Thesis Report

DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
SOUCES- 1

EVERY PERSON SUFFERS FROM SOME ABILITIES AND EVERY PERSON WITH OBVIOUS
PHYSICAL, MENTAL OR EMOTIONAL LIMITATIONS IS CAPABLE OF SOME WORK OR THE
OTHER.

I


SOUCES- 2

IMPAIRMENT, DISABILITY AND HANDICAP
IMPAIRMENT IS DEFINED BY W.H.O. AS ANY LOSS OR ABNORMALITY OF
PSYCHOLOGICAL, PHYSIOLOGICAL OR ANATOMICAL STRUCTURE. IMPAIRMENT
CAN BE EITHER CORRECTED OR ITS EFFECT IS REDUCED WITH THE HELP OF
TECHNOLOGY.
DISABILITY IS AN IMPAIRMENT THAT INTERFERES WITH THE FUNCTIONS EXPECTED AT
A CERTAIN AGE AND IN THE SOCIAL ENVIRONMENT. IT MAY INTERFERE WITH
EDUCATION, WITH THE WORK OR WITH SOCIAL INTERACTION.
HANDICAP IS A DISADVANTAGE RESULTING FROM A DISABILITY. IT IS A RESULT OF
SOCIAL INTERACTION.
SPASTIC
Spastic is a common laymans term to describe a person with cerebral palsy or
c.P menatly retarted is a commonly caused by an injury to the brain. Before due
to lack of oxygen. Affecting control of movement. It is not a single disorder but a
variety of conditions.
There are three types
of c.p which relate to
three areas of the
brain which may be
damaged.
Scientific
Calculation
Spasticity is found 1%
to 3% of the general
population. In India
DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR

SOUCES-

there are about 1.6 cr.
people who suffer from
mentally retardation or
spasticity. It has been
estimated that in India,
there are about 20
million who are mildly
and about 4 million
moderately and severely retarded
MENTAL RETARDATION- NATURE OF MENTAL RETARDATION
o Inability of learn-slow learner.
o Obscene of clarity cannot express their thoughts and feeling clearly.
o Inability to understand bears less smelling seeing
o Unable to remember have low memory.
o Lack of co-ordination they are unable to give
activity.
o Inability to decade they cannot take simple
THE MENTAL RETARDATION ON THE BASIS OF IQ LEVEL HAS BEEN
DIVIDED IN FOUR GROUPS
1. MILD MR IQ 50-70
3. SEVER MR IQ 20-34

retarded.
NATURE OF MENTAL RETARDATION
slow learner.
of clarity cannot express their thoughts and feeling clearly.
Inability to understand bears less smelling seeing hearing power.
Unable to remember have low memory.
ordination they are unable to give continuous attention to one
Inability to decade they cannot take simple decisions.
DIVIDED IN FOUR GROUPS
2. MODERATE MR IQ 35-
4. PROFOUND MR IQ UNDER 20
MENTALLY RETARTED
3

of clarity cannot express their thoughts and feeling clearly.
power.
attention to one
-70
PROFOUND MR IQ UNDER 20

SOUCES- 4

FEASIBILITY OF THE PROJECT
Dwarka comes under the tag of advancing cities of Delhi. There is ample of
opportunity of such an institute to develop and grow because according to
latest figure 2% of the population constitutes people with mental retardation
and for Delhi it touches around 40000.
NEED FOR THE SPASTIC SCOIETY
1. Our ordinary institute are meant for children with normal or above normal
intellect
2. They are not flexible and lack adaptability.
3. Special school means special education for special children
4. According to education mission 2% of the population constitutes people
with mental retardation and there are about 500000 children are born
spastic every year causes lack of special schools.
5. The child brain has a remarkable capacity for reorganization.
6. To improve strength and teaching skills and also to help the brain realm
and adapt to injury.
SCOPE OF STUDY
1. The thesis deals entirely with the planning and designing of facilities which
are mainly concerned with the improvement and upbringing of spastic
children.
2. The focus of the study is exclusively on the design solutions that could be
employed for making barrier free.
3. The study of Anthropometric, physiological, colors sensitivity and texture.


SOUCES- 5

PROJECT DETAIL
Department of Social Welfare (DSW), Government of National Capital Territory
of Delhi is responsible for social protection activities and providing security to the
Vulnerable and socially disempowered sections of the society. In order to
provide better services to the mentally challenged persons belonging to the
poor sections of the society and to ease pressure on the existing facilities, DSW is
establishing a new residential care home-cum-school for the mentally
challenged at Dwarka,sector-9,New- Delhi.
LOCATION
The proposed site is located toward south west Delhi, it is bounded by raj nagar
mall road, road no-.224. As per the master plan of Dwarka sub-city, site is
located in sector-9.
o Dwarka, a sub city for the 21st century is located in West Delhi, and is
surrounded by national / Indira Gandhi International airport, Cantonment
Area, Najafgarh Road.
o Dwarka is spread over an area of about 5648 hectares zone k-II, 20% of
which will be maintained as green, resulting in the availability of 15 square
meters per person for green space and recreation.

SOUCES- 6

o Dwarka is a well established sub city, it mostly consists group housing
societies and DDA flats.
o The city houses a large number of renowned schools, colleges, business
schools, Eng. colleges, banks, post offices, sports complex, tele
communication and medical facilities.
o Dwarka is now one of the biggest sub zones of the Delhi city.
o Dwarka has one of the enchanting Dada Dev temples which is quite big
and is home to idols of almost all India Gods. The markets at Sector 6 &10
are the biggest and most popular with the people of Dwarka.
o Here you can find every essential terms as well as eateries and sweet
shops and multi functional areas.

SOUCES- 7

o SURROUNDING
o The main roads
are 60 m wide
(road no.224,202) ,
o The secondary
road is 30 m wide
which was
attached With the
site and other one
are 12 m wide.
o It has ITL Public school in
north-east or r.d rajpal public
school In the south-west .
LANDMARK
1. Metro Station sector-9 is 1 km
from the proposed site.
2. Distance between the
dwarka and IGI Airport is 4
km.
3. Ambedkar university is
situated in sector -9 in front of
road no -224.
4. ITL public school. & RD rajpal
ser. sec. school.
5. National highway authority.
6. Police station.
7. Medical council of India.

SOUCES- 8


SOUCES- 9


SOUCES- 10

LOCATION
The proposed site is located toward south west Delhi, it is bounded by raj nagar
mall road, road no-.224. As per the master plan of Dwarka sub-city, site is
located in sector-
9.
TOPOGRAPHY
The site is flat. The
only point of
notice that the
level of the site is
below the existing
road level so the
site may require
certain amount of
land filling.
VEGETATION
The site is leveled
with a few shrubs
in some parts.
There are not
trees or plants of
significance on the
site. The present
vegetation is wild
and cannot be
Brought into any
good use on site.

SOUCES- 11

EXISITING STRUCTURE
There is an boundary wall around the site or a guard room and a gate for
security purpose. The site is totally vacant.
SOIL CONDITION
The site and the surrounding area have cohesive clayey soil. It is well drained.
The color of the soil is brownish yellow and has a good bearing capacity.
SERVICE AVAILABLE ON SITE
DRAINAGE
o The sewer line runs along the road. The slope is towards the north-
east direction.
WATER SUPPLY
o The water supply line comes from the societies i.e. north-east
direction of the site.
ELECTRICITY
o The electricity poles run along the road.
CLIMATIC CONDITION
New Delhi and its neighborhoods is classified under composite climate and is
characterized by three reasons
1) Hot dry
2) Warm-humid
3) Cool-dry
HUMIDITY- throughout the dry period at 20%-25% rises in the wet period 55%- 95%.
PRECIPITATION- monsoon rains are intense and prolonged little rainfall during the
Dry season.
SKY-CONDITION- sky is heavily overcast and dull during monsoons bright during
the hot-dry period.
WINDS- are hot and dusty during the dry period monsoon varies are fairly strong
and steady and the prevailing winds flow in the direction of north -west to south-
east.

SOUCES- 12

POSITIVE ASPECT
- The side being located in the housing area of the sector, house wife can work
as a volunteer in their free time.
-proximity to park stimulates the spastics to play.
- Proximity to commercial area helps the child to independent.
-presence of school nearby, so the spastic can continue studies after the special
Education.
- Easily approachable from road transport.
NEGATIVE ASPECT
- Noise problem is expected from the residential apartment which was closely
attached with the site.

SITE SYNTHESIS
1) Accessibility
2) Barrier free
3) Noise congestion/Environmental free.


SOUCES- 13

CASE STUDY

AADI - Action For Ability Development And Inclusion
(New Delhi, Hauz Khas)

DISHA - A Resource Centre for Disabled
near jda park ,nirman nagar (Jaipur)

NAI DISHA- Vocational Centre for Young Adult
(TAMMANA) vasant vihar, New Delhi


SOUCES- 14

AADI Action For Ability Devleopment And Inclusion
LOCATION
The school is located in south Delhi, in hauz khas. The school is built in an
institutional area, adjacent to a co-educational school. It is just opposite to the
yusuf sarai commercial complex and is surrounded by residential posh colonies
The building has been designed keeping in mind the difficulties faced by a
spastic child. It is easily approachable from the main road.

INTRODUCTION
The first custom-design school for spastic children was initiated by funds are
available from the British government which supported a local Ngoc. The school

SOUCES- 15

is designed for 500 handicapped children and provides not only specialized
facilities and training, but also courses for the parents of handicapped children.
The school also acts as a centre for field work to be carried out in rural area in
north India. Insured by the work at the spastic society in Mumbai, a few women
took up the initiative to start a similar society in northern India in 1978.SSNI new
5600 sq m building design by ar. Romi khoshla came into shape in March 1995.
The organization provides ongoing developmental and support services to over
300 developmentally disabled persons and their families, out of which about 100
are educated to their academic and personal potential using extensive
technical inputs. The trainees and professional also come from all over India for
clinical and rehabilitation courses.
ACCESS
AND
APPROACH
AADI has two
entry/exit gates
which are
barrier free for
all disabled the
entrance
thought at a
higher level
than the road is
approached
through a
culvert with a
gradual
gradient and thus making it accessible for the handicapped.

SOUCES- 16

LANDMARK
1. AADI IS 1.20 KM FROM AIIMS AND SAFDARJUNG HOSPITAL.
2. DILLI HAAT AND SAROJNI
NAGAR IS 2.75 KILOMETRE
APPROX.
3. RAJSHANKAR MEMORIAL
SCHOOL.
4. NIFT(NATIONAL INSTITUTE
FESHION TECHNOLOGY.
5. HAUZ KHAS LAKE AND
MARKET.
6. INDIAN OIL BUILDING.
7. YUSUF SARAI
COMMUNITY MARKET


SOUCES- 17

CLIENT: THE SPASTIC SCOITY OF NORTHERN INDIA
DESIGN TEAM: ROMI KHOSLA, CHANDER V ARSIKERE
CONSULTANT: SEMAC, RAMESH PANGASA( STRUCTURE),
MK GUPTA (SANITARY), T.S SETHI (ELECTRICAL), ARVIND
BHATNAGAR( MUNCIPAL).
COST: Rs. 4, 00, 00,000 APPROX.
YEAR OF COMPLETE: 1995
SITE PLAN
ORIENTATION
The building is oriented north-east south-west. Classrooms receive the north light.
DESIGN CONCEPT
Creation of a productive internalized environment of soft shapes and
surfaces that an intelligent but physically handicapped child easily
explores.

SOUCES- 18

The architect has compared his creation to a mothers womb. An analysis
which is derived from the use of curvilinear geometry. And flow of forms
into shapes which are feminine and soft. In addition to the form the ramp
itself (turn in paths) directly links to the experience of emerging of birth.
There has been an attempt by the architect to create a double image for
the building. One from outside, a public image for that has very little to do
with the experience of the spastic children and the second from inside
which is full of images for the children who experience the building every
day.
The sweeping curved ramps and the balconies of the internal faade with
their piped railing painted red give dynamism to the building, which is a
contrast to a fortress like exterior intended to project an impression of
security for the special environment within.
Another attempt in the building is of a rock cut cave or monastery. The

SOUCES- 19

facade with thick brick walls having openings concentrated at the recess
is distinctly reminds of the Buddhist cave where the bland exterior of care
gives an impression of complexity and diversity.
The design was intended to reflect the special world of the spastic
children.
The central courtyard and the ramps and the internal docks as indeed the
form of the whole building could be regarded as a ship on a special
voyage, except that the decks are on the inside of the ship.
The building is more inwardly looking than outwardly designed. The wheel
chair access all parts of the building and banks of the toilets are provide
between teaching spaces, as lifting the child to the toilet spaces can be
exhaustive for a teacher.
The top floor has been slotted for the residential accommodation of staff
with terraces looking outwards away from central court.
When they sit on the terraces after an exhausting day, they can reflect on
an entirely different landscape which surrounds the exterior of the
building.
The school is an extremely complicated series of inter-related spaces
which are continuously undergoing change in functions.
It was necessary to provide maximum flexibility for an institution that is
constantly undergoing change as it develops its philosophy and
techniques for imparting knowledge to spastic children and their parents.


SOUCES- 20

ZONING

The building has been divided into different zones, according to the different
developmental programmers of the school. The ground floor has been
segregated into the following zones mainly dealing with children:
The entrance leading to the reception area which leads to different
zones and departments.
The first section is for the Aadi School which has classrooms for children.
The second section is for the INCLUSIVE EDUCATION dealing with children
who come out as patients.
The third department on the ground floor is the therapy department,
providing occupational therapy and physiotherapy.

SOUCES- 21

The basement is divided into the following zones dealing with children of higher
age:
The basement houses the SCHOOL OF REHABILITATION SCIENCES.
The other areas include the offices and library.

The first floor has the following departments dealing in different programmes:
The first department is the administrative, dealing with the functioning of
the school. The accounts section, the records room, conference room
and all other important sections have been located here.
Then there is the ADULT TRAINING PROGRAMME department located
here.
The EARLY INTERVENTATION section has also been placed on the first floor.
RURAL COMMUNITY BASED REHABILITATION programme is also taught on
the first floor.
Then there is the LEGISLATION, ADVOCACY, RAISING PUBLICITY section
also.

SOUCES- 22

FORM AND SHAPE
THERE ARE FOUR BASIC FORMS CIRCLE, SQUARE, TRIANGLE AND RECTANGLE.
FROM THESE FOUR BASIC FORMS ANY OTHER FORM CAN BE DERIVED.

THE BUILDING IS RECTANGULAR
IN SHAPE MEASURING 50M BY
18M. THE SHOTRTER SIDE OF THE
STRUCTURE IS JOINED BY A
SEMI-CIRCLE FROM BOTH SIDES,
THUS AVOIDING THE
PERPENDICULAR WALLS. OUT
OF THE FOUR CARDINAL
POINTS 1,2,3,4 THE TWO
DIAGONALS ONE 1 AND 4 ARE
USED AS CIRCULATION CORE
FOR UP AND DOWN.

EACH OF THE TWO FORMS (RECTANGLE AND SEMI-CIRCLE) IS BREAK INTO TWO
PARTS AND ENTRANCE TO THE BUILDING BLOCK IS GIVEN.
THE CENTRE OF GRAVITY IS CONSIDERED TO BE THE SOURCE OF ENERGY FOR
ALL THE BODIES FROM WHICH ALL THE FUNCTIONS ARE GOVERENED. THE
CENTRE AREA IS MADE AS A GREEN COURT FROM WHERE DIFFERENT
FUNCTIONS AND CIRCULATIONSARE LINKED. TO BREAK THE LINEARITY OF THE
FAADE BEEN GIVEN AT CERTAIN INTERVALS WHERE FIRE ESCAPES ARE
PROVIDED.

SOUCES- 23

SERVICES
To extend services to as many as possible Spastics Society of Northern India,
Delhi, envisages the complex consisting of the following :-
1. Centre for Special Education. (C.S.E) / Day Care
2. Diagnostic unit.
3. home management
4. work training centre
5. research and training
6. Dayalpur project
7. resource centre
8. administration
9. residential
i) DAY CARE CENTRE:- the centre is provide on the ground and the first
floor. The children are divided into three sections according to their
ability and age. Owing to their special need the following facilities are
provided
a) Classrooms:- they are academic and non- academic -
A) nursery
B) Primary
C) senior

SOUCES- 24

NON-ACADEMIC-after the
academic classes the
children are given vocational
training. The children are
grouped according to their
ability not age wise. Spastic
children often have special
audio difficulties and the
curriculum is geared to the
special needs of each child.
Teaching is on individual basis
the classes themselves are
very informal, with children
sitting around the teacher.
ii) THERAPY SECTION:- the therapy
section forms the major part of the
centre, which helps children to
restore their skills and body functions
and contain several categories of
services.
a) Physiotherapy: - In this section the students
mainly undergo various physical exercises. The physiotherapy room is well
ventilated and lighted as the windows are large enough and open out into a
court attached to it. At a time only two students can undergo treatment
along with physiotherapist and a consultant.
Shortcomings
o No waiting area is provided for patients and visitors
o No offices or rooms are provided for physiotherapist and doctors.

SOUCES- 25

o The area provided is not sufficient for all types of equipments
placed in it.
b) Occupational therapy: - an occupational therapist helps the child learn and
perform the activities of daily living such as dressing, going to market,
grooming up etc. The rooms for activities for daily living have been divided
into different sections with the help of low height partitions so that different
activities can take place simultaneously in the single room. Such a layout
helps to maintain flexibility in design and also avoid monotonous
atmosphere. This kind of therapy also helps to increase the range of motion,
by effecting joints and inside strength to develop co-ordination and work
tolerance.
c) Speech therapy:- this section helps to improve the speech, which is affected
because of their lack of muscle co-ordination. Music and singing are also
used extensively during this therapy.
The speech therapy room is located in the basement of the
building away from the noisy areas. Also the library and the research
institute in its vicinity provide a quiet atmosphere.
Shortcomings:-
o If there are any noises the room is not sound protected at all.
o The size of the room is such that only two patients get treated at
a time.
d) Sheltered Workshop:- here the children who are not severly handicapped do
light work like packing, handicraft or similar work. It is the part of the
proposed research and training centre to observe the children and find out
the possibilities.
e) Diagnostic Unit:- it is place where several professionals like doctors, therapist,
social worker, psychologist and teachers get together to carry out
assessment procedure of the child who has come for admission to the

SOUCES- 26

school. Children are grouped according to their ability not age wise. This
assessment is essential to detect the earliest moment all the defect and
problems present in the medical education and social spheres. Then the
opinion of the experts is discussed by the directors of the institute and the
class level of the child ascertained. These assessments lead to a definite plan
of case the nature of the work and the type of the facilities required for each
child.The diagnostic unit mainly consists of rooms for doctors, therapists, social
worker, psychologist, special educators etc and conference space.

f) Work Training center:- it is for adult spastics. Here spastics above the age of
sixteen will be trained in work skills that will help them learn and give them a
sense of self worth and participation in the normal work. This is the
rehabilitation part. It consists of sheltered workshops, sales counter etc.


SOUCES- 27

g) Research and Training Center: - in TTC they run a one year post graduate
diploma course in special education of neurological and physically
handicapped children the only one of its kind in north India. Two for four-
week intensive training courses on the treatment of cerebral palsy patients
are held periodically for in services therapists. Workshops for patients are held
throughout the year 28 covering subjects like physical therapy, behavioral
disorders and communication. It consists of seminar rooms, lecture hall,
library, psychologist, social worker.
h) Administration:- to hold heads of each department and administer the affairs
of the society is its aim. It consists offices for senior receptionist area,
computer room, stationary store, waiting area, record room, common
facilities etc.
i) Residential: - the top floor of the building is slotted as a hostel for as trainees
and staff affording the occupants some privacy and relief from their
continuing supportive role. Such facilitation appreciates the involvement of
volunteers dealing with physically wounded people where they are single
most important medium of carrying the cultured constructive relationships.
The roof garden provided on this floor, helps a person relax and facilitate
contact and participation amongst inmates.

SOUCES- 28


SOUCES- 29

CENTRAL COURT
THE CENTRAL COURT 5000X2500 M IS USED BY THE
STUDENT S FOR PLAYING AND OTHER GROUP
ACTIVITIES. THE OPEN AIR STAGE IS USED FOR
SMALLFUNCTIONS HELD AT THE INSTITUTION. AS
THE COURT IS SURROUNDED BY THE CLASSROMS
ON BOTH SIDES THE ENTIRE BUILT FORM AND
VEGETATION IS WELL INTEGRARTED.
STRUCTURE SPACES
THE STRUCTURED SPACES BUILT SHOULD NOT HAVE
SHARP TURNS, CORNERS, DARK AREAS.

LEGENDS
1. RECEPTION
2. ADMINSTRATION
3. CLASSROOMS
4. THERAPY ROOMS
5. LIBRARY
6. DOCTOR CLINIC
7. O.P.D
8. KITCHEN
9. AADI SHOP
10. CENTRAL COURT
11. OPEN AIR THEATRE
12. PARENTS COUNSELLING
13. ASSEMBLY

SOUCES- 30

ADMINISTRATION
TO HOLD HEADS
OF EACH
DEPARTMENT AND
ADMINISTRATER THE AFFAIR OF ITS SCOIETY IS ITS AIM. IT CONSIST OFFICES FOR
SENIOR RECEPTIONIST AREA, COMPUTER ROOM, STATIONARY STORE, WAITING
AREA, RECORDING AREA COMMON FACILITIES ETC.

SECOND FLOOR
CONSISTS OF THE
ROOMS FOR THE
OUT STATIONS
STUDENTS STUDYING
AT THAT TIME AND STAFF AFFORDING THE OCCUPANTS SOME PRIVACY AND
RELIEF FROM THEIR CONTINUING
SUPPORTING ROLE.SUCH FACILITATION
APPERCIATES THE INVOLVEMENT OF
VOULNTEERS DEALING WITH
PHYSICALLY WOUNDED PEOPLE WHERE
THEY ARE SINGLE MOST IMPORTANT
MEDIUM OF CARRYING THE CULTURED
CONSTRUCTIVE RELATIONSHIP.

SOUCES- 31


SOUCES- 32

OBSERVATION AND ANALYSIS
a) Circulation:- On the ground floor the building is a sequence of space bays
and service areas running along a central corridor which gives a clear
understanding of the building. But this sided corridor has two major drawbacks.
It increases the traffic in the corridor from both the sides which might be
dangerous for wheel chair bound or ambulant persons. It restricts the natural
light in the corridor as a result of which it remains dark and dingy.
The spaces have got multifunctional character and moreover the functions that
take place in the center demand very minimal space volume specifications.
Vertical circulation is achieved by having two well-designed ramps on the
opposite sides and also four staircases. In case of ramps, the slope has been

SOUCES- 33

given at 1:20, the most widely accepted ratio. However the width (1200 MM.) of
the ramp allows movement of wheel chair in one direction only at a time. The
ramp leading to the basement runs along the staircase.
For the movement of severe handicap children, two lifts have been provided at
the entrance.
b) Open spaces: - in facility design, the use of exterior environment for the
therapeutic value of physical training has
been only superficially explored. The area
in the building front, demarcated in the
design as a playground, presently is a well
manicured lawn. In the effort to maintain
and beautify the exteriors, the play
activities of the students are barred and
play equipments are reduced to mere showpieces. Also the increased
circulation for the children from the building to its outside reduces the chances
of play equipment usage.
On the other hand the functional role of the courtyard as a play area has been
overlooked. The internal enclosed courtyard surrounded by built mass on all the
sides not only could have offered scope
for informal supervision and easy contact
but also shaded the area for all play
activities had it been sufficiently equipped
physical exercises.
However the longitudinal courtyard is not
conducive for activities that require
widespread area since its scale offers extended circulation and leaves little as
usable space.

SOUCES- 34

c) Main Entrance:- there are two main entrances of the building and both are
marked by a
projecting canopy
under which the
parking facilities are
provided. This allows
the students to get
off the school
transport buses and
lifting straight to the building undercover. This not only insures the adequate
safety of the children
but also minimizes
the circulation.
Both are the entry
from the front side-
- One entry is for the
usage of the school.
- Other is being used
by the bank, whose office is at the basement of the building.
d) Toilets: - most of the classrooms have attached toilets and storage space that
results in minimum circulation for the
disabled. On the other hand this has
resulted in many more toilet seats that
would be needed for say an equivalent
sized conventional school. Moreover toilets
with two door openings into different
spaces afford little privacy to users.

SOUCES- 35

e) Openings :- opening in the rooms are large and wide, letting in adequate
amount of light. But at the same time these barred windows and screens on the
top half of the door usually implies an expectation that the disabled behave in a
primitive, uncontrolled fashion. Thus the environment is designed to be abuse
resistant which implies such a manner. In such an environment where there is
little demand controlled, responsible behavior. Its unlikely that positive individual
growth will occur or even will be expected by the staff.

f) Colors: - disabled children understand colors and react to it. They associate
color with daily activities and result in different emotional response. The building
uses an empowering red in its color scheme which apart from being a part of
the external and internal exposed faade is conspicuous in its presence on the
piped railings, window frames, metal grills and other building accessories. This
sharpness of the color sets up an annoying atmosphere by distracting the eyes
and brain.
Moreover, the common association of red color with danger and blood resumes
dehumanizing the disabled group.
An appropriate color varies from person to person but in general children like
bright and primary colors which reflect a happy mood of the children and
stimulates them from outdoor activity.


SOUCES- 36

g) Screened Railing :- an already appropriately designed railing which is
shielded by nylon-chord netting restricts the client to confront the maximum
amount of normative risk of with which he or she could cope with reasonable
probability of success.
Te support rails at different height could have been used by the children of
various ages while walking through the corridor or staircase. Thus enabling them
to interact more closely to built environment.

h) Parking: - there is adequate parking for vehicles in the building complex.
Parking for cars is near the entrance. There is a provision of car parking on rear-
end of the building. The front parking is mainly used by vehicles meant for
carrying children. There is no demarcation to park two wheelers near the
entrance.


SOUCES- 37

SPECIAL FEATURES
The special features of the building include the following:
The very well designed circular ramp in the central courtyard.
The small stage in the central courtyard which allows the children to
perform various activities.
The precisely cut rectangular skylights in the ramp leading to the
basement, providing adequate light in the basement.
A terrace garden on the second floor, creating a congenial environment
to relax.
The balconies on the second floor opening outside can be a rejuvenating
experience for anyone who stays in the room.
POSITIVE ASPECTS
There are certain positive aspects about the design of the school. They are:
Very well conceived design keeping in minds the minutest of details and
conforming to all the standards meant for the spastics.
All entrances are at the same level as surrounding ground.
The Louis Kahn entrance to classroom is a good solution providing space
for wheel chair maneuvering.
Courts at basement level bring in natural light into the rooms and the fixed
slating and plants give a good space for gathering.
The brightly colored interiors and exteriors are inviting to children.
The design confirms to all the fire safety norms and has adequate number
of fire exits.
The parking is near the entrance so that the children dont have to travel
much distance for their buses and vehicles.
The central courtyard for children ensures safety at play.

SOUCES- 38

Going to toilet is not a problem as there are toilet banks provided
between teaching spaces. All the toilets for students have grab bars.
There are rooms for teachers next to their respective classrooms. There is
no centralized staffroom, which ensures that a teacher is never far from
the students.
Lift has been provided for the students in case they have difficulty in using
the ramp.
NEGATIVE ASPECTS
In spite of the design being virtually flawless, there are certain drawbacks which
need to be addressed. They are:-
The ramp leading to the central courtyard to the first floor is not covered
which cannot be accessed during the rains.
The playground in front faces the main road which does not ensure a
peaceful environment for the children at play.
The parking for the school buses has not been segregated from the
general parking and from the pedestrian movement which can cause
congestion in the movement when the school starts and closes.
There is no ramp till the second floor. The students have to go by lifts.
The width of the corridor should have been more to give a feeling of
openness inside the building.


SOUCES- 39

Disha A Resource Centre For Disabled
DISHA- A RESOURCE CENTRE FOR DISABLED IS A WELL KNOWN REHABILITATI-
ONCENTRE INJAIPUR WHICH WAS INCORPORATED IN THE YEAR 1995.WHEN THE
CENTRE WAS STARTED, IT HAS ONLY 18 STUDENTS. IT IS CONSIDERED TO BE AS
THEFIRST CENTRE IN RAJASTHAN WHICH IS ENGAGED IN PROVIDING EFFECTIVE
SERVICES TO THE DISABLED PEOPLE. THEY ARE SERVING THEIR STUDENT WITH
THE BEST SERVICES FOR CELEBRAL PALSY, NEUROLOGICAL CONDITION:
PHYSICAL AND MENTAL CHALLENGES UNDER ONE ROOF. DISHA DREAMT OF A
SCOIETY WITH EQUAL OPPOURTINITIES FOR ALL.
LOCATION
THE SITE IS LOCATED IN JAIPUR RAJASTHAN, DISHA PATH NIRMAN NAGAR-C,
SHAYAM NAGAR, JAIPUR-302019.
The land was allotted
by jaipur
development
authority and project
was given to Mr.
Ashokb.lal from Delhi.
All the special needs
guidelines on barrier,
free architecture was
studies and discussed
and observing

SOUCES- 40

students at disha their
problems, routines,
activities etc.
This school for mentally
challenged children
located on a tight
urban site incorporates
a training center for
teachers and helpers
while providing for requirements of the special child.
The building has been built entirely out of donations. The attempt has been
to obtain a low cost optimum environment within the budgeted amount. Lift

SOUCES- 41

has not been installed as the ramps have been
found very satisfactory.
Old furniture has been
upgraded and utilized for
classrooms. Land was
given at a concessional
price by the local city
authorities
COMPLETEION
-Actual 1 nov 2004
CAPACITY
-170 maximum
TOTAL COST
-$ 465,867r
ARCHITECT
-Ashok b. lal


SOUCES- 42


SOUCES- 43

DESIGN CONCEPT

A building is specially designed with complete access for wheelchairs, a disables
friendly environment where persons with special needs move with comfort, ease
and dignity, the building not be just a physical structure a statement an attitude
of creating an environment that suits the needs of all and supports their
objective. To specially design a building with complete access for wheelchair, a
disabled friendly environment where persons with special needs could move
with comfort, ease and dignity.
The three storey building priorities access to define space for the educational
environment.
ENERGY AT LOW COST
THE BARRIER FREE FOR SPASTIC EASILY ACCESIBLE.
HEIGHT VARIATION.

SOUCES- 44

ZONING
The whole building is divided into
three parts.
1. FIRST PART,(FRONT PARTS)
Catering to administration
part

2. SECOND PART
Catering to staff and guests

3. THIRD PART
Is to be used in activities
and classrooms

The entry / exit is same or
one.
The administrative block is in
the starting entrance front.
The admin block is well
connected with the
classrooms.
The central court gives the
well attachment to all
classes.
Provide good vertical circulation movement.

SOUCES- 45


SOUCES- 46


SOUCES- 47

OBJECTIVE OBJECTIVE OBJECTIVE OBJECTIVE
A SOCIETY WITH EQUAL OPPURTUNITIES FOR ALL A SOCIETY WITH EQUAL OPPURTUNITIES FOR ALL A SOCIETY WITH EQUAL OPPURTUNITIES FOR ALL A SOCIETY WITH EQUAL OPPURTUNITIES FOR ALL
ACADEMIC GROUP
Academic groups follow the common curriculum of open basic Education,
preparing students to appear for open board examination of Level-a (3 rd std.)
level-b (5th std.) level-c (8th STD).
FUNCTIONAL EDUCATION
Students in this category followed curriculum specially designed to Make them
independent, the curriculum consisted of understanding Reading and writing of
Hindi and English, functional math covering Money management, time
management, various measurement, basic Mathematical operations, use of
calculation etc.awareness of environment.
SPECIAL GROUPS
The objective of special groups is to train student to live independent life by
training them in activities of daily living, skill development, building
communication skills social behavior, pre-vocational training and awareness of
environment.
ACADEMIC
Academics are taught to the children belonging to the age group of 6-18 years.
A class consists 10-12 of children with one teacher. There time table is planned in
a manner to have an overall growth, money and time concepts are made
cleared. The time after the lunch break is kept for the extra-curricular activities.

SOUCES- 48

DISHA- WORKS THROUGH
1) CENTRE FOR- SPECIAL EDUCATION
2) CENTRE FOR- PHYSIOTHERAPHY
3) CENTRE FOR- VOCATIONAL TRAINING
4) CENTRE FOR- HOME MANAGEMENT
5) CENTRE FOR - HRD (TEACHERS
TRAINING)
6) CENTRE FOR - SPEECH THERAPHY AND
LANGUAGE DEVELOPMENT
7) CENTRE FOR - CO CURRICULAR
ACTIVITIES LIKE MUSIC, ART, DANCE,
CRAFT PRE-VOCATIONAL SKILL, DRAMA,
HORSE RIDING ETC.
8) CENTRE FOR - SENSORY INTEGRATION.


SOUCES- 49


SOUCES- 50

CIRCULLATION
RAMPS
The ramps running around the atrium are invariably on a very easy proportion.
I.e. 1:12 as per needs enabling not only normal people but also the disabled to
use it. Ramps are provided with railing for spastic to grab and rail pipes are
attached along, at appropriate height.
Ramps are maximum used enabling whole activity in the building as it connects
each room to the other.

SOUCES- 51

Fire stair case is providing in
case of emergency.
ATRIUM
The main entrance for student
opens in atrium. The central
atrium
SENSORY ROOM
Having form and sponges board
covering till 900 mm height on
wall to avoid hurting hyperactive
child.
For special education diploma
for 1 year,
20 students
- Provision of TVs
- Projector for lectures etc.
- Provision for lockers just outside the class.
ACTIVITY ROOM
- Generally used for celebration of
festivals or sports having presentation
or display sqardtoilet and store
attached stairs touching this activity
room.
SERVICES
Lift, 2 stair case, 1 fire exit, air cooling
system on terrace there are vents in
each rooms which cools up the room.
Pump on site, space displaying items.

SOUCES- 52

SPECIAL FEATURE

1) Swimming pool (up to 45sq.m).
2) Textured path
3) Pole lightening also turned fascinating objects for children with butterfly
sitting on it.
4) Facility for guests provided in 2nd floor with 2 single and 1 double room.
5) Common dinning space and a small kitchen attached for all three rooms.
6) While keeping this guest suit in building, they have managed to divert it
from children by the usage of partitions thus making it unapproachable
from atrium.


SOUCES- 53

POSITIVE ASPECT

1) Designed in such a way that every single corner is accessible to wheel-
chair.

2) Colors have been nicely used to attract attention of children.

3) Functionality of ramp.

4) diffused light coming in abundance in atrium leaving no dark corner

NEGATIVE ASPECT

1) NO PROPER PARKING FACILITY

2) PLAY GROUND DIVEDE INTO NUMBER OF AREAS ALSO THERE IS NO BIG
GROUND.

3) INTERFERENCE MIGHT HAPPEN FROM SURROUNDING PROPERTIES AND
PLOTS.


SOUCES- 54

NAI DISHA..TAMANA
INTRODUCTION
NAI DISHA Is the branch of Tamanna school in vasant vihar. It is a vocational
training centre for the physically and mentally disabled. Consistent with the
mission of fully integrating the disabled into society, nai disha offers
commercially oriented vocational training. Some of these are:

1) Office skills, photography, typing, lamination.
2) Textile and paper making tile and die block printing, fabric printing, making
handmade paper, paper bags.
3) Kitchen skills, buying provisions, cooking and cleaning.
4) Daily life skills with a residential area to equip the students with the capability
of taking care of themselves. The principle goals are to develop a sense of
responsibility, understanding instruction, and work ethics and to develop a
sense of self worth.

SOUCES- 55

LOCATION
The centre is located in the residential colony of vasant vihar behind the c-block
market. it can be accessed from pashchimi marg. off the ring road. It is situated
at the end of a street with the park behind it which is used as a playfield for
these children.

ACESS AND APROACH
Nai disha has one entry/exit
gate which is barrier free for
all disabled .the level of the
entrance and exit are same
which cause easily accessible
for disabled.
ORIENTATION
The orientation of the building
is north-east and south-east, classrooms receive the north light.
CONCEPT
BARRIER FREE
NATURAL LIGHTING
ACCESIBILITY
FEMININE FEELING


SOUCES- 56

LANDMARKS
1. Tagore international school
is 1 km from nai disha.
2. Vasant vihar club is 1 less
than 1km.
3. Modern school and dav is
0.56 km fom nai disha.
4. Community centre is 2 km
from nai disha.
5. Vienterary hospital is less
than 1 km from nai disha.

SOUCES- 57

ARCHITECT- VINOD GUPTA
SITE AREA- 1450 SQ. M
BUILT UP AREA- 1350 SQM.
NUMBER OF STUDENTS-75
GROUND COVERAGE-31%

SOUCES- 58


SOUCES- 59


SOUCES- 60

CENTRE AND PROVISION
The centre is divided into three major areas according to the functions they
Perform.
1) Therapy section
2) Vocational training
3) Residential accommodation
CLASSROOMS
All the classrooms are arranged along one side of the corridor and them
Are large enough to accommodate 8 t0 10 student. Looking at the usage,
There are two types of classrooms:
1) Permanent classrooms
2) Temporary classrooms


SOUCES- 61

Living area are grouped together on one side
with bedrooms are placed on the other side.
All these
Areas are segregated by low height buffer
walls which does not create the feeling of
loneliness for these children.
The kitchen has a small sink on one side for
training a person seated in a wheelchair and
an open eating counter is provided on other
side. The counter height is kept lower (about
700mm) than the normal ones for wheelchair
users. Each bedrooms has been Designed for
two persons but, they do not have sufficient
space for maneuvering wheelchair.


SOUCES- 62

CIRCULATION
The building is accessed on the ground floor with the ramps or staircase
provided near the entrance.
The interior circulation takes place around the light well from where all the rooms
are visible. As a, result, there is a strong visual link between the various activities.
Also the singly loaded corridor provided along all the rooms helps to maintain
the traffic as compared to previous case studies. This light well acts as a
courtyard and also provides spill over spaces for different classrooms which
integrates the whole centre in one entity.

For vertical circulation, the core, comprising staircase and lift, is situated just
opposite the main entrance which is at equidistant from different areas.
Due to space constraint, the ramp is not providing inside the building.
The staircase is 1.5m wide which is suitable for an ambulant person. Grab rails
are provided along the walls of the staircase for proper support.
But the right angled turns provided at the landing levels might prove dangerous
for a disabled person because of unclear view of the other side.
OPEN SPACES
The building does not have any open spaces or green spaces except the
central courtyard along which the whole building revolves. The scale of this

SOUCES- 63

courtyard is approximately 1; 1 as it continues till the basement. Such a scale
offers a place of play activities for these children as it remains shaded for most
of the time of the day. Because of the active nature
Of this central space, the building is more introvert in nature and due to this, the
noise from various activity rooms carry. As a result there is a lack of quiet place in
the building. Also looking at the size of the institution, the courtyard does not
have enough space to accommodate all the children at a time.
COLOUR
The building has a soft textured finish with a smoothing cream color on the
external walls which is regarded as a warm color for the disabled. The external
walls continue with the finish. This along with the windows in the activity rooms
gives the place a pleasant atmosphere.
PARKING
Parking is providing for school buses no handicapped parking is provided.
RAILING
Railing is 1500 mm high which was for security purpose.


SOUCES- 64

POSITIVE POINT
1) The school parking is near to the entrance so that children dont have to
travel much distance from their buses and vehicles.
2) Lifts have been provided for the students.
3) There are rooms for teacher next to their Respective classrooms.
4) The central court gives the natural light inside the building.
5) The railing is 1700 mm high which help for safety purpose.
NEGATIVE ASPECT
1) Not sufficient surface parking for faculty or for visitors.
2) The hostel rooms beds are less space.
3) Green space for playing is not provided.
4) Toilet is not built with proper norms.
5) The central court yard is not sufficient for Playing or gathering.
6) The entrance level of the building is very high.


SOUCES- 65

AREA ANALYSIS

SOUCES- 66

DESIGN CRITERIAS
SITE LOCATION
THE BUILDING SHOULD BE SITED
ADJACENT TO A LOCAL PRIMARY
SCHOOL AND A COMMUNITY PARK
AND DESIGNING IT FOR USE BY SMALL
ADULTS GROUPS UNDERTAKING
VARIOUS ACTIVITIES OUTSIDE SCHOOL
HOURS.
o AS MENTAL RETARDATION
CANNOT BE CURED ONLY SKILLS
CAN BE DEVELOPED, SO
THEREFORE INSTEAD OF MAKING
THEM TO UNDERSTAND SOCIETY,
ITS BETTER TO TEACH THEM TO BE
SELF-DEVELOPMENT.
o DONT DESIGN THINGS VERY
DIFFERENTLY AS THEY SPENT
MAJOR TIME OUTSIDE THE
INSTITUTE, WHERE THEY DONT FIND
THE SCHOOL ENVIRONMENT.
o INTEGRATION OF PSYCHOLOGICAL
ASPECTS, SITE CONSTRAINTS,
SPACE STANDARDS INTOCOMMUNITY FABRIC.
o INTEGRATION OF LANDFORM AND VEGETATION TO CREATE UNITY IN STYLE
AND FORM AS WELL ASTOACCLIMATIZE THE CHILDREN TO THE SURROUNDINGS.
o IDENTIFICATION OF THE BUILT FORM FROM THE OUTSIDE AS WELL AS AREAS
RELATING TO SEPARATEFUNCTION.

SOUCES- 67

o SPATIAL ORGANIZATION WITH VISUAL AS WELLAS PHYSICAL CONNECTIVITY.
o DEALING WITH SAFETY CONCERNS BOTH PHYSICALAND PSYCHOLOGICAL.
o SECURITY, BOTH IN TERMS OF THE BUILT FORM AND THE IMPLIED DESIGN
FORM.
BARRIER FREES BUILDING:
IN MANY CASES THE PEOPLE WHO HAVE MENTAL HANDICAP ALSO SOME KIND OF
LOCOMOTOR PROBLEMSOR VISUAL IMPAIRMENT. THUS DURING THE DESIGN
PROCEDURE, A CAREFUL INDUCTION OF THE VARIOUS SPECIAL REQUIREMENTS
FOR THE PHYSICALLY HANDICAPPED IS ESSENTIAL.ACCESS AND MANEUVERABILITY
(CAN EASILY BE MOVED FROM ONE PLACE TO ANOTHER) FOR PEOPLE WITH
HANDICAPS LIKE VISUAL, AUDITORY MOBILITY PROBLEMS. IF ACTIVITY IS TO BE
ENCOURAGED, THE ENVIRONMENT MUST BE SAFE AND ROBUST, FOR HE WILL BE
DETERRED FROM FURTHER EXPLORATION IFHE HURTS HIMSELF OR BREAKS
ANYTHING.
THE UNDERLYING NEED OF THE BRIEF AND DESIGN IS THAT OF SECURITY, SAFETY,
AND IDENTIFICATION ANDINTEGRATION.
o AN INVITING BUILT FORM, ACCESSIBLE LANDSCAPE; ENCLOSED SPACES
(BYWALLS OR FOLIAGE) CREATE ACOMFORTING AND SECURE ENVIRONMENT.
MENTAL DISABILITY ENCOMPASSES A VAST RANGE OF HANDICAPS, FROM
PHYSICAL HANDICAPS THAT ARE AMBULATORY IN NATURE. THUS THERE IS NO ONE
TYPE OF DISABILITY TO CATER TO. THE VOCATIONAL TRAINING CENTER IS
ACCESSIBLE TO PEOPLE WITH ALL OF SUCH HANDICAPS. THE NEED FOR A SAFE
PLACE TO WORK, PLAYAND SPEND TIME THUS BRINGS ABOUT THE NEED FOR A
SENSITIZED ENVIRONMENT.
SAFETY:
THE INSTITUTION SHOULD HAVE LIMITED ENTRANCE/EXIT SO THAT THE PEOPLE
INSIDE ARE SAFE, BECAUSE SOME PEOPLE TEND TO STRAY FROM THEIR PLACE
VERY OFTEN. THE WINDOWS IN THE ROOMS SHOULD BE WELL PROTECTED SO THAT
NO ONE BREAKS THE GLASS AND CAUSE INJURY TO HIMSELF OR OTHERS.

SOUCES- 68

SECURITY
BY SECURITY, IS MEANT THE PSYCHOLOGICAL; SECURITY THAT SHOULD BE FELT
WHILE IN THE BUILTSTRUCTURE AND IN THE OPEN SPACES WITHIN THE CAMPUS.
COLOR
AREAS ARE DESIGNED THROUGH SHAPE, DETAIL AND COLOR TO GIVE AND
INDICATION OF THE ACTIVITY ANDBEHAVIOR ALLOWED. THERE IS CLEAR DIVISION
BETWEEN SPACES WHICH ARE PERMISSIVE, SEMIPROGRAMMED OR STRICTLY
PROGRAMMED. IT SHOULD BE A MEANS OF EXPRESSING THE
APPROPRIATECHARACTER OF THE BUILDING ITS HABITANTS BUILDING, AND THEIR
ACTIVITIES. COLOR MAY BE USED TO FORM RECOGNITION AND IDENTIFICATION
OF ELEMENTS OF DIFFERENT FUNCTION E.G. DOORS TO DIFFERENT ROOMS.
OUTDOOR ACTIVITIES
IN THE CASE OF MENTAL HEALTH INSTITUTION THE INMATES SPEND MUCH OF THEIR
TIME OUTDOORS, FOR THEM THE OUTDOOR ACT AS AN ALTERNATIVE LIVING
SPACE. THEREFORE THE OUTDOOR SPACES SHOULD BE ARTICULATED SO THAT IT
TOGETHER WITH INDOOR SPACE FORMS A VIRTUALLY CONTINUOUS WING AREA.
THEY NEED LARGER PLAY AREAS THAN NORMAL CHILDREN AS THERE IS NO
DISTINCTION BETWEEN WORK AND PLAY.
PLANNING
ONE PROBLEM OF THE MENTALLY HANDICAPPED CHILDREN IS EXPRESSED AS AN
INABILITY TO RELATE TO OTHERS AND TO MAINTAIN SELF-IDENTITY. THE PLAN OF
THE BUILDING SHOULD BE DISTINCT AND IDENTIFIABLE THUS ENABLING THE USER TO
SENSE WHERE HE IS AND BE ABLE TO GO FROM ONE PART TO ANOTHER WITHOUT
DIFFICULTY.
SCALE
THE OPENNESS OR CLOSENESS OF SURROUNDINGS SPACES CHANGES THE
PERCEPTION OF BODY SIZE, SO THAT IN HIGH ROOMS THE SENSE OF DISTINCTION

SOUCES- 69

BETWEEN BODY AND SPACE TENDS TO BE DIMINISHED.THE ABILITY OF THE
RETARDED PERSON TO PERCEIVE AND UNDERSTAND HIS OWN BODYS PROBABLY
IMPROVED BYAPPROPRIATE SCALE OF HIS SURROUNDINGS.
CLASSROOMS
CLASSROOMS SHOULD BE ORIENTED SUCH THAT THEY ENSURE GOOD LIGHTING
AND PROPER VENTILATION.ONE WALL SHOULD HAVE A FACILITY OF A MIRROR SO
THAT THE CHILDREN CAN SEE THEIR ACTIVITIES. THECLASSROOM SHOULD HAVE
SOME KIND OF A SEMI-OPEN AREA ATTACHED TO IT, WHICH CAN BE USED BY
CHILDREN TO SITWHEN THEYARE NOT INTERESTED IN STUDYING.FURNITURE OF THE
CLASSROOMS SHOULD HAVE AN OPPORTUNITY OF FLEXIBILITY SO THAT
BOTHINDIVIDUAL AND GROUP ACTIVITY CAN TAKE PLACE. THERE IS PROVISION
FOR A SINGLE CHILD TO WORK INISOLATION OR LOUNGE INDEPENDENTLY AND
SPACE FOR COMPANIONS TO WORK TOGETHER.
CIRCULATION
SPACE ENVIRONMENT THERE ARE TWO TYPES OF LOCOMOTION IN SPACE, ONE
EXPLORATORY THROUGH A NEW ENVIRONMENT,THE OTHER HABITUAL THROUGH
A KNOWN ENVIRONMENT. IN THE FIRST THE ARCHITECTURE IS PROMINENT NEW A
STRANGE, ONE IS EXPLORING, OPEN AND RECEPTIVE. MOVING AND
EXPERIENCING NEW THINGS, INVESTIGATING. IN THE SECOND THE ARCHITECTURE
IS IN THE BACKGROUND, HARDLY NOTICED. IT IS PROBABLE THAT THE PERIOD OF
EXPLORATION LASTS MUCH LONGER IN THE RETARDED.
MATERIALS
MATERIALS WHICH VISUALLY SIMULATE OTHERS ARE TO BE AVOIDED. THEY MAY
CONFUSE REFLECTION FOR REALITY MIRRORS AND GLAZING SHOULD NOT BE
PLACED IN UNEXPECTED POSITIONS AND HIGHLY REFLECTIVE SURFACES MUST BE
AVOIDED, WINDOWS SHOULD BE DEFINED AND OF A DIFFERENT MATERIAL FROM
SURROUNDING WALLS. ELEMENTS THAT APPEAR TO BE DEFYING (REFUSE TO OBEY)
GRAVITY, SUCH AS EXCESSIVE CANTILEVERS SHOULD BE AVOIDED.
LANDSCAPING

SOUCES- 70

THE ESSENTIAL DIFFERENCES OF APPROACH TO DESIGNING THESE AREAS ARE THAT
ITWOULD BE CATERING TO A SET OF PEOPLE WHO EXHIBIT IN A SPECIAL MANNER.
USE OF SEASONAL TREES AND PLANTS IN THE LIVING SPACES GIVES THE PATIENT
AN AWARENESS OF WHICH SEASON IS ON AND WHAT TIME OF THE YEARIT
IS.ENCLOSURE: THE ENCLOSURE PROVIDED BY THE BUILDING GIVES A DEFINITION
TO THE VAST OPEN SPACES.VISTAS (BEAUTIFUL VIEW) TOWARDS INFINITY HAVE TO
BE REDUCED TO A MINIMUM AND ENTRIES TO THE BUILDING SHOULD BE DEFINED.
STRUCTURED SPACE
RECTANGULAR SPACES ARE CERTAINLY EASIER TO ORIENT ONE IN FOR THE SIMPLE
REASON THAT OUR ENTIRE BUILT ENVIRONMENT CONSISTS PRIMARILY OF SUCH
SPACE ENTRANCES: THE BUILDING ENTRANCE SHOULD BE MORE TO HUMAN
SCALE BUT HAS TO BE EMPHASIZED. THIS CAN BE MADE POSSIBLE BY GIVING THE
BUILDING ENTRANCES A CHARACTER BY PLACING ELEMENTS LIKE THE PERGOLA
OR OVERHANG AT THE ENTRANCE.
o ANOTHER VERY IMPORTANT FUNCTION IS THAT OF MOVING STUDENTS
TRANSPORTING THEM FROM LOCATION TO LOCATION AND CHANGING THE
POSITIONS OF THOSE WHO ARE UNABLE TO DO SO THEMSELVES.
o THE SPEECH THERAPY ROOM SHOULD BE SOUND PROOF AND AIR
CONDITIONED FOR THE CARE OF THE EXPENSIVE EQUIPMENT USED. THERE MUST
ALSO BE AN ASSESSMENT ROOM IN WHICH ONE WALL IS A ONE WAYMIRROR
THROUGH WHICH A CHILDS ACTIVITIES CAN BE MONITORED AND ASSESSED.
o A SWIMMING POOL SHOULD BE PROVIDED BECAUSE SWIMMING NOT ONLY
PROVIDES FUN AND GAMES BUTALSO REDUCES THE FEAR OF WATER AS
WELLAS PROVIDES AVERY GOOD FORM OF PHYSIOTHERAPY.
o THE INSTITUTION MUST BE EQUIPPED WITH A DIAGNOSTIC CLINIC CUM
COUNSELING CENTRE.
o COUNSELING THE PARENTS ABOUT THEIR CHILDS NEEDS IS IMPORTANT FOR
HIS/HER DEVELOPMENT.

SOUCES- 71

CONCEPT CONCEPT CONCEPT CONCEPT
UNIVERSAL DESIGN UNIVERSAL DESIGN UNIVERSAL DESIGN UNIVERSAL DESIGN
ENVIRONMENTS CREATED TO BE USABLE BY
ALLPEOPLE, TO THE GREATEST EXTENT
POSSIBLE, WITHOUTTHE NEED FOR ADAPTATION
OR SPECIALIZED DESIGN.


SOUCES- 72

Thesis Report

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Thesis Report

Caricato da

Copyright:

Formati disponibili

DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED

Potrebbero piacerti anche