Higher education's student population is growing more diverse, incorporating individuals with emotional and mental disabilities like autism spectrum disorder (ASD). Factors contributing to this trend include heightened awareness of learning differences, improved diagnostic processes for ASD, implementing enhanced individualized learning plans, and adopting more effective special education practices. Architectural education is no exception. The creative and collaborative framework fostered in architectural education, particularly in programs based on problem-based learning (PBL) pedagogy, presents critical challenges and opportunities for ASD students. This work examines such challenges and opportunities by considering all stakeholders involved, i.e., ASD students, their colleagues, and instructors. Through literature review and interviews conducted at Aalborg University (an institution that uses PBL), this work maps ASD symptomatology, ASD students' needs, the opinion of a mentor of mentally impaired students, the challenges and ad-hoc strategies used overall in higher education in general and by architecture and design faculty. Additionally, the paper presents the results of a small experiment conducted with architecture students without ASD that exposed them to an aural environment that emulates ASD-related auditory hypersensitivity. The paper articulates the different collected information to reflect on PBL adequacy in teaching ASD in architecture programs, the effectiveness of current practices, the impact of environmental factors (e.g., space, aural environment) in this population, and outlines potential pedagogical strategies for this student population in an architectural studio setting.
Luis Filipe Santos (Wed,) studied this question.