Adults and children with ASD have reported difficulties wayfinding in the school environment. Meanwhile, the numbers of children diagnosed with ASD is rising (CDC, 2014). We know that children with ASD can be especially sensitive to their environment (APA, 2013). Despite this knowledge, there is a lack of research into environmental design for children with ASD (Khare, 2010; Martin, 2014; Shabha & Gaines, 2011). Existing research is often anecdotal and lacking an evidence basis (Henry, 2011).