Abstract
This study investigates how indoor environments, for example of schools or workplaces, can actively support the diversity of communities, by considering the case of autistic adults’ preferences for them. Employing a participatory design approach, we engaged autistic individuals to understand their lived experiences, preferences for meaningful in-person social interactions, and their strategies to engage in social settings. Key findings highlight the importance of sensory regulation, vibrant and engaging spaces that mitigate awkwardness and promote authentic interactions, and the role of predictability and autonomy in reducing unnecessary stresses. We show how autistic adults can be supported in managing their regulation to participate how they wish. The findings are discussed in the light of inclusivity of school or work communities and their physical environments. Supporting and illustrating the principle of equity, the study shows how an example outlier group’s needs can be considered in designing environments that aim to serve everyone equally.
Keywords
spatial justice, disability inclusion, community, participation
DOI
https://doi.org/10.21606/drs.2026.2129
Citation
Osedo, A., and Boess, S. (2026) "it's going to be a really good place to hang out": Supporting Diversity in Community Indoor Environments by Eliciting Autistic Adults’ Preferences, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.2129
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
"it's going to be a really good place to hang out": Supporting Diversity in Community Indoor Environments by Eliciting Autistic Adults’ Preferences
This study investigates how indoor environments, for example of schools or workplaces, can actively support the diversity of communities, by considering the case of autistic adults’ preferences for them. Employing a participatory design approach, we engaged autistic individuals to understand their lived experiences, preferences for meaningful in-person social interactions, and their strategies to engage in social settings. Key findings highlight the importance of sensory regulation, vibrant and engaging spaces that mitigate awkwardness and promote authentic interactions, and the role of predictability and autonomy in reducing unnecessary stresses. We show how autistic adults can be supported in managing their regulation to participate how they wish. The findings are discussed in the light of inclusivity of school or work communities and their physical environments. Supporting and illustrating the principle of equity, the study shows how an example outlier group’s needs can be considered in designing environments that aim to serve everyone equally.