (hyposensitivity – an atypically low response). Workplace stress for neurodiverse
people is most associated with an excess of – or lack of – environmental stimuli that might ema-
nate from sound noise, visual noise, spatial layouts, or unwanted sensory feedback through smell,
touch, taste, or temperature.
Neurodiversity describes the variation in human neurocognition (HOK Group, 2019a), capturing
a range of diagnoses and dispositions of how people perceive and experience the world (Kenny et al.,
2016). The challenge when designing the built environment and in particular workspaces is that each
person who interacts with that location will experience it in a different way – whether identifying as neu-
rotypical or neurodiverse (see Figure 13.1). This has a profound impact on the designer’s consideration.
Normative processes frame how we view neurodivergence and its myriad variations (Boys,
2022). Boys provides three key tools to challenging ableist biases from disability studies.

1. Developing alternative terminologies beyond the binary of disability and ability. These sim-
plistic divisions do not capture the fluid nature of stressors, temporary disability through to
permanent, thereby misfitting people with an environment. We need to move beyond the view
that disability/other is a difficulty to negotiate. As Boys challenges the designer – “this is not
because neurodivergence or disability is the problem, but that architects tend to assume a ‘nor-
mal’ use; and then only add on the ‘abnormal’ – such as a space for a wheelchair user – require-
ments at the end of the design process, as merely a technical and legalistic issue” (2014).

148 DOI: 10.1201/9781003328728-15

This chapter has been made available under a CC-BY-NC-ND 4.0 license.
 Neurodiversity

2. Centring disability-led and disability-oriented participatory processes. ensuring that there is a

collaborative approach. “The obvious way to find out what disabled people want is to ask. In
practice, the perspectives of disabled people (i.e., ‘end users’ in the engineering world) about
technology are solicited and deemed valuable, though often late in the design process” (Goer-
ing & Klein, 2020, p. 616).
3. Disability positivity. Crucially this recognition of the complexity and nuances in relation to
personal positioning – “being born with a disability, for example, compared to developing one
in later life; social context, that is, how particular impairments are framed by society; and the
considerable heterogeneity in experiences across and between different non-normative neurolo-
gies” (Boys, 2022, p. 45).

This chapter explores the importance of accommodating neurodiversity in the workplace and over-
views the different methods that serve as guides to design for neurodiversity and the specifics of
neurodivergent conditions. Contemporary office design draws focus on compliance with standards
and codes for efficiency, constructability, durability, or accessibility, with little exploration of the
psychosocial impact of the constructed environment. As we understand more about how the mind
works, the definition of what is neurotypical and what is neurodiverse will broaden – and with it
designers’ understanding of how people move through, experience, and interpret space.

What is neurodiversity?
‘Neurodiversity’ describes a spectrum of neurocognitive profiles. Seeing this as a spectrum
acknowledges the different ways by which people interpret information, respond, behave, and
communicate. When we use the term neurodiversity, it includes not only people with autism but
the spectrum between those with neurological difficulties, such as autism through to those with
severe impairment, including dementia.
From a neurotypical perspective the concern is that neurodiversity isn’t an ‘over there’ problem
but a spectrum including the aging mind – not a condition that can be fixed, but one that can be
accommodated. While we can view people with autism as an expert user group when assessing
appropriate workplace design – neurodiversity as a term captures a range of characteristics that can
change over time, including neurodegenerative disorders. While there are commonalities between
neurodiverse people – including differences in communication, social interaction, sensory reception,
and interests – these are a “constellation of characteristics that blends together for each individual”
(IBCCES, 2018). With an aging workforce, and the addition of an increase in diagnoses of people
with neurodiversity, it is important that workplace design responds to this challenge and opportunity.

Rate of diagnosis
The terms used in Table 13.1 describe ‘neurotypical’ as the majority. However, neurodiversity is
the fastest growing diagnosed developmental disability globally, and there is an expanding aware-
ness of neurodiversity and the impact of workplace design on the participation rate of neurodiverse
people in the economy. The World Health Organization suggests that approximately 1 in 100 chil-
dren has autism. This includes those who can live independently through to those who require life-
long care and support (World Health Organization, 2022). One theory for this significant increase
in autism diagnosis rates is the increased awareness and diagnosis. The Centers for Disease Con-
trol and Prevention in the USA suggests that the rate of ASD (autism spectrum disorder) in 2018
was 1 in 44 (World Population Review, 2023).

149
 Kirsten Day and Andrew Martel

Table 13.1 Neurodiversity as a spectrum. Neurodivergent and neurodegenerative are

defined as neurodiverse. Neurotypical is considered ‘the majority’, although
with increased diagnosis, this majority is being greatly reduced.

Neurotypical Neurodivergent Neurodegenerative

The majority Autism Sensory processing differences,

ADHD typically age-related conditions –
Dyslexia ie. dementia, Parkinson’s

Given these numbers the design of public spaces in the future, including workspaces, needs
be reconsidered. Just as all workplaces need to be safe and accessible, all workplaces should be
designed to ensure that people can work effectively and efficiently without being disabled (or fur-
ther disabled) by the environment they work in. Workplace design needs to accommodate neuro-
logical difference, and that is a critical challenge for employers (HOK Group, 2019b). HOK Group
identifies four trends relative to neurodiversity that will impact the workplace:

1. Technological developments
2. Demographic developments
3. Focus on mental health and well-being
4. The fast pace of change and organizational business models

With increased diagnosis and greater understanding of causes and triggers that cause discomfort
and distress in neurodiverse people, interventions can be made to better design the workplace –
ensuring appropriate occupational health and safety of people who use the workplace, and a place
of increased productivity.

Sensory design theory standards and guidelines

Design guidelines for people with a neurological condition like autism generally focus on sensory
sensitivity and social exchange. There is an emphasis on the prevention of overstimulation and
the provision of retreat spaces when people are overwhelmed. Sinclair warns that while this is the
case for some people on the autism spectrum, we need to acknowledge that there is no uniform
experience.

It is possible, for example, for someone to be easily overwhelmed by auditory stimuli but
to seek out intense visual stimulation, or to be extremely tactile defensive but crave (and
also create) a lot of loud sounds, or to avoid some types or ranges of visual, auditory, tactile,
olfactory, or gustatory stimuli while seeking out other types or ranges of stimuli, or any
number of other combinations of sensory defensiveness and sensation-seeking within the
same person.
(Sinclair, 2022, p. 104)

At the heart of designing for neurodiversity is person-centred design – expanding Pallasmaa’s

holistic architecture (2012) and exploration of the senses is the acknowledgement that this experi-
ence has sensorial impact that is different to our own experience or intention. Manipulation of the
environments to the benefit of the autistic user (Mostafa, 2014, p. 145) and to the neurodivergent

150
 Neurodiversity

Figure 13.1 Sensory considerations – designing environments for mind-friendly spaces.

community and incorporating Mostafa’s ASPECTSS™ provides a comprehensive overview of how

the body might interact with the built environment. Many of these are captured in the sensory
design elements of the standards and guidelines around neurodiversity. The sensorial concerns
are addressed not only in how neurodiverse people respond to sensory stimuli but is also of key
concern in regard to healthy buildings (Allen, 2017).
Figure 13.1 Sensory Considerations adapted from Malnar Vodvarka Ranges of the Senses
There are several standards and guides for the design of space for neurodiverse people. What
can be achieved in the built environment can be broadly seen as addressing sensory stimulus.
Magda Mostafa was one of the first designers to identify and codify key issues of the sensory
environment and its relations to autistic behaviour in schools (Mostafa, 2014). Working with sen-
sory design issues, Mostafa’s empirical and evidence-based research led to her development of
ASPECTSS™. The acronym stands for Acoustics, Spatial Sequencing, Escape Space, Compart-
mentalization, Transition Zones, Sensory Zoning, and Safety. Mostafa writes of her experience
trying to identify any design code or guidelines for the design of favourable architectural environ-
ments and being told they did not exist (Mostafa, 2014, p. 143).
The Autism Planning and Design Standards from the Knowlton School of Architecture, at Ohio
State University articulate a framework for designers to work towards that considers six ‘feelings’
the building should promote in their uses:

1. Feel connected – because they are easily reached, entered, and/or lead to destinations.
2. Feel free – because they offer relative autonomy and the desired spectrum of independence.
3. Feel clear – because they make sense and do not confuse.
4. Feel private – because they offer boundaries and provide retreat.
5. Feel safe – because they diminish the risk of being injured.

151
 Kirsten Day and Andrew Martel

6. Feel calm – because they mitigate physical sensory issues associated with autism (Saltzman,
2018).

Neurodiversity design standards

The British Standard – PAS 6463:2022 Design for the mind – Neurodiversity and the built envi-
ronment – is the world’s first standard to be released for sensory and neurological needs. Aimed
to provide guidance for the design of buildings and external spaces for public and commer-
cial use. While it doesn’t address specific issues that might be provided for in specialist care
accommodations or educational facilities (as seen in the work of Ahrentzen or Mostafa respec-
tively) – it does provide broad principles supportive of sensory processing and mental well-being
in buildings.
Technical author of the Publicly Available Standard (PAS) and Senior Inclusive Design Con-
sultant, Jean Hewitt states:

I believe at least 20% of the population are negatively impacted by elements that could so
easily be adjusted or eliminated during design without any cost implications. This PAS is
an opportunity to ask designers to carefully consider this normal neurological diversity of
humans rather than just meeting basic regulatory demands. Places should be comfortable
to visit and use without encountering emotional distress or difficulty and I’m very excited
to be involved in developing some guidance to help make this the case for many more
people.
(British Standards Institution, 2021)

The standard draws on a wide range of existing guides for working with disability, design for
dementia, planning for children, and biophilic design. Factors addressed in PAS 6463:2022 are
discussed in the next section.

The neurodiverse workplace

The aim of neurodiversity-aware design is to provide good, sensory-inclusive environments. Brit-
ish Standard BS8300 part 2 (2018) provides the following definition of an inclusive environment
as one that:

1. Creates buildings, places and spaces that can be used easily, safely and with dignity by
everybody.
2. Provides choice, is convenient and avoids unnecessary effort, separation or segregation.
3. Goes beyond meeting minimum standards or legislative requirements.
4. Recognises that everyone benefits from improved accessibility, including disabled people,
older people and families with children, carers, and people who do not consider themselves to
be disabled (BS 8300-2:2018, p. 8).

There are three principal design responses that promote the design of an inclusive workplace envi-
ronment for neurodiverse people:

1. Personal Control: The ability to change or moderate the immediate environmental stimuli in
order to shift it into a more comfortable zone.

152
 Neurodiversity

2. Wayfinding: Transition spaces between areas of significantly different levels of stimuli need to
be carefully considered. This includes ease of wayfinding and the provision of space (and time)
to ‘prepare’ to enter a new space or ‘repair’ by reducing stimuli after exiting a space.
3. Safety and Recovery: Quiet rooms – spaces to go to reset and recover after an over (or under)
stimulated environmental experience that has caused stress.

Personal control
Environmental stimuli and our neurological responses to them are necessary feedback mechanisms
that allow us to understand and regulate our immediate environment. For example, the reflexive
response to touching something hot by pulling away is an involuntary but useful evolutionary
development. Other involuntary responses to certain stimuli can be uncomfortable and stressful,
like the reaction to the sound of fingernails being scraped on a chalkboard. Maslin (2022) uses the
analogy of bandwidth for digital data to explain sensory overload, likening it to trying to stream
a lot of data on a narrow bandwidth, which causes everything to slow down. Some people have
to narrow a bandwidth for certain sensory perceptions or that sensory processing causes so much
data that the person struggles to perform with the bandwidth they have left (Maslin, 2022, p. 102).
Modern office workplaces contain numerous supportive technologies (air-conditioning, light-
ing, lifts, photocopiers, etc.) that support a productive working environment for the majority of
workers. However, neurodiverse workers may have adverse reactions to stimuli that fall within a
comfort envelope of other workers – and so thought must go into the ability to change or moderate
stressful environments.

Air quality and conditioning

There are two main areas to consider when thinking about air quality and conditioning (see also
Chapter 7). Firstly the quality of the air, which is a mixture of smells, movement, and tempera-
ture. Smell may be pleasant, from internal plants or gardens, or the kitchen around lunchtime, or
unpleasant in the case of toilets, strong cleaning products, or rubbish bins. Careful consideration of
zoning and adjacencies of space is necessary to control the effect of smell in the office. Similarly,
sensitivity to temperature difference is a widely known phenomenon in offices (and not just for
people who are neurodiverse), so zoning and the ability to individualize control as much as pos-
sible is also important here.
The other consideration concerns the side effects of the systems used to condition the air. HVAC
equipment will always produce a background noise (a humming) that may not impact comfort lev-
els for most workers but may be very distracting and painful to someone with hypersensitivity.
Zoning and the positioning of vents and exhausts in relation to workspaces are important consid-
erations here. The switches and controls that are provided for people to moderate their environ-
ment must be simple and intuitive to use as what is ‘common sense’ to one person might not be to
another. See Reference: PAS 6463:2022 Section 9: Mechanical, Electrical, and Plumbing (British
Standards Institution, 2021).

Acoustics and noise management

As noted earlier in relation to air-conditioning, noise may be generated actively by people talking,
typing on keyboards, or answering the phone, or in the background by HVAC units, lifts, or inter-
nal lights. These repetitive background noises (also known as pervasive sound) can be particularly

153
 Kirsten Day and Andrew Martel

discomforting to people with hypersensitivity. A key consideration here is acoustic layout and
zoning. Acknowledging what spaces are likely to be noise producing, such as meeting rooms and
staff kitchens, and what spaces are likely to require a quiet working environment is important is
designing office layouts. The adjacency of loud/quiet spaces needs to be considered along with the
transition spaces between those zones.
Along with whole-of-floor acoustic design, individual rooms’ and workstations’ acoustic pro-
files need to be considered. Activity-based assessment of different rooms can be accompanied by
material selection and layout to ensure that noise levels are appropriate to the intended use of the
room. Specific quiet rooms intended to de-intensify stimuli caused by noise (or other stress induc-
ers) should be provided. Similar to the recommendations around control of air-conditioning units,
controls to plant systems (A/C, fans, lights) must be simple and intuitive to operate. See Reference:
PAS 6463:2022 Section 10: Acoustics and Noise Management (British Standards Institution, 2021).

Light, lighting, and reflection

Light and light noise may emanate from many areas of a workplace. It is known that light, and
light levels, directly affect the brain and brain function (Maslin, p. 127). Natural light is an essen-
tial element of well-being for all people, including those who are neurodiverse, but its provision
into a workplace must be considered in relation to glare, flicker, shadows, temperature, and move-
ment. Natural variation across the day and differing weather conditions mean that natural light has
significant variation compared to artificial lighting. Much of this is beneficial to humans, but the
ability to control natural light when it causes discomfort is necessary through screens, blinds, or
the use of natural features such as deciduous trees.
Artificial light is necessary to complement natural light in workplaces and is used to provide a
consistency of illumination levels. Along with the issues of glare, flicker, and shadows, artificial
light needs consideration around the quality of the light and its colour temperature. Again, an
activity-based assessment of individual spaces is required to determine the profile of the light
required, along with an understanding of adjacency of light and dark spaces and the transition
spaces between them.
Lighting levels are also an important factor in wayfinding (see the Wayfinding section of this
chapter), and moderating the level of natural and artificial light in transitioning areas between
indoor and outdoor spaces is important. See Reference: PAS 6463:2022 Section 11: Light, Light-
ing, and Reflection (British Standards Institution, 2021).

Surface finishings
Surface finishings have a wide impact not just on workers who are neurodiverse, but also people
with vision and hearing impairment. Finishes may be considered in terms of their colour and
texture/tactility. Colour considerations include the use of colour in wayfinding and spatial dif-
ferentiation, and visual contrast in particular between vertical and horizontal surfaces. Care must
be taken to avoid visual ‘noise’ and discomfort. The use of patterns on wall or floor surfaces must
be carefully considered, as these are a frequent source of discomfort, disorientation, and sensory
overload. Patterned surfaces on walls and floors should never be the same.
The tactility or texture of a surface (wall, floor, or workspace) can have an impact across sev-
eral domains. The hardness or softness of a surface contributes to noise control, the reflection of
light or glare, and, for floors, potential slip hazards. Texture may also play a role in the reduction
of stress and anxiety through the touch of smooth, cold, or fuzzy surfaces as people move around

154
 Neurodiversity

a workplace, so a variety of different textures is recommended. See PAS 6463:2022 Section 12:
Surface Finishings (British Standards Institution, 2021).

Fixtures, fittings, and furniture

When considering fixtures, fittings, and furniture in the workplace the key concerns are familiar-
ity, intuitive use, and positioning. Many people who are neurodiverse find patterns and repetition
calming, so the positioning of light switches, power-points, door handles, and air-conditioning
controls should be consistent throughout the workplace and be intuitive to use. An example of
intuitive use is having a push plate on one side of a door and a handle on the other rather than han-
dles on both (these are also known as ‘Norman doors’ after Don Norman and his book The Design
of Everyday Things). These principles also apply to the positioning of fixtures and furniture in a
room – symmetry and order are often calming factors for people who are experiencing sensory
overload. Quiet rooms or spaces should be designed with symmetry and balance in mind.
Fixtures and controls should also be designed to allow for acoustic control, and any technol-
ogy in the workplace, such as screens, should avoid causing visual noise and discomfort through
stimulus overload. See PAS 6463:2022 Section 13: Fixtures, Fittings, and Furniture (British Stand-
ards Institution, 2021).

Wayfinding
Supporting wayfinding is a critical element of workplace design and is based on the principle of
making it simple, easy, and intuitive for people to negotiate moving from one place to another.
People who are unfamiliar with a workplace, have a disability or impairment that makes mov-
ing through space difficult, or people who are susceptible to over or under sensory stimulus can
find wayfinding stressful and are less likely to feel comfortable moving around their workplace.
Best-practice wayfinding will utilize at least two senses, either visual, acoustic, or tactile to allow
individuals to negotiate pathways in the most appropriate manner for themselves.
Making wayfinding simple and intuitive can be achieved using several complementary tech-
niques, including preview information, wayfinding nodes and landmarks, and colour and contrast.
Preview assistance allows people to anticipate their journey beforehand and may make use of
layout maps near entrances or lift cores, or website-based maps to locations. The use of nodes and
landmarks (as opposed to a list of instructions) is an intuitive and human-centred method of giving
directions (‘go down this corridor and then turn left at the big pot plant with the red leaves’). The
use of different colours and contrasts is also effective in conveying non-verbal or written informa-
tion, but care needs to be taken to not overload sensory perceptions.
Signage is important but should be used in conjunction with other sensory directions. A pro-
gression of signs should ideally complement each other by first directing, then confirming, and
finally identifying the required destination. Signs should also be easy and clear to interpret. Along
with signage, sensory clues, including touch, sound, and smell can assist people who have vision
impairment or are hyper- (or hypo-) sensitive to particular stimuli. See Reference PAS 6463:2022
Section 6: Wayfinding (British Standards Institution, 2021).

Internal layouts
In addition to moving between different spaces using wayfinding, the ability to move with ease and
clarity within a particular office space is affected by the internal layout of a space. Consideration

155
 Kirsten Day and Andrew Martel

around the size of spaces, the furniture layout, and consequent visual balance or order are impor-
tant as calming factors for neurodiverse workers, as well as the relationships between workspaces
and the position of key facilities such as toilets, kitchen lunch spaces, or meeting rooms. A balance
is required between proximity and clear visual sightlines (preview) and the zoning of noise, smells,
and visual over-stimulation.
Apart from the provision of recovery and quiet spaces, consideration of transition spaces
between areas or zones of significantly differing sensory stimulation are among the most critical
design decisions for a neurotypical-inclusive workspace. Transition spaces provide an opportunity
to either prepare to enter a space of increased sensory stimuli or to repair after leaving a space that
has been discomforting. These transition spaces should provide a level on contrast in sound, light-
ing, smell, or texture, from adjacent spaces to enable a re-balancing of emotional intensity. They
should perform a similar role to recovery and quiet spaces without requiring total seclusion on the
part of the discomforted worker.
Finally, many people find long and narrow corridors to be distressing and discomforting spaces.
Views out of windows or atrium spaces that break up the feeling of enclosure and entrapment
are recommended, as well as having sufficiently wide spaces that allow for easy wheelchair or
mobility access but also allow traffic of multiple people without discomfortable encroachment on
personal space for workers. See PAS 6463:2022 Section 8: Internal Layouts (British Standards
Institution, 2021).

Safety and recovery

The provision of recovery and quiet spaces in the workforce is the most radical change to tradi-
tional office space design recommended in making workplaces equitable for neurodiverse work-
ers. Over-stimulus (or under-stimulus) of the senses and the resulting discomfort and anxiety is a
common experience for neurodiverse people and must be managed as part of the workplace expe-
rience. The provision of safe and quiet spaces was a key recommendation in the first-ever design
guidelines for schools with neurodiverse students (Mostafa, 2014 – it is the E [Escape Space] in
ASPECTSS™) and is a key design principle in neurodiverse-informed housing design as well.
More generally, the impact of sensory overload (or underload) common with neurodiverse people
needs to be considered in relation to workplace safety conditions, including escalators, lifts, trip
hazards, and emergency evacuation procedures.

Safety, recovery, and quiet spaces

Recovery and quiet spaces are ones that engage with all of the senses in a calming way. Acous-
tics, temperature, and lighting are important with quiet, cool, and darker spaces beneficial for
people with over-stimulated-related stress, while more stimulatory-activated spaces are appro-
priate for people who have hyposensitivity issues. Touch and texture is a critical feature of
restorative spaces, so the surfaces of walls, floors, and furnishings should be considered to
allow for touch, rubbing, and comfort. Some people find being closer to the ground relaxing,
so design should allow for a variety of seating or lying down positions, such as floor cushions
and rugs. All quiet rooms should have a clearly visible (and intuitive) signal that the room is
occupied.
As part of the general provision of safety and support in the workplace, quiet rooms should
ideally be in areas that can be monitored or where support is nearby. Neurodiverse workers may
require additional support during emergency evacuation procedures due to the potential sensory

156
 Neurodiversity

overload caused by alarms, sirens, and the movement of large groups of people. See PAS 6463:2022
Section 14: Safety, Recovery and Quiet spaces (British Standards Institution, 2021).

Conclusion
Like a canary in a coal mine alerted miners in a bygone era, the neurological experiences of peo-
ple with accentuated neurological experience teach us to pay attention to the stressful aspects of
environments around us – to the benefit of us all.
(Maslin, 2022)

As Maslin notes in the previous quote, although the recommendations in this chapter are intended
to promote workplace design that is inclusive and suitable for neurodiverse people, careful con-
sideration and control of sensory stimuli that is appropriate for expected work tasks and reduces
stress factors will help all workers. The key approaches required are the enabling of personal
control over the many sensory stimuli that workers are exposed to in their daily activities, a con-
sidered and thoughtful wayfinding strategy that is consistent and intuitive, and the provision of
safe and recovery-based spaces for workers to access. Activity-based assessment of the stimuli
required and produced in different spaces of work (quiet reflection, team meetings, social spaces)
enables a zoning strategy that separates areas of different stimuli to be employed, along with the
design of the transition spaces between them that allow people to prepare or repair as they enter or
exit specific zones. In addition, individual controls to levels of stimuli such as light switches, air-
conditioning controls, or shading devices need to be clear, simple to use, intuitive, and have obvi-
ous feedback loops (this switch is off). Wayfinding should employ lighting and spatial strategies,
including nodes and landmarks, that allow a prequel or early appreciation of the path ahead, with
signs following a directing, confirming, and then identifying pattern logic. Quiet rooms should
be placed to allow for discreet passive monitoring for health and safety while their fit-out should
encompass all the senses but with a particular focus on touch and texture to allow other senses
like sight and hearing to be relaxed. Far from being ‘special’ considerations, these design meth-
odologies should be embedded in all high-performance workplace design approaches to reduce
neurological stress in workers.
A ‘high-performance’ checklist for diversity is provided here:

Principle Description

LIVING WORKPLACE • Design (both spatial and non-spatial) that allows change
The never finished and ever- and adjustment over time
evolving workplace that adjusts • Ability to tweak and change the workplace to suit the
with its occupant organization changing needs of occupants
and enables the business to • Fluid functionality, i.e., the function of space can change
change over time. without necessitating (major) spatial changes
• Activity-based assessments of the sensory intensity of
spaces allows for sensory zoning to occur
• The experience of transition spaces between different
sensory zones
• Requires ongoing management and servicing
(Continued)

157
 Kirsten Day and Andrew Martel

(Continued)

Principle Description
CO-CREATION/CO-DESIGN • Client and designer working together to develop design
A model of collaboration whereby solutions
creative solutions are generated • Ideas are explored and interrogated together
and developed with clients, often • Can be uncomfortable and messy, as it involves working
working side-by-side. through incomplete thoughts and ideas
• Considerations of neurodiversity, hyposensitivity, and
hypersensitivity can provide insights into comfort control
that might be missed by neurotypical workers with a
wider comfort envelope
• Requires trust and respect between client and
designer
WORKPLACE PILOT • Programme to test and trial new ways of working, new
Testing new ways of working and workplace designs, and new workplace systems
new spatial solutions, typically • Provision of quiet, recovery and restorative spaces within
at a small scale. the office for individual use in times of stress

References
Allen, J. G. (2017). The 9 foundations of Healthy Buildings. Forhealth.Org, 1–35.
Boys, J. (2014). Doing disability differently: An alternative handbook on architecture, dis/ability and design-
ing for everyday life (1st ed.). Routledge. https://doi.org/10.4324/9781315777559
Boys, J. (2022). Disability studies, neurodivergence and architecture. In Developments in neuroethics and
bioethics (Vol. 5, pp. 39–67). Elsevier. https://doi.org/10.1016/bs.dnb.2022.08.012
British Standards Institution. (2018). BS 8300-2:2018 design of an accessible and inclusive built environ-
ment. Buildings – Code of practice. British Standards Institution. www.bsi-global.com/
British Standards Institution. (2021). PAS 6463:2021 design for the mind – Neurodiversity and the built envi-
ronment – Guide. British Standards Institution.
Goering, S., & Klein, E. (2020). Neurotechnologies and justice by, with, and for disabled people. In A. Cure-
ton & D. T. Wasserman (Eds.), The Oxford handbook of philosophy and disability (pp. 615–632). Oxford
University Press. https://doi.org/10.1093/oxfordhb/9780190622879.013.33
HOK Group. (2019a). Designing a neurodiverse workplace. https://www.hok.com/ideas/publications/trends-
affecting-neurodiversity-toward-2030/
HOK Group. (2019b). Trends affecting neurodiversity toward 2030. https://www.hok.com/ideas/publications/
trends-affecting-neurodiversity-toward-2030/
IBCCES. (2018, March 23). Interview with Dr. Stephen Shore: Autism advocate & on the spectrum. Interna-
tional Board of Credentialing and Continuing Education Standards. https://ibcces.org/blog/2018/03/23/
12748/
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be
used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. https://
doi.org/10.1177/1362361315588200
Maslin, S. (2022). Designing mind-friendly environments: Design and architecture for everyone. Jessica
Kingsley Publishers.
Mostafa, M. (2014). Architecture for autism: Autism ASPECTSSTM in school design. International Journal of
Architectural Research, 8(1), 143–158.
Pallasmaa, J. (2012). The eyes of the skin: Architecture and the senses (3rd ed.). Wiley.
Saltzman, A. (2018). Autism planning and design guidelines 1.0. Knowlton School of Architecture, The
Ohio State University. https://www.firstplaceaz.org/wp-content/uploads/Autism-P-and-D-Standards_
reduced.pdf

158
 Neurodiversity

Sinclair, J. (2022). Cultural commentary: Being autistic together. In Developments in Neuroethics and Bioeth-
ics (Vol. 5, pp. 99–128). Elsevier. https://doi.org/10.1016/bs.dnb.2022.08.002
World Health Organization. (2022, March 30). Autism: Key facts. World Health Organization. https://www.
who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
World Population Review. (2023). Autism rates by country 2023. World Population Review. https://world
populationreview.com/country-rankings/autism-rates-by-country

159