Niddrie自闭症学校/Guymer Bailey建筑师事务所

Niddrie自闭症学校/Guymer Bailey建筑师事务所
Niddrie Autistic School / Guymer Bailey Architects

创新的学习空间设计：该项目将建筑形式划分为一系列适应性强、相互连接的学习空间，满足了学生不同的需求。从教室到更大的学校环境，多功能性得以体现。这种设计鼓励学生的好奇和分析行为，为他们在不同环境中学习建立信心。个人教学空间和共享资源空间的设计，满足了不同规模和安排的教学需求，促进了协作和交叉支持。

自然与学习的融合：项目将室内和室外学习相结合，恢复学校中心的自然景观，利用其价值发展学生的身体、认知和社交技能。活动空间、庭院和游乐场围绕古老树木设置，融合了历史与新场地。私人感官花园和观察节点的设计，为学生提供了悉心照顾的环境，同时平衡了团体学习区和私人静修区。

贴心的寻路设计：考虑到年轻群体和自闭症学生的阅读困难，项目将标牌转化为壁画，以图形化方式辅助导航和记忆。颜色和形状作为寻路工具，以被动视觉形式呈现。壁画聚焦本土物种，鼓励学生在学校周围探索，既解决了寻路问题，又增加了学生对自然的认知。

建筑师提供的文字描述Guymer Bailey受聘为西部自闭症学校的Niddrie校区（现在独立称为Niddrie自闭症学校）设计总体规划和新教育设施的第一阶段开发。工程简报包括拆除一栋教室楼、现场设施和游乐场，这些设施和游乐场在25年内一直不发达。最初是一所主流学校，老化的设施无法满足特殊需求学习的现代标准，也不适合应对自闭症谱系障碍（ASD）幼儿的独特挑战。
Text description provided by the architects. Guymer Bailey were engaged to design a masterplan and first-stage development of new educational facilities for Western Autistic School's Niddrie campus, now independently known as Niddrie Autistic School. The brief of works entailed demolishing a classroom block, site amenities and playgrounds that remained underdeveloped for twenty-five years. Originally a mainstream school, the aging facilities were failing to accommodate modern criteria for special needs learning and ill-suited to face unique challenges for young children with ASD (autism spectrum disorder).

学校的教学法需要支持性的环境来帮助学生实现学习自主，为主流教育做准备。教学空间的安排是为了帮助学生培养解决问题和独立思考的自然技能。这些技能形成了一种应对机制，当与外部刺激相结合时，可以建立在传统学校学习的信心。课程以小班授课，让学生感到安全，并让教师建立密切、支持性的关系。
The school's pedagogy requires supportive environments to help students achieve learning autonomy in preparation for mainstream education. Teaching spaces are arranged to assist students develop natural skills in problem-solving and independent thinking. These skills form a coping mechanism that, when combined with external stimuli, build confidence to learn in conventional schools. Curriculums are taught in small classes where students feel safe, and allow teachers to build close, supportive relationships.

Niddrie自闭症学校的理念是“孩子是他们工作的核心”。这一概念将建筑形式划分为一系列适应性强、相互连接的学习空间，这些空间独特地满足了学生的主要、共享或社区需求。这种多功能性始于教室，并逐渐扩展到更大的学校环境。该设计的总体多样性鼓励了好奇和分析行为，使学生在不同的环境中获得学习的信心。个人教学空间面向小学生和；课程需求，由工作人员和专家指导，可供来访的家庭使用。在出现共同需求的地方，课程结合成学习网络和社区，促进协作、参与和交叉支持。
Niddrie Autistic School's ideology is that the 'child is at the heart of their work'. This concept divided the built form into a series of adaptable, interconnecting learning spaces that respond uniquely to student's primary, shared, or community needs. This multi-functionality begins in classrooms and gently unfolds into larger school settings. The design's overarching diversity encourages inquisitive and analytical behavior allowing students to gain confidence learning in diverse environments. Individual teaching spaces address primary student & curriculum needs, guided by staff and specialists, and are accessible to visiting families. Where shared needs arise, classes combine into learning networks and communities that facilitate collaboration, engagement, and cross-support.

该项目将室内和室外学习相结合，有机会在学校中心恢复自然景观，并利用其价值发展学生的身体、认知和社交技能。活动空间、庭院和游乐场集中在学校最古老的树木周围，将历史和新的场地融为一体。该建筑的布局平衡了引人入胜的团体学习区和私人静修区，以容纳需要悉心照顾的学生。每个班级都设有私人感官花园，向相邻的室外公共学习区开放，并设有观察节点，可以进行被动监督和协助。共享资源空间是多功能的，可以实现课程的多样性，可以独立运作，并支持不同规模和安排的混合教学方法。
The project's integration between indoor and outdoor learning saw opportunity to reclaim natural landscapes within the school's centre and utilize their value to develop student's physical, cognitive, and social skills. Activity spaces, courtyards and playgrounds are centralized around the school's eldest trees, unifying historical and new site aspects. The building's layout balances engaging group learning areas with private retreat zones to accommodate students requiring attentive care. Each class features private sensory gardens, opens to adjacent outdoor common learning areas, and observation nodes enabling passive oversight and assistance. Shared resource spaces are versatile to allow lesson diversity, can function independently, and enable mixed teaching methods in different sizes and arrangements.

Ground Floor Plan

Diagram

Section

由于年轻群体和自闭症学生的常见阅读困难，室内学生寻路出现了并发症。该解决方案将标牌转化为壁画，以图形化的方式帮助儿童。它们的颜色和形状是一种寻路工具，以被动的视觉形式辅助导航和记忆。图片聚焦于Niddrie地区的本土物种，鼓励学生在学校周围寻找它们。
Interior student wayfinding presented complications due to young age-groups and common reading difficulties for autistic students. The solution converted signage into murals that assist children pictorially. Their colours and shapes are a wayfinding tool, assisting navigation and memory in a passive, visual format. Images focus on species native to Niddrie's region, encouraging students to explore looking for them around the school.