Designing Shared Spaces for Cognitive Accessibility in Autism

Abstract

This thesis explores how architecture can improve cognitive accessibility in shared spaces for individuals with Autism Spectrum Disorder (ASD). Accessible architecture is often defined by physical access, a focus driven by legal requirements. However, cognitive accessibility remains underrepresented, largely due to the lack of established guidelines. This research critiques traditional views of accessibility, advocating for an approach that incorporates sensory and cognitive considerations to better support neurodivergent individuals. By analyzing the current state of cognitive accessibility in Halifax, this thesis develops a framework to guide architects in designing environments that reduce sensory overload and enhance user experiences. It proposes a more inclusive model for architectural practice, broadening the definition of accessibility to address diverse cognitive and sensory needs. Ultimately, this work promotes the creation of equitable spaces that foster inclusivity, supporting a wider range of users in shared environments.