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dc.contributor.authorPuttock, Robin Leigh Ziegenbalgen_US
dc.date.accessioned2018-07-06T06:00:17Z
dc.date.available2018-07-06T06:00:17Z
dc.date.issued2017-01-11en_US
dc.identifier.othervt_gsexam:9270en_US
dc.identifier.urihttp://hdl.handle.net/10919/83865
dc.description.abstractAll people experience stress in their environments. The specific causes of stress vary from person to person as does one's ability to cope with each stressor. This thesis introduces the concept of Empathetic Design, a design strategy possible only when empathy for the inhabitant is achieved by the designer. An Empathetic Designer is able to identify environmental stressors and can employ appropriate design strategies that reduce stress. Though this strategy is meant to be applicable for all people in all environments, the scope of this thesis focuses on the design of elementary school environments. Specifically, the scope is limited to how Empathetic Design can reduce stress and foster the inclusion of high functioning autistic children in a mainstream educational environment. This thesis combines current learning theory and autism research with a visual exploration of building types from six periods of American school design. The hope is to create Empathetic Designers who will inform design of future elementary school facilities.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis item is protected by copyright and/or related rights. Some uses of this item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectMainstream Educational Environmenten_US
dc.subjectElementary School Designen_US
dc.subjectReduce Stressen_US
dc.subjectHigh Functioning Autismen_US
dc.subjectEmpathetic Designen_US
dc.titleEmpathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Childrenen_US
dc.typeThesisen_US
dc.contributor.departmentArchitectureen_US
dc.description.degreeMaster of Architectureen_US
thesis.degree.nameMaster of Architectureen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineArchitectureen_US
dc.contributor.committeechairPiedmont-Palladino, Susan C.en_US
dc.contributor.committeememberFeuerstein, Marciaen_US
dc.contributor.committeememberEmmons, Paul F.en_US


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