Date of Award
Spring 5-22-2026
Document Type
Thesis
Degree Name
Master of Design (MDes) in Interior Studies / Adaptive Reuse
Department
Interior Architecture
First Advisor
Francesca Liuni
Second Advisor
Jeffery Katz
Third Advisor
Can Atlay
Abstract
Children with early developmental challenges such as anxiety disorders, ADHD, autism, and sensory regulation difficulties often navigate environments that are not designed to support their emotional, cognitive, and sensory needs. In many educational and community spaces, inclusion is treated as an add-on or a specialized accommodation rather than as a fundamental design principle.
This thesis argues that inclusion should be the standard, not the exception, and that interior architecture can function as an early intervention tool that actively supports children’s development. This project examines how spatial design can influence emotional regulation and social interaction for children with early developmental challenges.
In this design, I focus on how children engage with adaptable environments that provide varying levels of sensory stimulation, privacy, and choice. Situated in Olneyville, Providence, a dense and diverse urban neighborhood with a high population of families that has historically been, and continues to be, considered a low-income working-class community. This thesis proposes a community-based interior architecture project designed for children aged six to twelve, alongside caregivers, educators, and therapists. This thesis contributes to broader discussions on inclusive environments by suggesting that well-designed spaces can reduce sensory overload, support self-regulation, and foster agency for children with diverse needs.
Recommended Citation
Li, Keqian, "Soft Space/Strong Support" (2026). Masters Theses. 1580.
https://digitalcommons.risd.edu/masterstheses/1580
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.