The ability to think critically is one of the many benefits of an education. Education is important both for its own sake and for preparing people to be contributing members of society.

While many advancements have been made in recent years to help those with visible disabilities (such as those affecting sight or mobility) access and succeed in mainstream educational settings, those with invisible (or “hidden”) disabilities continue to face substantial obstacles. Arguments have been made that the German school system isn’t prepared to offer autistic students an inclusive education, and that the current approach prioritize including autistic students in regular classrooms over modifying the curriculum or the classroom environment to meet their needs. Is our educational built environment preventing autism inclusion?

The thesis starts with a discussion of how schools can better accommodate the unique psychological and physical requirements of students with Autism Spectrum Disorders (ASD). Three contemporary educational buildings are analysed based on a research-based framework, and the evolution of school architecture is surveyed in general terms. Analysis of the site’s overall context is the second step. At last, the thesis question is refined by proposing a design proposal based on research and analysis that suggests a paradigm for individualised learning to facilitate true inclusion in an Autism-Friendly School.