INCLUSIVE COLOUR (CONT) . AUTISM
Colour can be used in a way which complements the AutismASPECTSS™ criteria. Magda Mostafa purposely came up with flexible guidelines that can be adopted to suit a variety of interior environments.
In the same respect, any colour recommendations should follow the same principle. Colours can be used to reflect the function of the area. In a place where focus is required, soft undemanding desaturated colours can be used. A limited palette is recommended. Uniformcolour ensures clean lines. Skirting boards can be painted the same colour as the walls to emphasise a continuous flow of unbroken colour. A light tomid tone is easy on the eye, very light colours should be avoided in some situations, as these can appear stark and reflect a lot of light. Very dark tones on the other hand are not conducive for students that are hyposensitive and perceive colours darker than what they are. Vibrant hues are referred to as high intensity colours and can be distracting in areas of calm. It is easier to add colour than take it away. Yellows have the highest luminance value and can be overwhelming in some situations.
In areas where activities are more relaxed and less focused, more colours can be introduced with some variation on intensity. Subtle uses of richer tones and splashes of brighter hues can help create a welcoming environment. A balanced colour scheme is aesthetically pleasing and works harmoniously with soft furnishings, flooring and furniture. Simplemurals can add interest andmake a space feel less institutionalised. In areas of transition, directional bands can be used to guide the pupil fromone area to the next. End walls can be highlighted or areas around classroomdoors can be painted to help direct the students. Each classroomor area could be given a specific colour to help identify the area. This supports the compartmentalisation concept, for example, a door (or wall around the door) leading to the dining room
could be green, a quiet place could be blue/grey. Each activity can be given a colour code. Colour zoning can help identify areas in the class roomas well as around doorways. Subtle hints of colour can be used to identify an area. A reading zone can have one hue or tone around the area, the art area could have another. If there are lots of areas, use low intensity hues or small amounts of colour to avoid a cacophony of colours in one classroom. Disguise cupboards containing toxic chemicals such as a store cupboard and paint the door the same colour as the walls. Ensure radiators contrast tonally with the walls.
Pops of colour create a friendly environment.
Colour scheming can be used in conjunction with sensory zoning. Low stimulus areas can adopt amonotone colour scheme. A slightly higher level of stimulus could introduce an analogous colour scheme (colours that are found next to one another on the colour wheel) and activities of a high stimulus could demand a complementary colour
scheme (colours fromopposing sides of the colour wheel).
Patterns in soft furnishings should be used with caution. Strong patterns in some designs can be overpowering, self-coloured designs are less imposing. Varying textures can be a good way to add texture without causing discomfort.
Low intensity colour for high focus work / activity.
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