Dr. Sally StoneJanka NagyBerlin International University of Applied Sciences2025-12-092025-12-092025https://repository.berlin-international.de/handle/123456789/1202Inclusive educational environments are essential in supporting the diverse needs of students with Autism Spectrum Disorder (ASD), whose heightened or reduced sensory sensitivities can greatly infl uence their experience of space. Architectural design plays a key role in shaping these experiences, particularly through the integration of sensory-responsive strategies. This thesis investigates how transition zones—spatial thresholds that mediate sensory and functional shifts—are implemented in autism-specifi c classrooms, and how intuitive strategies used by educators refl ect or diverge from established architectural theories of autism-centered design. This thesis follows a qualitative research approach that combines literature review, observational analysis, and spatial interpretation. The theoretical framework was developed through a cross-disciplinary literature review on autism, sensory processing, and inclusive classroom design. It includes an exploration of multisensory design principles and a focused review on how transition zones have been conceptualized as sensory buffers that support orientation, regulation, and independence in autism-friendly architecture. The study analyzes three publicly available classroom walkthrough videos from The Autism Helper YouTube channel. Floorplan sketches and spatial diagrams were developed to evaluate how transition zones, visual cues, and zoning strategies appear in practice. The analysis reveals that educators—despite lacking formal design training—often apply sensory zoning, compartmentalisation, and spatial sequencing in ways that align with architectural theory. Transition zones emerged as key tools for fostering autonomy, emotional regulation, and orientation. Ultimately, this thesis argues that transition zones are not merely spatial features but socio-temporal processes requiring both intentional design and interpersonal support. Their integration into classroom environments promotes not only sensory well-being for autistic learners but also creates benefi ts for all students by enhancing comfort, clarity, and focus. Inclusive design, when guided by both theory and lived experience, can offer truly supportive environments for neurodiverse and neurotypical users alike.AutismSchoolFORESTRY, AGRICULTURAL SCIENCES and LANDSCAPE PLANNING::Landscape planning::Planting designInteriorsensoryarchitectureThesis