Muting, filtering and transforming space: Autistic children's sensory ‘tactics’ for navigating mainstream school space following transition to secondary school

Article

Birkett, L., McGrath, L. and Tucker, I. 2022. Muting, filtering and transforming space: Autistic children's sensory ‘tactics’ for navigating mainstream school space following transition to secondary school. Emotion, Space and Society. 42 (Art. 100872). https://doi.org/10.1016/j.emospa.2022.100872
AuthorsBirkett, L., McGrath, L. and Tucker, I.
Abstract

Mainstream school spaces provide significant sensory challenges to children with Autism Spectrum Disorder (ASD). In this paper, we provide in-depth qualitative insight of the ‘sensory tactics’ developed by children to navigate neurotypical spaces following transition to secondary school. Informed by work in sensory geography, and de Certeau's ‘strategies’ and ‘tactics’ concepts, we demonstrate that through muting, filtering and transforming space, children find ways to navigate the sensorially demanding environments of mainstream secondary school, e.g. finding quiet, orderly spaces - albeit in ways that do not entirely negate the sensory challenges the school environment presents. The paper concludes with several recommendations regarding ways that mainstream school spaces can be designed and/or existing spaces altered so as to be more sensitive to the sensory diversity of children with ASD.

JournalEmotion, Space and Society
Journal citation42 (Art. 100872)
ISSN1755-4586
Year2022
PublisherElsevier
Accepted author manuscript
File Access Level
Repository staff only
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.1016/j.emospa.2022.100872
Publication dates
Online02 Feb 2022
Publication process dates
Accepted24 Jan 2022
Deposited10 May 2022
Copyright holder© 2022 The Authors
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