Children with autism spectrum disorders face a complex set of challenges when they enter the school system. Inspired by the work of D.W. Winnicott and Carl Rogers, the author suggests that facilitative educational settings for these children are those that stimulate creativity, honor a child's strengths, trust the developmental process, and provide nurturing sensory experiences. These elements appear to be present in the holistic communities of Camphill Rudolf Steiner Schools. In an idiographic, phenomenological study, the author joins one Camphill community as a participant-observer. She stays in a house with 12 staff and 7 children for three weeks, engaging in house activities, classes, therapies, and festivals. Five interacting dynamics--Time, Nature, Spirituality, Community and Learning--emerge in conversations and in experiential discovery. These dynamics take on palpable sensory qualities, and they interact to create a unique living environment. The Camphill community is an alternative society for both staff and children. Its members embrace pragmatic and abstract aims of daily living and of spiritual growth. The creative lifestyle of Camphill offers us an opportunity to challenge assumptions about normality, education, experiential learning, and nonverbal life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]