THERAPEUTIC ARCHITECTURE FOR AUTISM: A PROPOSAL FOR AN INCLUSIVE SCHOOL IN PALESTINE

Abstract

This thesis presents a prototype of therapeutic architecture for autism through a design proposal of an inclusive school in Palestine, emphasizing that design is an active tool in care and treatment. Drawing on research in environmental psychology, sensory processing theory, and inclusive design, the study argues that architectural form, materiality, light, acoustics, and spatial sequencing can significantly affect the cognitive regulation, behavior, emotional well-being, and learning outcomes for children on the autism spectrum. The Palestinian context introduces multiple and complicated layers of challenges, political conflict, limited resources, and social stigma that directly impact the autism wellbeing and comfort, where autism treatment is required. The proposal integrates existing related architectures in the Palestinian context with evidence-based design strategies, including spatial zoning, environmental considerations, sensory control, and supportive systems that cater to the needs of individuals with autism. Methodologically, the research adopts a qualitative method and comparative case study analysis. It begins with reviewing and understanding the existing medical and behavioral literature on users and analyzing the challenges autistic individuals face in Palestine. An investigation of architectural theories and frameworks for autismfriendly design, particularly the work of Prof. Magda Mostafa and related scholars, to design and develop an original framework of 14 criteria defining autism-friendly environment with a scoring system or index. This framework and evaluation are applied to a comparative three educational case studies. The findings of the framework and case studies analysis inform the basis of a design proposal for an autism-friendly school in Palestine. The framework and design proposal are conceived not as an isolated therapeutic facility but as a civic and ethical project that fosters inclusion, belonging, well-being, and human rights. By focusing on autism-friendly design within a broader attention to social justice, rights, and spatial ethics, the thesis research situates therapeutic architecture as an important element of inclusive education and humanitarian architectural practice in Palestine and the world.

Date of Award	2026
Original language	American English
Awarding Institution	HBKU College of Islamic Studies