Ramilla Thesis

MAPUA INSTITUTE OF TECHNOLOGY
School of Architecture, Industrial Design, and Built Environment
Proposed Integrated SPED

(Special Education) Primary
and Secondary School
AR 200
BY
RAMILLA, VON BRAIN B.
2008123005
10/29/2014
SPED schools are but a few and scattered facilities across the Metro. These facilities are the best in
what they offer but they are only found within the urbanized zone. The proponent delves in the matter
of SPED schools being focused only in the highly urbanized zones.
Proposed Integrated SPED Primary and Secondary School

RAMILLA, VON BRIAN B.
2008123005
12/9/2014
TABLE OF CONTENTS
The Problem and Its Background .......................................................................................... 4
Chapter 1.1
General Overview ....................................................................................................... 4
1.1.1
Introduction ................................................................................................................ 4
1.1.2
Background of Study .................................................................................................. 5
1.1.3
Statement of the Problem ........................................................................................... 5
1.1.4
Goals and Objectives .................................................................................................. 5
1.1.5
Strategies .................................................................................................................... 6
1.1.6
Significance of the Study............................................................................................ 6
1.1.7
Scope and Limitations ................................................................................................ 6
1.1.8
Assumptions ............................................................................................................... 6
1.1.9
Conceptual Framework .............................................................................................. 7
1.1.10
Definition of Terms .................................................................................................... 7
1.1.11
Acronyms ................................................................................................................... 7
Chapter 1.2
Review of Related Literature and Studies .................................................................. 8
1.2.1
Special Education and Special Schools ...................................................................... 8
1.2.2
BP 344: IRR Amendments as of July 2013 (Republic of the Philippines, 2013) ..... 12
Chapter 1.3
Research Methodology ............................................................................................. 75
1.3.1
Persons with Disability in the Philippines (Results from the 2010 Census) ............ 75
1.3.2
NOH - School for the Crippled Children.................................................................. 78
1.3.3
Philippine School for the Deaf ................................................................................. 85

2008123005
1.3.4
Case Study: Local ..................................................................................................... 90
1.3.5
Case Study: Foreign ............................................................................................... 107
Chapter 1.4
Summary of Findings and Analysis........................................................................ 123
1.4.1
Presentation of Collected Data ............................................................................... 123
1.4.2
Need Analysis ......................................................................................................... 125
Chapter 1.5
2
12/9/2014
Conclusions and Recomendations .......................................................................... 126
Research Focus .................................................................................................................... 127
Chapter 2.1
Rationale ................................................................................................................. 127
Chapter 2.2
Principles and Relevance to the Project ................................................................. 128
2.2.1
Designing Spaces for Effective Learning: Educational Spaces for the 21st Century
129
Chapter 2.3
3
Application to the Project ....................................................................................... 132
Site Identification and Analysis.......................................................................................... 133
Chapter 3.1
Site Selection Process ............................................................................................. 133
3.1.1
Criteria for Site Selection ....................................................................................... 133
3.1.2
Site Option Description .......................................................................................... 133
3.1.3
Site Selection and Justification ............................................................................... 136
Chapter 3.2
Site Evaluation and Analysis .................................................................................. 138
3.2.1
The Macro Setting .................................................................................................. 138
3.2.2
The Micro Setting ................................................................................................... 144
3.2.3
Related Laws and Ordinances ................................................................................ 146
Chapter 3.3
3.3.1
Site Development ................................................................................................... 150

Site Analysis ........................................................................................................... 150

2008123005
3.3.2
4
12/9/2014
Proposed Site Development Plan ........................................................................... 151
Bibliography ........................................................................................................................ 153

2008123005
12/9/2014
THE PROBLEM AND ITS BACKGROUND
Chapter 1.1
1.1.1
General Overview
Introduction
Education is important, it is the foundation that sets the future development and route in life
later on. But alarmingly, most of our country men doesnt have access to this and furthermore most of
the educational facilities are ill equipped and unfit to house such activities. The deplorable quality
coupled with the excess amount of student/ classroom ratio has made learning very hard on an already
problematic educational system.
Estimates show and increase in
CWD population by 2015 and further. This
only adds pressure to pursue special
educational responses to combat and already
over populated educational program in our
country. Building more classrooms adds
little value if the academic programs are not
equally set to all. It may be a promiscuous
Figure 1.1 Philippine population estimates for CWDs
using WHO formulation
way to say these things, but it is the truth.

How much more difficult it is to
learn for the handicapped, with their physical limitations already a factor in the learning curve, adding
more obstacles in their education may be detrimental to their future. As such our government and
other organizations have made efforts to solve this with special teaching facilities to house the
academic needs and endeavor of our handicapped brethren. There are only a handful of SPED
(special educations) schools out there, and this schools are concentrated within the Metro. SPED is
just being integrated into public schools, and this becomes the problem. These public schools lack the
necessary facilities and are ill equipped to cater to the needs of the CWDs. Clearly a more
specialized school is needed to provide quality education to all.

2008123005
1.1.2
12/9/2014
Background of Study
Education is an important aspect to success that some have a difficulty in acquiring.
It has been a long standing problem of our country and one that has been met responses and
actions that lack the impact to dent the long standing issue itself. This study specifically
targets the problems of education for children with disabilities. Outdated and ill-equipped
facilities that lack the capacity to serve the academic needs of these children as well as new
innovations or alternative means of learning to enhance their learning experiences and give
them an edge to compensate for their respective physical limitations.
1.1.3
Statement of the Problem

The study is aimed to answer the questions:
1. What is the state of the education system for the physically handicapped?
2. Who are these physically disabled persons?
3. What is Special Education or SPED?
4. How many schools in the country are specifically SPED schools?
1.1.4
Goals and Objectives

The study aims to:
Define design-built spaces that would be cohesive to both the academic

advancement of the physically handicapped through Special Education
methods
Investigate on the complications and problems that physically disabled

persons have on education
Investigate on means and methods of Special Education for the physically

disabled
Investigate on Special Education methods that are used towards the

education of the proponents end users

2008123005
1.1.5
12/9/2014
Strategies
Research and case studies on Physically Disabled Education Program/s of the
Philippines and any facilities relating to this will be a priority on this proponent. Photo documentation
and actual survey of any structure/s correlating to educational facilities dedicated or relating to the
physically limited will be conducted as well as an interview with any person affiliated/
knowledgeable to the education of the physically handicapped is desirable, if at all possible.
1.1.6
Significance of the Study

The proposal is set to help the physically handicapped within the desired area to achieve
primary and secondary levels of education. Proper educational facilities that cater to the physically
limited are essential to their stability later in life. Reoccurring problems such as inaccessibility and
lack of such facilities as well as alternative methods of learning shall be documented as best as the
researcher can and will be investigated to find solutions and will hopefully be applied to educational
facilities that will be coherent to the needs of the physically disabled end users.
1.1.7
Scope and Limitations

The study covers the issues concerning the educational facilities catering to the physically
handicapped as well as any Special Education methods that could be applied to help further their
academic progress. Any studies correlating to this will be documented and analyzed so that it could
be used to any academic extent possible. Any data collected and gathered will be applied only to the
immediate area of concern. Any data gathered will be limited to the researchers capabilities and
resources.
1.1.8
Assumptions
This study assumes that the proposal will yield sufficient data to develop specific design-built
spaces that are intended for the nurturing of creative and intellectual minds of children with
disabilities. Give them an equal, if not an edge, over their more fortunate peers through Special
Education. Thus this gives these children a brighter future ahead of them and would make them a
highly educated valued member of the society.

2008123005
1.1.9
12/9/2014
Conceptual Framework
1.1.10 Definition of Terms

Physically Handicapped
Persons with physical disabilities (e.g. blind, deaf, vertically

challenged, mute, physical deformities)
CWD
Children with Disabilities
PWD
Persons with Disabilities
1.1.11 Acronyms
DepEd
Department of Education
NSO
National Statistics Office
WHO
World Health Organization

2008123005
Chapter 1.2
1.2.1
12/9/2014
Review of Related Literature and Studies
Special Education and Special Schools

It is a well-known fact that any obstacles that could be a factor in a persons learning
is detrimental and must be eliminated to maximize the academic potential of any individual.
(Lynch, 1994) States that with the significant expansion of primary education over the years,
it has been evident that numerous children with special learning needs have been enrolling to
this institutions for education. He further add that without special educational responses,
most of these children will not survive an academic year within these institutions.
As primary education coverage has increased, many Asian countries are
increasingly facing efficiency problems in the primary education sector which are expressed
in high rates of repetition and dropout and reduced quality of learning in primary schools.
-
(Lynch, 1994)
With the alarming state of our primary education has, it is all the more necessary to
implement special educational responses for CWDs to cope with the situation at hand.
Delaying or neglecting such course of actions would be harmful for the academic endeavors
of CWDs.
During the 1st International Conference for Public Librarians last March 2014,
(Edgardo F. Garcia, 2014) gave a report on the issues regarding CWD learning. Along with
economic and socio-cultural issues that were pointed out, school facilities were also
mentioned having a problem on the area. Lack of these facilities coupled with lack of support
have given rise to a volatile education program for CWDs.

2008123005
12/9/2014
A survey conducted in 4 cities within Metro Manila namely Makati, Pasay,

Valenzuela and Quezon City has shown that majority of the PWD respondents of these areas
have only finished as far as grade school, a third of these respondents have reached or
completed high school and a handful did not complete any grade.
Theyve
established
that
those
with
mobility impairment has the highest average

number of years of schooling while those with
hearing impairments has the lowest average number
of years in schooling. Furthermore a third of the
PWDs had Special Education, of these 74% of the
hearing impaired had Special Education, while a
third of the visually impaired had Special Education
Figure 1.2 Distribution of Respondents by Highest and only 1% of the mobility impaired had Special
Educational Attainment
Education.
The survey gives rise to the need of primary education further, having the majority of
its respondents only finish up to grade school and others none at all is alarming. The need for
a proper educational facility to house their academic needs is vital to developing their future.
-
(Josef Yap, 2008)
Special Schools are usually organized in terms of the impairments they cater to, these
categorizes what the school offers in terms of special education, facilities and equipment.
The Philippines for instance once started with one school dedicated in teaching the physically
impaired, they first opened their doors to the deaf and blind, but then grew to include other
impairments as well as emotional and mental disabilities. Yet as the school grew they began
to segregate and separate into a number of schools. These schools are now: the Philippine
School for the Deaf in Pasay City, Philippine National School for the Blind in Pasay City,
NOH School for the Crippled Children in Quezon City, and the Jose Fabella Memorial
School in Mandaluyong City.
-
(MCCID College of Technology, 2012)

2008123005
12/9/2014
These specific special schools are

often concentrated in large and very dense
urban cities. In most indigent countries, this
leaves the rest of the impaired children in
outlying states, regions or provinces devoid of
a
well-equipped
and
facilitated
special
schools. More often than not, these children

are integrated with mainstream education,
though there is a SPED division in place for
Figure 1.3 Advantages and Disadvantages of non- them in these regular schools but it is a mere
residential, segregated Special Schools
shadow
of
what
specialized
school
specifically for the impaired could offer them. Another thing to account for is the distance of
these schools, it is not a problem for those who reside in the immediate vicinity of the urban
zone but it is very taxing to those who come from afar. Usually these schools offer in-campus
residential to house these displaced students of theirs, a segregated dormitory with amenities
and staff to take care of their day-to-day needs. This displacement causes a weakening in the
family bonds, and alienates them from family life and any potential employment in their
home community, and can lead to abandonment. These disabled children are all the more
open to abuse, especially girls, this vulnerability must be taken to consideration if a child is
sent into a residential facility on the weekdays.
Special schools are usually organized according to impairment categories, such as
schools for blind or deaf children, for children with learning difficulties, behavior problems,
physical and multiple impairments. Separate education for disabled children has resulted in
separate cultures and identities of disabled people, and isolation from their homes and
communities. Specialist teachers are also divided into categories. They have additional
training, or experience, of Braille, Sign Language, etc. Further separation exists in
universities, in government bodies, parents associations and disabled peoples organizations.
Poorer countries are only able to provide education for a tiny minority of disabled
children. This generally takes place in institutions located in cities, or other places where
children may be far from home. This weakens family bonds, alienates them from family life
and future employment in the community, and can lead to abandonment. Disabled children,
10

2008123005
12/9/2014
especially girls, are more vulnerable to physical and sexual abuse. This vulnerability is
increased if they are educated in residential institutions.
There are, however, some advantages to special schools attended on a daily basis
(usually in urban areas). The following table outlines some of the advantages and
disadvantages of non-residential, segregated special schools.
The cost of special education per child is too high for most countries. Governments
are recognizing the need to develop a more affordable system which will provide quality
education for all children. Increasingly, those working in special education are seeing the
need to make links with the mainstream in order to move towards more inclusive practices.
-
(Development Dialouge Team, 2002)

The education system of
our country is currently undergoing
a transition from the old program
the new K-12 program. Schools all
over the country are struggling to
adapt
and
reconfigure
their
curriculum as well as facilities in

order to follow this new direction
our education system has gone
Figure 1.4 K to 12 Proposed Implementation Plan (Luistro, 2012)
though. It would take a while for all
the institutions to successful integrate the new program and make it the norm, but it would be
a slow process. SPED schools in the Metro have already integrated this system fast, this is
due to their small numbers compared to the regular schools. Yet large institutions need more
time to cope with the change, improvements to every aspect of the institution especially their
facilities is integral for the newly implemented K-12 program to succeed with its endeavors.
-
11
(Oteyza, 2012)

2008123005
1.2.2
12/9/2014
BP 344: IRR Amendments as of July 2013 (Republic of the Philippines, 2013)
A. GENERAL PROVISIONS
A.1. Accessible Ramps
1.1 Changes in level shall require a ramp except when served by a dropped sidewalk,
curb ramp, an elevator, or other mechanical device.
1.2 Accessible ramps shall have the following facilities and features:
1.2.1 Minimum clear width of 1.20 m.
1.2.2 Gradient not steeper than 1:12.
Figure 1.5
12

2008123005
12/9/2014
Figure 1.6 DESIGN OF RAMP WIDER THAN 1.20 M. BUT NOT LESS THAN 3000 mm.
REQUIRING INTERMEDIATE HANDRAILS
Figure 1.7
1.2.3 For accessible ramps 3m or more in width, provide intermediate

handrails at the center. Use of double J type handrail supports are
recommended.
13

2008123005
12/9/2014
1.2.4. Maximum length of 6.00 m.: Accessible ramps with a total length
longer than 6.00 m shall be provided with intermediate landings with a
minimum length of 1.50 m.
Figure 1.8 Ramp Dimensions
1.2.5 Level area not less than 1.80 m at the top and bottom of any ramp.
1.2.6 Handrails on both sides of the ramp at 700 mm and 900 mm from the
floor of the ramp. (See Fig. 1.5; 1.6)
1.2.7 300 mm long extension of the handrail shall be provided at the top and
bottom of ramps.
1.2.8 Curbs on both sides of the ramp with a minimum height of 100 mm.
14

2008123005
12/9/2014
Figure 1.9 Curb Height at Ramp
1.3
Any ramp with a rise greater than 170 mm and leads down towards an area
where vehicular traffic is possible, should have a railing across the full width of its
lower end, not less than 1.80 meters from the foot of the ramp.
Figure 1.10 Ramps and Vehicular Traffic
15

2008123005
12/9/2014
B. Slip Resistant Materials

B.1. Slip resistant materials shall have a Coefficient of Friction of 0.6 for
level
surfaces and 0.8 for sloping surfaces (ASTM).

B.2. If carpets or carpet tiles are used on a floor surface:
2.1.1. It shall be securely attached;
2.1.2. have a firm cushion, pad, or backing;
2.1.3. Have a level loop, textured loop, level cut pile, or level cut/uncut pile
texture;
2.1.4. Maximum pile thickness shall be 13 mm;
2.1.5. Exposed edges of carpet shall be fastened to floor surfaces and have
trim along the entire length of the exposed edge.
C. Handrails and Grab Bars

C.1. Handrails shall be required for accessible ramps for changes in grade higher than
170 mm.
C.2. Handrails shall be installed at both sides of ramps and stairs. Handrails may be
provided at dropped sidewalks but should not be installed beyond the width of any
crossing so as not to obstruct pedestrian traffic.
C.3. Handrails shall be installed at 900 mm and 700 mm above stairs or ramps.
16

2008123005
Figure 1.11
Figure 1.12
17
12/9/2014

2008123005
12/9/2014
C.4. Railings for protection should be installed at a height of 1100mm minimum,

measured from the top of the rail to the finish floor for ramps, balconies, landings or
porches which are more than 750 mm above adjacent grade. These shall be installed
in addition to the handrails required for accessible ramps (Section C, Item 2). (per
NBC Rule XII under Guard Rails.)
C.5. a 300 mm long extension of the handrail shall be provided at the top and bottom
of ramps and stairs.
Figure 1.13
C.6. Handrails and grab bars that require full grip should have an outside diameter of
38 mm (minimum) to 45 mm (maximum).
C.7. Handrails attached to walls should have a minimum clear distance of 50 mm
from the wall. Handrails on ledges should have a minimum clear distance of 40 mm.
C.8. Stair handrails shall be continuous throughout the entire length and around
landings less than 2100 mm in length, except where it is intersected by an alternative
path of ravel or has an entry door leading into it.
18

2008123005
12/9/2014
D. Parking
D.1. Accessible Parking Slot Requirement
Where parking spaces are required to be provided, the number of accessible parking lots for
vehicles driven by persons with disabilities or vehicles with passengers with disabilities shall be in
accordance with Fig. 1.12 below:
ACCESSIBLE PARKING SLOT REQUIREMENT
TOTAL
NUMBER
OF
REQUIRED NUMBER OF ACCESSIBLE PARKING SLOTS
PARKING SLOT
1 25
26 50
51 75
76 100
101 150
151 200
201 300
301 400
401 500
501 1000
2% OF TOTAL SPACES
1001 - OVER
20+ (1 FOR EACH 100 OR A FRACTION THEREOF OVER

1000)
Figure 1.14
19

2008123005
12/9/2014
The building management should impose appropriate sanctions for the unauthorized use of
the reserved parking slots for vehicles of PWDs.
D.2. Parking slots for persons with disabilities should allow enough space for a
person to transfer from a vehicle to a wheelchair.
D.3. Accessible parking slots shall be located nearest to accessible main entrances.
D.4. PWDs should be on board the vehicle to be able to use the reserved parking
space for PWDs (for control use). In addition, an access parking sticker/card is
required with control number.
D.5. Whenever and wherever possible, accessible parking slots should be
perpendicular or to an angle to the road or circulation aisles.
D.6. Parallel parking is discouraged unless it can be situated so that persons entering
and exiting vehicles will be out of the flow of traffic.
D.7. Accessible parking slots shall have:
1.7.1. A minimum width of 3.70 m and a length of 5.00 m.
1.7.2. A walkway with a minimum clear width of 1.20 m. provided between the
front ends of parked cars.
1.7.3. Dropped sidewalks or curb ramps leading to the parking level where
access walkways are raised.
Figure 1.15
Accessible
Parking Slot
(Plan)
20

2008123005
12/9/2014
Figure 1.16 Accessible Parking Slot (3D View)
1.7.4. Pavement markings, upright, pole mounted signages

1.7.5. Have a firm, level surface without aeration slabs.
Figure 1.17 Accessible Parking Slot (Showing Upright/ Pole Mounted Signage)
D.8. Parking slots for persons with disabilities shall never be located at ramped or
sloping areas.
21

2008123005
12/9/2014
D.9. For multi-storey indoor parking structures, accessible parking slots shall be
located right next to accessible elevators, or as close as possible to accessible
pedestrian entrances.
D.10. In buildings with multiple accessible entrances with adjacent parking,
accessible parking slots shall be dispersed and located closest to the accessible
entrances.
D.11. In parking facilities that do not serve a particular building, accessible parking
shall be located on the shortest accessible route of travel to an accessible pedestrian
entrance of the parking facility.
D.12. For all accessible parking slots, provide the following signage:
1.12.1. Pole mounted parking signage, 600 mm x 600 mm in size and
mounted at a minimum clear height of 2.00 m from the parking floor.
1.12.2. Pavement sign painted or marked on the designated lot complying
with the following:
(a)
a square with dimensions of at least 1.00 m but not
more than 1.50 m;

(b)
be located in the center of the accessible parking
slot;
(c)
The International Symbol of Access shall be
composed of a white symbolized figure of a person in a

wheelchair with a square background in UN Blue Color. The
symbolized figure shall always face to the right.
Note: An intercom may be installed at the vicinity of the accessible parking slot to enable persons
with disabilities to call the building management for assistance.
22

2008123005
12/9/2014
E. Signages
E.1. Symbol of Access
The International Symbol of Access shall be composed of a white symbolized figure
of a person in a wheelchair with a square background in UN Blue Color. The symbolized
figure shall always face to the right. Provide directional arrows when the space/area/function
being referred to is facing left.
Figure 1.18
E.2. Directional and information (Audio, Visual, and Tactile) signages shall be
located at points that can be conveniently seen, heard, and felt by all persons with
disabilities.
Figure
1.19
23

2008123005
Viewing Distance
12/9/2014
Size (mm)
(m)
Up to 7.0
60 x 60
7.0 to 18.0
100 x 100
Above 18.0
200 x 200 to 450 x 450
Height of Letters
Required Viewing
Minimum Height of
Distance (m)
Letters (mm)
1.5
50
2.0
60
2.5
100
3.0
120
4.5
150
6.0
200
8.0
250
Figure 1.20
E.3. Signages should be kept simple and easy to understand. Signages should be
made of contrasting colors and contrasting grey value to make detection and reading
easy. Tactile maps shall be provided to guide persons with visual impairment.
24

2008123005
12/9/2014
E.4. the International Symbol of Access should be used to designate routes and
facilities that are accessible in combination with pictographs.
Directional signs
incorporating the INTERNATIONAL SYMBOL OF ACCESS, as shown in Figure

1.18, shall be installed at passageways, and at points where there are changes in
direction to lead persons with disabilities to various facilities such as lifts/elevators,
entrances, telephone booths, toilets, parking and the like.
Figure 1.21
E.5. Should a sign protrude into a sidewalk/walkway or route, a minimum vertical

clearance of 2.00 m should be provided. Obstacles, projections or other protrusions
shall be avoided in pedestrian areas such as sidewalks/walkways, halls, corridors,
passageways or aisles. Pedestrians with visual impairments often travel using the
edge of the building line, hence,
objects mounted on walls, posts, or sides of
buildings, should therefore not protrude more than 100 mm into sidewalks/walkways
and corridors.
E.6. Signs (graphics, text, and Braille) on walls and doors should be installed at a
maximum height of 1.50 m from the finish floor to the center of the sign.
25

2008123005
12/9/2014
Figure 1.22 Sign on Doors and Walls
E.7. Signs shall incorporate graphic, text, and Braille.
Figure 1.23
E.8. Signs and labels for public rooms, areas, and places should have tactile symbols,
letters or numbers that should be embossed with a minimum height of 1 mm; Braille
symbols shall be incorporated in signs indicating public places and safety routes.
26

2008123005
12/9/2014
E.9. Tactile Ground Surface Indicators Positional, directional, and warning tactile
blocks must be provided to warn people with visual impairments that they are
approaching:
1.9.1. Stairways, other than fire exit stairs
1.9.2. Escalators
1.9.3. Passenger conveyors or moving walks
1.9.4. Ramps other than fire-exit ramps, curb ramps, swimming pool ramps
1.9.5. In the absence of suitable protective barriers:
a.
overhead obstructions less than 2.0 m above floor level
b.
areas where pedestrian and vehicular traffic intersect.
E.10. Tactile warning indicators should have a 50% contrasting gray value
from
adjacent floor finishes.
a. Tactile Maps
Character Proportion
Tactile letters and numbers on signs shall have a width to height ratio
between 3:5 and 1:1 and a stroke width to height ratio between 1:5
and 1:10
Raised and Brailed Characters and Pictorial Symbol Signs (Pictograms)
Letters and numerals shall be raised 0.75mm, upper case, sans serif
or simple serif type and shall be accompanied with Grade 2 Braille.
Raised characters shall be at least 16mm high, but no higher than
50mm. Pictograms shall be accompanied by the equivalent verbal
description placed directly below the pictogram. The border
dimension of the pictogram shall be 150mm minimum in height.
27

2008123005
12/9/2014
Finish and Contrast
The characters and background of signs shall be eggshell, matt or

other non-glare finish. Characters and symbols shall contrast with
their background either light characters on a dark background or
dark characters on a light background.
Figure 1.24
b. Tactile Floor Surfaces
Figure 1.25
28

2008123005
Figure 1.26
Figure 1.27
Figure 1.28
29
12/9/2014

2008123005
12/9/2014
SAMPLE USAGE OF TACTILE SURFACES

F. Stairs
F.1. Uniform risers of 150 mm (maximum) and treads of 300 mm (minimum) shall be
used.
F.2. Tread surfaces shall be of slip-resistant material; nosings shall be slip resistant to
further minimize slipping.
F.3. Slanted nosings are preferred than protruding nosings so as not to pose difficulty for
people using crutches or braces whose feet have a tendency to get caught in protruding
nosings.
F.4. Open stringers shall be avoided.
F.5. The leading edge of each step on both runner and riser should be marked with a paint
or non-skid material that has a color and grey value which is in high contrast to the grey
value of the rest of the stairs.
F.6. A tactile strip 300 mm wide shall be installed before hazardous areas such as sudden
changes in floor levels and at the top, bottom and intermediate landings of stairs; special
care must be taken to ensure the proper mounting or adhesion of tactile strips so as not to
cause accidents.
F.7. Handrails shall be installed at 900 mm and 700 mm above stair treads. A 300 mm
long extension of the handrail should be provided at the top and bottom, of stairs.
F.8. Stair handrails shall be continuous throughout the entire length and extend not less
than 300 mm beyond the top and bottom step.
30

2008123005
Figure 1.29
31
12/9/2014

2008123005
12/9/2014
B. OUTSIDE AND AROUND BUILDINGS

B.1. Dropped Sidewalks
1.1.1.
Dropped sidewalks should be provided at pedestrian crossings and at

the end of walkways of a private street or access road.
1.1.2.
Dropped sidewalks at crossings shall have a width corresponding to

the width of the crossing.
1.1.3.
For crossings and walkways less than 1.50 m. in width, the

base/level surface at the bottom of the ramp shall have a minimum
depth of 1.50 m. with a width corresponding to the width of the
crossing.
For crossings and walkways less than 1.50 m. in width, the base/level surface at the bottom of the
ramp shall have a minimum width corresponding to the width of the crossing (4.00 M minimum for
national roads and as mandated by Local ordinances for local roads).
Figure 1.30 Perspective of Dropped Sidewalk
32

2008123005
Figure 1.31 Plan of Dropped Sidewalk
Figure 1.32 Variation of Dropped Sidewalk at Corner
33
12/9/2014

2008123005
12/9/2014
Figure 1.33 Other Variation of Dropped Sidewalk at Corners
1.1.4.
Dropped sidewalks shall be sloped towards the road with a

maximum cross gradient of 1:100 (1%) to prevent water from
collecting.
Figure 1.34 Section of Dropped Sidewalk
34

2008123005
1.1.5.
12/9/2014
The difference in elevation between the base/level area of a dropped

sidewalk from the road or gutter shall not exceed 19 mm.
1.1.6.
Provide the following signage:

1.6.1
Pole mounted signage, 600 mm x 600 mm in size and
mounted at a minimum clear height of 2.00 m from the sidewalk floor.

Pole mounted signs (planted) should not obstruct the path of
pedestrians. {Refer to DPWH Guidelines (Road Signs and Pavement
Marking Manual) for installing pole mounted signs on sidewalks.}
1.6.2
Pavement sign painted or marked on the ramp complying
with the following:

(a) a square with dimensions of at least 600 mm (for ramps less
than 1.20 m wide) but not more than 800 mm (for ramps 1.20 m.
and wider);
(b) be located at the center of each ramp;
(c) the color of the International Symbol of Access shall be
white on a blue background.
B.2. Curb Ramps
1.2.1
Curb ramps shall only be allowed when it will not obstruct a

sidewalk/walkway or in any way lessen the width of a
sidewalk/walkway or lessen the level/turning area of 1.50 m
x 1.50 m. Curb ramps shall only be allowed if the width of
sidewalks/walkways are more than 3.30 m with a
corresponding curb height of 150 mm, otherwise dropped
sidewalks shall be used.
1.2.2
For drop off points for persons with disabilities at loading

bays, the minimum width of a curb ramp should be 900 mm.
35

2008123005
Figure 1.35
36
12/9/2014

2008123005
Figure 1.36 Curb Ramp
37
12/9/2014

2008123005
12/9/2014
Figure 1.37
1.2.3. Curb ramps shall have a gradient not steeper than 1:12.
1.2.4. Provide the following signage:
2.4.1
Pole mounted signage, 600 mm x 600 mm in size and
mounted at a minimum clear height of 2.00 m from the sidewalk floor.

Pole mounted signs (planted) should not obstruct the path of pedestrian.
(Refer to DPWH guidelines for installing pole mounted signs on
sidewalks.)
2.4.2
Pavement sign painted or marked on the ramp complying
with the following:

(a) a square with dimensions of at least 600 mm (for ramps
less than 1.20 m wide) but not more than 800 mm (for
ramps 1.20 m. and wider);
(b) be located in the center of the ramp;
(c) the color of the International Symbol of Access shall be
white on a blue background.
38

2008123005
12/9/2014
B.3. Sidewalks and Walkways

1.3.1
The gradient along the length of sidewalks/walkways should be kept as level

as possible and shall make use of slip resistant material. Slip resistant
materials shall have a Coefficient of Friction of 0.6 for level surfaces and 0.8
for sloping surfaces (ASTM).
1.3.2
Whenever and wherever possible, sidewalks/walkways should have a

gradient not steeper than 1:20 or 5%.
1.3.3
Sidewalks/walkways should have a maximum cross gradient of 1:100 or 1%.
1.3.4
Sidewalks/walkways shall have a minimum width of 1.20 meters.
Figure 1.38 Sidewalk/ Walkways
1.3.5
If possible, gratings should never be located along sidewalks/walkways.

When occurring along sidewalks/walkways, grills of grating openings shall:
a.
be perpendicular to line of travel
b.
have a maximum center to center dimension spacing of 13 mm
between members;
39

2008123005
c.
12/9/2014
not project nor be recessed more than 6mm above or below the level
of the sidewalk/walkway.
1.3.6
Sidewalks/walkways should have a continuing surface without abrupt pitches

in angle or interruptions by cracks or breaks creating edges above 6 mm.
Figure 1.39 Gratings

1.3.7 In lengthy or busy sidewalks/walkways, spaces should be provided at some
point along the route so that a wheelchair may pass another or turn around. These
spaces should have a minimum clear dimension of 1.50 m and should be spaced at a
maximum distance of 12.00 m between rest stops.
Figure 1.40 Rest Stop on Busy or Lengthy Sidewalk/ Walkways
40

2008123005
12/9/2014
1.3.8 To guide the person with visual impairment, sidewalks/walkways should as

much as possible follow straightforward routes with right angle turns.
Figure 1.41
1.3.9 Where planting is provided adjacent to the sidewalk/walkway, regular trimming

is essential to ensure that branches of trees or shrubs do not extend beyond
sidewalks/walkways or paths, as not only do these present a particular danger to the
person with visual impairment, but they also reduce the effective sidewalk/walkway
width available to pedestrians in general.
Figure 1.42
41

2008123005
12/9/2014
Figure 1.43
1.3.10. Sidewalk/walkway headroom should not be less than 2.00 m and preferably
higher.
Figure 1.44 Sidewalk/ Walkway Headroom
42

2008123005
12/9/2014
1.3.11. Sidewalks/walkways should not be obstructed by street furniture, bollards,

sign posts or columns along the defined route as they can be hazardous to persons
with disabilities.
B.4. Open Spaces
1.4.1. Where open spaces are provided, persons with visual impairment can become
particularly disoriented. Therefore it is extremely helpful if sidewalks/walkways or
paths can be given defined edges either through the use of planters with dwarf walls,
or a grass verge, or similar, which provides a texture different from the path. Tactile
surfaces/markings should be provided.
1.4.2. Provide Pedestrian Dominated Priority Zones in commercial complexes, to
create a feeling of safety particularly persons with disabilities.
B.5. Crossings
In order to reduce the exposure time to vehicular traffic, all crossings at grade shall:
1.5.1. Be as perpendicular as possible to the carriageway.
1.5.2. Be located at the narrowest, most convenient part of the carriageway for midblock crossings.
1.5.3. Have a median/island of at least 1.5 m in depth, preferably 200 mm, provided
as a pedestrian refuge, where the width of carriageway to be crossed exceeds 10.0 m
or at least 4 lanes.
43

2008123005
12/9/2014
Figure 1.45
1.5.4. Pedestrian crossings shall not be located at street corners but at a minimum
distance of 2000 mm from the corner.
1.5.5. Provide directional tactile strips in the immediate vicinity of crossings as an aid
to persons with visual impairment.
Figure 1.46
44

2008123005
12/9/2014
1.5.6. Secondary national and local roads with pedestrian crossings shall be provided
with light controlled pedestrian crossing signals with synchronized audible pedestrian
traffic signals.
1.5.7. The audible signal used for crossings should be easily distinguishable from
other sounds in the environment to prevent confusion to persons with visual
impairment. A prolonged sound should be audible to warn persons with visual
impairment that the lights are about to change.
1.5.8. The flashing green period required for the person with disability should be
determined on the basis of a walking speed of 900 mm/sec. rather than 1200 mm/sec.
which is what is normally used. The minimum period for the steady green (for
pedestrians) should be the crossing distance times 900 mm/sec. (Refer to Traffic
Engineering Center Guidelines for pedestrians with Disabilities).
C. INSIDE BUILDINGS AND STRUCTURES

C.1 Accessible Entrances
1.1.1. Entrances shall be accessible from arrival and departure points to the interior
lobby.
1.1.2. One (1) entrance levels should be provided where elevators are accessible.
1.1.3. In case entrances are not on the same level of the site arrival grade, accessible
ramps should be provided as access to the entrance level.
45

2008123005
12/9/2014
Figure 1.47
1.1.4.
Entrances with vestibules shall be provided with a level area with at least a
1.80 m. depth and a 1.50 m. width. (See Fig. 1.46)
Figure 1.48 Entrances with Vestibules
46

2008123005
1.1.5.
12/9/2014
In cases where frameless transparent glass doors and any other vertical
transparent glass panels are provided, such glass panels should be provided
with horizontal or graphical patterns with contrasting gray value color
against adjacent and background colors, between 800 mm and 1.50 m. above
the floor to prevent PWDs from bumping against it.
1.1.6.
Accessible entrance/exit of a building shall be provided with large

overhanging roof (canopy) to protect PWDs as well as non-PWDs from rain.
C.2. Doors
1.2.1
All doors shall have a minimum clear width of 900 mm.
1.2.2
Clear openings shall be measured from the face of a fully open door at 90
degrees and the door jamb
Figure 1.49 Plan of Sliding Door
47

2008123005
12/9/2014
Figure 1.50 Plan of Swing Door
1.2.3
Lever type locksets should be operable by a pressure or force not more than
1.0 kg; the door closer device pressure on an interior door shall not exceed
4.0 kg.
1.2.4
A minimum clear level space of 1500 mm x 1500 mm shall be provided

before and extending beyond a door;
EXCEPTION: where a door shall open onto but not into a corridor, the required clear, level space on
the corridor side of the door may be a minimum of 1200 mm corridor width.
1.2.5
Protection should be provided from doors that swing into corridors.
48

2008123005
12/9/2014
Figure 1.51
1.2.6
Out-swinging doors should be provided at storage rooms, closets, toilets and

accessible restroom stalls.
1.2.7
Latching or non-latching hardware should not require wrist action or
fine
finger manipulation.
1.2.8
Lever type locksets and other hardware should be located between 20 mm

and 1.06 m above the floor; 900 mm is preferred.
Figure 1.52
49

2008123005
1.2.9
12/9/2014
Vertical pull handles, centered at 1.06 m above the floor, are preferred to
horizontal pull bars for swing doors or doors with locking devices.
1.2.10 Doors along major circulation routes should be provided with kick plates
made of durable materials at a height of 300 mm to 400 mm.
1.2.11 For doors with peepholes, provide a secondary peephole at a height of 1.1 m
from the finish floor for wheelchair users.
Figure 1.53
C.3. Thresholds
1.3.1
Thresholds shall be kept to a minimum; whenever necessary, thresholds and

sliding door tracks shall have a maximum height of 19 mm and shall be
bevelled if higher than 6 mm with a gradient of 1:8.
50

2008123005
12/9/2014
Figure 1.54
C.4. Switches
1.4.1
Manual switches shall be positioned within 920 mm to 1.20 m above

the floor
1.4.2
Manual switches should be located no further than 200 mm from the

latch side of the door.
Figure 1.55
51

2008123005
12/9/2014
C.5. Corridors
1.5.1. Corridors shall have minimum clear width of 1.20 m to allow for both a
wheelchair user and a Non-PWD to pass. Where space is required for two (2)
wheelchairs to pass, the minimum width shall be 1.80 m.
1.5.2. Turnabout spaces should be provided for wheelchairs to turn around; these
spaces shall have a minimum dimension of 1500 mm x 1500 mm and shall be
spaced at a maximum of 12.00 m
1.5.3. Turnabout spaces should also be provided at or within 3.50 m. of every dead
end corridor.
1.5.4. As in walkways, corridors should be maintained level and provided with a slip
resistant surface.
Figure 1.56 Turnabout Spaces at Corridors
52

2008123005
12/9/2014
C.6. Toilets and Baths

1.6.1. Accessible public toilets shall permit easy passage of a wheelchair and allow
the occupant to enter a toilet compartment, close the door and transfer to the
water closet from either a frontal or lateral transfer.
1.6.2. The minimum number of accessible toilet compartments on each floor level or
on that part of a floor level accessible to persons with disabilities shall be one
(1) where the total number of water closets per set on that level is 20; and two
(2) where the number of water closets exceeds 20.
1.6.3. Accessible toilet compartments shall have the following:
6.3.1
A minimum area of 1.70 m x 1.80 m.
6.3.2
One (1) flip-up grab bar to be mounted on the wide side of
the compartment adjacent to the water closet and be at a height

between 280 mm and 300 mm from the top of the water closet seat and
extend not more than 100 mm in line with the front of the water closet.
One (1) vertical bar to be provided on the sidewall close to the water
closet and located between 350 mm and 450 mm from the front edge.
Center line of water closet (top view) is 750 mm from finish to wall to
grab bar.
6.3.3
A turning space of 2.25 sq. m with a minimum dimension of
1500 mm for wheelchair users shall be provided outside water closet

cubicles.
6.3.4
Accessories such as mirrors, paper dispensers, towel racks
and fittings such as faucets mounted at heights reachable by wheelchair

users. Toilet accessories such as mirrors, towel and soap dispensers,
hand dryer, waste bin should be encouraged to have a color contrast.
Accessories should be placed near the accessible lavatory.
6.3.5
For lighting/illumination levels, please refer to the Philippine
Electrical Code.
53

2008123005
Figure 1.57 Plan of Accessible Toilet for Persons with Disabilities
Figure 1.58 3D View of Accessible Toilet for Persons with Disabilities
54
12/9/2014

2008123005
12/9/2014
Figure 1.59 Blow-Up Floor Plan of Plan of Accessible Toilet for Persons with Disabilities
1.6.4. A turning space of 2.25 sq. m with a minimum dimension of 1500 mm. for
wheelchair shall be provided for toilet compartments for lateral mounting.
1.6.5. All accessible public toilets shall have accessories such as mirrors, paper
dispensers, towel racks and fittings such as faucets mounted at heights
reachable by a wheelchair user. Toilet accessories such as mirrors, towel and
soap dispensers, hand dryer, waste bin shall be encouraged to have a color
contrast.
Accessories
should
be
placed
near
the
accessible
basin.
Lighting/illumination should be fixed.

1.6.6. Water closets and lavatories should use colors of lighter contrasting grey value
to tiles to aid people with low vision impairment.
1.6.7. The height of toilet seat shall be 450 mm.
1.6.8. A lavatory shall be installed at 460 mm distance from center line to adjacent
wall. Lavatories shall be mounted at a height of 800 mm from the finish floor
with a vertical clear leg room space not lower than 650 mm.
55

2008123005
Figure 1.60 L-Type Grab Bar
Figure 1.61 Accessible Urinal and Lavatory Counter
56
12/9/2014

2008123005
12/9/2014
1.6.9. Urinals shall be of the wall-hung type and should have an elongated lip; the
maximum height of the lip should be 480 mm from the toilet floor. It shall have a
minimum clear floor space of 750 mm wide (wing to wing) by 1200 mm (between
grab bar and wall) and privacy shields of 750 mm.
Figure 1.62 Accessible Urinal (Front Elevation)
57

2008123005
12/9/2014
Figure 1.63 Accessible Urinal (Side Elevation)
1.6.10. Toilet doors shall be designed to open outwards so that it would be easier for
a rescuer to enter a toilet cubicle if a person has fallen and is lying behind the door.
To allow for assistance in case of emergency, locks and latches should allow the door
to be opened from the outside with a coin or any simple device.
1.6.11. The use of sliding or folding doors that are easier to operate and require less
wheelchair manoeuvring space should be considered.
1.6.12. An automatic push button door should be considered wherever possible since
it is easier to operate and manoeuvre around the doorway.
1.6.13. Individual accessible toilet compartment doors shall be provided with a
horizontal pull bar fixed at a height of 900 mm.
58

2008123005
12/9/2014
1.6.14. An emergency call button that is waterproof and contrasting color with the
background shall be provided and be located at a height between 400 mm to 600 mm
from the finish floor.
1.6.15. The hot water pipes and drain pipes located within the knee space or toe space
shall be properly insulated.
1.6.16. A roll-in shower compartment for wheelchair user shall have a dimension of
1500 mm by 1500 mm and should have L-shaped bars. Rising butt hinge should be
spiral hinge to close independently. Curbs for roll-in shower should not be more than
10 mm high and bevelled at a gradient of 1:2 and have color contrasts.
Figure 1.64 3D View of Walk-In-Shower
1.6.17. Accessible Bath Tubs shall have:

6.17.1
a rim height of 500mm from the finish floor
6.17.2
a minimum clear transfer space of 900 mm wide by
1500mm long
59

2008123005
6.17.3
12/9/2014
two slip resistant grab bars:
6.17.3.1 L-Type grab bar with the horizontal leg

1200 mm long (minimum) mounted 250 mm from the
rim of the bath tub; vertical leg 1200 mm long
installed at the shower side of the bath tub.
6.17.3.2 Vertical grab bar 1200 mm long starting 250
mm from the rim of the bath tub installed at the
shower side of the bath tub.
6.17.4 A slip resistant base (coefficient of friction of 0.6)
Figure 1.65
60

2008123005
12/9/2014
Figure 1.66
C.7. Telephones
Figure 1.67
1.7.1. Public telephones should be equipped with a volume control device.

1.7.2. Telephones shall have an illumination at a minimum of 200 lux beside the
telephone.
61

2008123005
12/9/2014
1.7.3. The dialling controls, coin slots, receivers, and instructional signs shall be
located at a maximum height of 1200 mm from the finish floor.
1.7.4. Provide a clear unobstructed space of 1500 mm x 1500 mm in front of wall
mounted and free standing telephones.
1.7.5. For establishments that provide public telephones Accessible Public phones
shall be installed:
7.5.1
One for each floor
7.5.2
One for every group of two or more phones.
C.8. Automated Teller Machines

1.8.1. Provide a minimum clear unobstructed space of 1500 mm x 1500 mm in front
of ATM Machines.
1.8.2. Instructions and all information for use shall be made accessible and
independently usable by persons with visual impairments through:
8.2.1
Braille
8.2.2
Tactile
8.2.3
Audio through speakers or ear phones
1.8.3. The maximum height of controls, buttons, bill dispensers, card slots shall be
1200 mm.
C.9. Dressing Rooms and Cubicles
1.9.1. In dressing areas in department stores a coat hook should be mounted on a side
wall not more than 1.30 mm from the floor and projecting not more than 40 mm from
the wall.
62

2008123005
12/9/2014
C.10. Counters
1.10.1. Counter heights for accessible bank tellers, accessible workstations
reception/concierge/information counters, and the like range from 730 - 780 mm to
meet the widest range of users.
Figure 1.68
1.10.2. The clear floor area for a forward approach to a counter or table or a side
approach is 800 x 1300 mm.
C.11.
Workstations
1.11.1. The access aisle shall have a minimum width of 920mm.
63

2008123005
C.12.
12/9/2014
Restaurants, Eateries, and other Dining Establishments (e.g. Cafeteria)

1.12.1. Provisions of access shall be made available to persons with disabilities for
all eating outlets and establishments, such as hawker centers, food courts or
centers, fast food outlets, restaurants, and the like.
1.12.2. A circulation path of at least 1.20 m wide shall be provided in front of the
stalls.
1.12.3. An accessible route with a minimum clear width of 900 mm shall be
provided from the circulation path to the tables intended for persons with
disabilities.
1.12.4. Where fixed seating is provided in eating outlets and establishments, at least
one (1) table for every ten (10) tables or part thereof shall be provided for use
by persons with disabilities or at least two tables, whichever is the greater.
12.4.1
The height of the table provided for persons with disabilities
shall not be higher than 780 mm with a minimum clear knee space of 600
mm high and 480 mm deep.
Figure 1.69
64

2008123005
12/9/2014
C.13. Hotels, Appartelles, Dormitories, & Other Transient Lodging

Facilities
Total No. of Guest
Minimum
Minimum Number of
Minimum Number
Rooms
Number of
Accessible Rooms w/
of Accessible
Accessible
Accessible Bath Tubs
Rooms w/ Rolling
Rooms
Showers
1 to 25
26 to 50
51 to 75
76 to 100
101 to 150
151 to 200
201 to 300
10
301 to 400
12
401 to 500
13
501 to 1000
3% of Total
2% of Total
1% of Total
1001 and Over
30, plus 2 for
20, plus 1 for each
10, plus 1 for each
each 100, or
100, or fraction
100, or fraction
fraction thereof,
thereof, over 1000
thereof, over 1000
over 1000
Figure 1.70
65

2008123005
12/9/2014
Figure 1.71
D. SAFETY
D.1. Fencing for Roadworks and Footworks
All excavations, whether on the road or footway must be adequately protected or
fenced-in to protect pedestrians in general and the disabled in particular. Whatever the type
of fencing used, it is important that the railings should incorporated the following features;
1.1.1
The height of the top of the rail should be at least 1.00 m. above the
adjacent surface;
1.2.1
The railings should incorporate a tapping rail to assist the blind, this
should not be greater than 0.35 m. above the adjacent surface;

1.3.1
The fence should be strong enough to offer resistance should a blind
person walks into it;

1.4.1
Gaps should not occur between adjoining fence lengths;
66

2008123005
12/9/2014
D.2. Covers for Excavations

1.2.1
Excavations in the footway or carriageway where pedestrians may
walk should be covered temporarily with properly constructed and supported

boards to provide path for pedestrians;
1.2.2
If the footway width will be reduced to less than 1.20 m. because of
the excavation, the temporary covering should extend across the whole
footway;
1.2.3
Minimum dimensions at obstructions

2.3.1
Effective width of footways past any obstruction should not
be less than 1.20 m.

2.3.2
If unavoidable, loose materials temporarily stored on
footways must be properly fenced and prevented from encroaching

onto the main footway by the use of a kickboard at least 0.20 m. high
which may also serve as tapping board for the blind;
D.3. Signages for Roadworks on the Carriageway

1.3.1 Temporary signs used to warn of roadworks should be carefully located and
should not cause any inconvenience to pedestrians, particularly the disabled;
3.1.1
Signs should be located on verges or similar whenever these
are available;
3.1.2
Signs should not reduce the available footway width to less
than 1.20 m.
67

2008123005
12/9/2014
D.4. Location of Emergency Exits

1.4.1
Wall mounted or free standing tablets with an embossed plan
configuration of the building which would also indicate locations of lobbies,

washrooms and emergency exits (through the use of different textures to
symbolize the spaces) should be provided at the main lobby of each floor or
other strategic locations; the markings on this tablet should be readable by both
the blind and the fully sighted;
1.4.2
Flashing light directional signs indicating the locations(s) of fire
exits shall be provided at every change in direction with sufficient power

provided in accordance with the provisions for emergency lighting under
Section 3.410 of P.D. 1185 (The Fire Code of the Philippines).
D.5. Areas of Refuge
1.5.1
An area of refuge shall be separated from the building floor area by a
fire separation having a fire-resistance rating equal to that required for a fire
exit in compliance with the latest edition of the Fire Code of the Philippines.
1.5.2
An area of refuge shall be served by a smoke proof fire exit and
adjacent to the designated fireman's elevator.

1.5.3
Refuge areas shall be smoke proof in accordance with latest edition
of the Fire Code of the Philippines.

1.5.4
The minimum area of refuge floor space shall be 850 mm x 1.2 m for
one person who uses a wheelchair.
68

2008123005
12/9/2014
Figure 1.72
1.5.5
Areas of Refuge shall be:

5.5.1
Identified by illuminated signage (Refer to Section on
Illumination of Means of Egress of the latest edition of Fire Code of

the Philippines).
5.5.2
Be equipped with an emergency communication system in
compliance with the latest edition of the Fire Code of the Philippines.
5.5.3
Identified on all publicly displayed tactile and Braille floor
evacuation plans.
5.5.4
Designated in evacuation procedure documents.
D.6. Audio Visual Fire Alarm Systems
Audio & visual alarm systems shall be installed on all floors in compliance with the latest
edition of the Fire Code of the Philippines.
69

2008123005
12/9/2014
E. SPECIAL TYPES OF FACILITIES

E.1. Swimming Pools
1.1.1. Provide sloped entry ramp
1.1.1
Entry ramps should begin at the finish floor level of the
walkway adjacent to the swimming pool and end at a maximum depth

of 750 mm below (between 24 to 30) the stationary water level.
Figure 1.73
1.1.2
A Wading Pool is a pool designed for shallow depth and is
used for wading. Each wading pool must be provided at least one entry
ramp into the deepest part.
1.1.3
Large pools must have a minimum of two (2) entry ramps. A
large pool is defined as any pool with over 90 linear meters of pool
wall.
1.1.4
Pools with 90 linear meters of pool wall and below are
required to have at least one (1) entry ramp.
70

2008123005
12/9/2014
E.2. Sports Facilities

1.2.1
Lockers
If lockers are provided, at least 5 percent, but not less than
one of each type (full, half, quarter, etc.) must be accessible.
Accessible benches should be located adjacent to the accessible
lockers.
1.2.2
Benches
Accessible benches are required in dressing, fitting, and
locker rooms, and where seating is provided in saunas and steam
rooms. Benches must have a clear floor space positioned to allow
persons using wheelchairs or other mobility devices to approach
parallel to the short end of a bench seat. In saunas and steam rooms,
this floor space may be obstructed by readily removable seats.
Benches must have seats that are a minimum of 508 mm to a
maximum of 600 mm in depth and 1.066 m minimum in length. The
seat height should be a minimum of 432 mm to a maximum of 482
mm above the finished floor. If the bench is not located next to a
wall, the bench must have back support that is 1.066 m minimum in
length and extends from a point 50 mm maximum above the seat to a
point 450 mm minimum above the bench. Benches must be strong
enough to withstand a vertical or horizontal force of 113 kgs applied
at any point on the seat, fastener, mounting device, or supporting
structure. The provisions for benches are not intended to apply to
park benches or other benches used for sitting or resting.
If benches are located in wet areas, the surface must be slipresistant and designed not to accumulate water.
71

2008123005
12/9/2014
Figure 1.74
1.2.3
Team Player Seating Areas

2.3.1. Where provided, fixed team or player seating areas must
contain the number of wheelchair spaces and companion seats
required by ADAAG (based on the number of seats provided), but
not less than one space. One option is to provide a clear space
adjacent to a fixed bench, with the bench serving as companion
seating. If designers and operators are designing a field or court that
will serve a variety of wheelchair sports, exceeding the minimum
requirements will better accommodate participants.
2.3.2. Wheelchair spaces in the team player seating areas are exempt
from the requirements related to admission price and line of sight
choices in assembly areas. It is recommended that ramps be used
wherever possible for accessible routes connecting team or player
seating areas and areas of sport activity. However, a platform lift
may be used as part of an accessible route to team player seating
areas.
72

2008123005
12/9/2014
Figure 1.75
1.2.4 Exercise Equipment and Machines

At least one of each type of exercise equipment or machine
must have clear floor space of at least 762 x 1200 mm and be served
by an accessible route. If the clear space is enclosed on three sides
(e.g., by walls or the equipment itself), the clear space must be at
least 914 X 1200 mm.
Most strength training equipment and machines would be
considered different types. For example, a bench press machine is
different from a biceps curl machine. If operators provide both a
biceps curl machine and free weights, both must meet the guidelines
in this section even though both can be used to strengthen biceps.
Likewise, cardiovascular exercise machines, such as stationary
bicycles, rowing machines, stair climbers and treadmills, are all
different types of machines. But if the only difference in equipment
provided is that they have different manufacturers, but are the same
type, only one must comply.
Clear floor space must be positioned to allow a person to
transfer from a wheelchair or to use the equipment while seated in a
wheelchair. For example, to make a shoulder press accessible, the
73

2008123005
12/9/2014
clear floor space should be next to the seat. But the clear floor space
for a bench press designed for use by a person using a wheelchair
would be centered on the operating mechanisms. Clear floor space
for more than one piece of equipment may overlap. For example,
where different types of exercise equipment and machines are
located next to other pieces of equipment, the clear space may be
shared.
The exercise equipment and machines themselves do not
need to comply with the ADAAG requirements regarding controls
and operating mechanisms.
Designers and operators are encouraged to select exercise
equipment that provides fitness opportunities for persons with lower
body extremity disabilities.
Figure 1.76
74

2008123005
Chapter 1.3
1.3.1
12/9/2014
Research Methodology
Persons with Disability in the Philippines (Results from the 2010 Census)
Reference Number: 2013-005

Release Date: Thursday, January 10, 2013
About 16 per thousand of the countrys population had disability
Of the 92.1 million household population in the country, 1,443 thousand persons or 1.57
percent had disability, based on the 2010 Census of Population and Housing (2010 CPH). The
recorded figure of persons with disability (PWD) in the 2000 CPH was 935,551 persons, which was
1.23 percent of the household population.
Among the 17 regions, Region IV-A had the highest number of PWD at 193 thousand. This
was followed by the National Capital Region (NCR) with 167 thousand PWD. The Cordillera
Administrative Region (CAR), on the other hand, had the lowest number of PWD at 26 thousand.
Ten regions had proportion of PWD higher than the national figure. These were Region VI
(1.95 percent), Region IVB and Region V (both 1.85 percent each), Region VIII (1.75 percent),
Region II (1.72 percent), Region I (1.64 percent), CAR (1.63 percent), Region XI and Region VII
(both 1.60 percent each), and CARAGA (1.58 percent).
75

2008123005
12/9/2014
There were more males than females among persons with disability
Of the total PWD in 2010, males accounted for 50.9 percent while females comprised 49.1
percent. These figures resulted in a sex ratio of 104 males with disability for every 100 females with
disability.
Males with disability outnumbered females in the age groups 0 to 64 years. The largest
excess in the number of males was in the age group 0 to 14 years with a sex ratio of 121 males per
100 females. On the other hand, there were more females with disability than males in the age group
65 years and over. This is because of the higher survival rate of women than men. In this age group,
there were 70 males with disability per 100 females.
76

2008123005
12/9/2014
Disability was highest among persons aged 5 to 19 years

For every five PWD, one (18.9 percent) was aged 0 to 14 years, three (59.0 percent) were in
the working age group (aged 15 to 64 years), and one (22.1 percent) was aged 65 years and over.
Persons with disability were more likely to be in the ages 5 to 19 years and 45 to 64 years. By
five-year age group, among the household population with disability, children aged 10 to 14 years
comprised the largest age group (7.2 percent). This was followed by those in the age groups 15 to 19
years (6.9 percent), 5 to 9 years (6.7 percent), and 50 to 54 years (6.6 percent).
Source: http://web0.psa.gov.ph/content/persons-disability-philippines-results-2010-census
77

2008123005
1.3.2
12/9/2014
NOH - School for the Crippled Children
Interview:
The Interview took place on November 19, 2014 in the principals office at 9:00 am. I
interviewed Mr. Arturo Sugay, assistant to the principal, the intended interviewee was supposes to
be Mrs. Marissa Dukay the principal of the school but unfortunately she was unavailable to
accommodate my request because of her busy schedule. Mr. Sugay has been the assistant to the
principal for almost five years now and has been a SPED (Special Education) Teacher for almost a
decade now. He is both the assistant and a permanent teaching staff in the school, he is currently
assigned to special home schooling on Saturdays.
Questions:
1. What is the name of the school and what disability/s does it cater to?
NOH School for the Crippled Children. Besides from the crippled children we also cater to
a number of abnormalities and defects like ADHD and Cerebral Palsy. But our school is for
the crippled, crippled in the sense of bone deformities and other vertical limitations but they
are of sound mind.
2. What are the range of the academic grade the school caters to?
The school caters to the now standardized k-12 school program, we are under a DepEd
division office so we have to adhere to the regulations like other normal schools. So whatever
they teach in the regular public schools that is also what we teach here in this school.
3. What is the population of the students and teachers?
We have other branches of this school located around the city; D.Tuazon Annex, Banawe
Main inside the Orthopedic Center, PCPI in Makati and in Guanella Tandang Sora. So all in
all the population of our students from kinder to high school is 206 plus 31 permanent SPED
teachers with 20 non-teaching staff.
78

2008123005
12/9/2014
4. How many sections are there in the school
We dont have any sections per grade in the school, instead each grade are its own section.
5. What are the facilities and amenities of the school
We have a computer room, ICT book, AV room, E-lab, Library, a room for each grade here
in the school, our comfort rooms are accessible to the disabled and ramps. As much as
possible, all of our facilities cater to the comfort the disabled.
6. What services do you offer for your students?
We have transition classes that teaches home economics and other livelihood making skills to
students who are a bit older and are capable to work
7. Could you give a statistic on how many of your students pursue higher levels of education
and how many of the students find work after finishing their studies?
Actually with the special case of our school graduates from both elementary and high school
only number to 25-30, it depends on the enrollment of the semester. With our school being a
SPED school we dont get too many enrollees compared to regular schools so our graduations
tend to be a solemn occasion. But they could pursue higher education in specific schools like
Trinity. In terms of a statistics, I cant give an exact value, but they do finish and graduate
here successfully.
79

2008123005
12/9/2014
8. What is the population of students per classroom?
( Sir Sugay was kind enough to provide a document on the enrollees this semester, specifying
per grade/classroom population of each student)
Figure 1.77 NOH-SCC Total No. of Enrollees as of November 11, 2014
9. Could you elaborate on the definition of SPED or Special Education?
When we say Special Education or SPED, this means we cater to Special Class, Bedside
Teaching, and Homebound Teaching. Special Education refers to a range of educational and
social services that provided with a package that is consistent with other educational
institutions for individuals with disabilities who are below 21 years of age.
80

2008123005
12/9/2014
Bedside Teaching is a special case wherein children who are bedridden due to physical
injury/ disability who wishes to pursue their academics are given special education wherein
the teacher comes to the child at his/her bedside (usual at the hospital). Say for an example
that a child completes a semester but is unfortunately bedridden due to an accident per say,
that child could receive bedside teaching from a SPED trained teacher. If the said child was to
recover from the accident and is fit to enter a regular school, the childs academic
performance is now given to the said regular school with an attached recommendation on
what his/her accomplishments and respective academic criticism to continue on that said
childs academic year in a regular school.
Homebound Teaching is another special case wherein a child that cannot be associated with
his/her peers in school due to health complications are given a special education at their home
for their comfort and ease. I have a student who was diagnosed with Leukaemia that is now
cured of it but is not fit to enter school due to the childs fragile state. I go to the childs home
every Saturday, lets say from 8am-12nn, and teach the child much like any other child who
comes to the school albeit not every day.
10. How do you approach physical education for crippled children?
Physical education varies from child to child, each child is a special case and is handled with
complete care and understanding to the childs particular ailment. But this does not exclude
some of our students in excelling in athletic meets like swimming (amputees) and shot puck
(amputees and children on wheel chair).
We also have badminton, a half-court basketball, and dances on wheels. So despite their
limitations they could still do what regular children could do.
11. Are there problems/ concerns you encounter with the education and welfare of the students
and teachers in terms of the facilities and amenities?
We encounter a lot of problems over the years, but we do all we can to fix these problems.
We know that unity is important in our school, especially in our case. We consider ourselves
not only their teachers but also their caregivers.
81

2008123005
12/9/2014
12. Could you give an example to these problems that your school has faced?
Well our teachers tell us that the classrooms are too small for them, inaccessible and very
difficult for wheel chairs to move around and manoeuvre in the classrooms and or other
facilities. The students have complications on getting around and would need assistance every
now and then. We have problems of accessibility and complications on their comfort ability
in the facilities. But we have answered these problems because we know that this school is an
important aspect in their world, it is their sanctuary, and we do our best to best accommodate
their needs.
13. With the facilities you have are there anymore you wish to add? Are there any you wish to
integrated, redesigned or improved?
Now that you mentioned it, we do have some shortcomings that I wish to be addressed. I
would like every classroom to be modernized and optimized as best that it could be, installing
LCD TVs in every classroom would be nice so that the students would not have to be hassled
and go to the AV room. I would also like to add more comfort rooms and make them more
CWD friendly. Enhance our security measures in the school like installing CCTVs to ensure
safety and security for our students.
14. With you school catering to the crippled children, how do you ensure their safety in case of
fire, earthquake and the like?
We train them for emergencies like conducting earthquake and fire drills to ensure their
safety. We have taught them where to go to in case of emergencies of the like and we have
also took the necessary precautions by establishing a disaster action group of the school. We
also have an evacuation plan drawn up for this.
82

2008123005
12/9/2014
Figure 1.78 NOH-SCC Evacuation Plan
15. How does this school fare with the rest of sped schools that cater to disabled children?
So firstly we have four SPED schools in Manila these are: Philippine School for the Deaf,
Philippine School for the Blind, Fabella Memorial High School in Mandaluyong and NOHSchool for the Crippled Children. Aside from specializing in different cases, all schools
except the Fabella School has boarding houses reason being is that the Fabella School is in
the midst of an informal settlers area which it caters to. The Fabella School caters to children
with emotional problems regarding with the family or from whichever source it comes from.
The School for the Blind specifically caters to the blind and offers specific services like
braille reading and has its own dormitory in the school while the Philippine School for the
Deaf caters to the deaf and offers sign language and also has its own dormitory inside its
walls. We are the smallest among the four SPED schools.
83

2008123005
12/9/2014
16. You mentioned that the other schools have dormitories, does your school also provide this
amenity?
Yes, we also have our own dormitory inside the school, both boys and girls dormitory.
17. Whats the farthest student you have accommodated in the dormitory?
We have a student who goes back to Laguna every Friday on the weekend. We have a student
here from Benguet and one from Albay, Bicol and another one from Dumaguete.
18. Is this school the most advance/ well equipped from the rest of the sped schools within the
district or possibly even the metro?
Our school is the only Secondary SPED (crippled) specific school here in the metro. Though
other schools offer secondary education to the disabled, our school is still the only one that
specifically caters to the crippled children.
19. Do you know how many sped schools are in metro?
There are many SPED schools in the metro, and SPED schools are popping around the metro.
Unfortunately, these SPED schools integrate children with disabilities with the regular ones,
in the end these schools are still regular schools and they are somewhat ill-equipped to fully
cater the disabled in their academic needs.
20. You mentioned other SPED schools like the Philippine School for the Deaf and Philippine
National School for the Blind, why are you not integrated and instead have one school to
cater to the disabled?
Back in the day we were all integrated in one school but as the school grew and expanded its
teaching styles we then gradually separated with each other and began to cater to specific
disabilities.
84

2008123005
1.3.3
12/9/2014
Philippine School for the Deaf
Interview:
The Interview took place on December 3, 2014 in the schools student affairs and service
office at 2:00 pm. I interviewed Ms. Shery Funcion, Student Affairs and Service Chief Officer. Ms.
Funcion is a special educations teacher in the school for eight years. She is currently the chief-officer
in the student affair and service center and a permanent teaching staff in the school.
Questions:
1. What is the name of the school and what disability/s does it cater to?
This school is the Philippine School for the Deaf, our clientele are students with hearing
impairment.
2. What is the range of the academic grade the school caters to?
From early childhood intervention to high school.
3. What is the current population of the students and teachers?
Currently we have 550 students, thats from ACI to high school and then for teaching
personnel around 80-85 teachers more or less.
4. How many classrooms and sections are there in the school?
We have an average of 6-5 sections per level, for classrooms in elementary we have 39 while
secondary has 38 classrooms, that is also the number of sections we have for elementary and
secondary respectively. For the special program we have 10 classrooms but that doesnt mean
we have also 10 sections for the elementary special programs, like in pre-elementary and
kinder, they share the same classrooms albeit they are on a shift schedule in using the said
classroom.
85

2008123005
12/9/2014
5. What are the facilities and amenities of the school?
For facilities we have a playground, computer lab, 2 ICT room, H.E. Laboratories and a
library.
6. What services do you offer for your students?
We have medical and dental services, we have a dormitory with free board and lodging, and
scholarships in collaboration with our benefactors.
7. Could you give a statistic on how many of your students pursue higher levels of education
and how many of the students find work after finishing their studies?
I dont have the exact data, but around 10% pursue higher education mostly in the College of
St. Benilde, CAP College, and Miriam College. Those who find work after graduating are
probably around 20%.
8. Could you elaborate on what is special education for the deaf?
We use modified basic k-12 curriculum, a special accommodation we use is on

communication, the mode of instruction, we use total communication which means we utilize
American Sign Language, signing in exact English and we talk at the same time, which is
total communication. Because some of our students benefit from lip reading and not all of
them have profound or severe deafness, we also have a speech program for them which some
of the grade 1 to 3 benefit from.
9. How do you approach physical education for deaf children?
Physical education for the deaf is quite similar to those for regular children, we on the other
hand utilize rhythm, we dont have a music subject and thats when rhythm comes into play.
Through counting they time and coordinate their movement together.
86

2008123005
12/9/2014
10. Are there problems you encounter with the education and welfare of the students and teachers
in terms of the facilities and amenities?
We have problems in drainage, the school gets flooded often but hopefully with the ongoing
repairs on the drainage system in the school the problem would be resolved. Sanitation is
another problem in the school, like in the high school department has few toilet facilities,
comparing the number of students to the number of toilet facilities is not enough to
adequately cater to the students, the sanitation of the school gets neglect for the most part.
11. I noticed that another special school is near your vicinity (Philippine National School for the
Blind). I was wondering why your schools are not integrated with each other?
Well before this school was known as School for the Deaf and Blind, it started as such. Then
later on they separated, PSD remained here in the original site while PNSB reorganized right
next to us in their present site. But because they are catering to different types of clientele so
they separated to focus on the special needs of each disability.
12. With the facilities you have are there anymore you wish to add? Are there any you wish to
integrated, redesigned or improved?
Yes there are, we wish to add additional speech clinics (currently they have 2), our library
needs to be more accessible like adding ramps, the working area for the vocational subjects
needs to addressed, and the accessibility of the schools second floor area with no ramps to the
second floor we have to physically carry our students who are in wheel chairs up.
13. With your school catering to the deaf, communication is vital, how does the facilities help
with this matter?
Since our children are visual learners we prominently use visual stimuli to this extent. We
work closely with NGOs to provide the students with T.V.s per level to help with this
matter. It would be great if we could integrate ICT to every classroom that way the learning
process would be easier for the students.
87

2008123005
12/9/2014
14. Aside from visual stimuli, are there more ways to help them to help them cope with their
disability?
Actually visual stimuli is the only process we use, we treat the students like any other regular
students, but its a different case for our students with special needs those of whom are under
the special program. These students are the ones with more aided materials needed like
manipulative toys and their facilities must be of great quality, the maintenance is rather poor
for them, any materials that could address to their immediate needs is all well and good.
15. How does your school react to cases of emergency like fires, earthquakes and such?
We have regular drills and then we also have regular checks from the division office of
DepEd Pasay, at the same time we work with the local government in what we need to do.
We have evacuation plans set up in case of emergency, we regularly submit a risk reduction
management plan in what we have accomplished. We also installed special emergency lights,
since the children are hearing impaired, these lights would be their primary warning system in
case of emergency.
16. Why did you consider to have a dormitory, rather than have them stay at their home?
The school started with being a semi-residential school so its already in the program and
service they offer. Aside from the fact that this is a national special school so our clientele
come from all parts of Luzon, we have students coming from Cavite and Laguna. It is very
difficult for the students to travel coming from very far places but the slots are only limited
for dormitory residences. 20 dormitory residents, 10 boys and 10 girls, and the dorm has
limited space, it would be great if the dorm could expand to cater to more students.
17. Whats the farthest student you have accommodated in the dormitory?
We have students from Bulacan and Laguna
88

2008123005
12/9/2014
18. If thats the case are there no SPED schools in the childrens general vicinity for them to
come to Pasay?
Actually there are, the Department of Education has already launched a program for regular
schools to open SPED centers in their school. But sometimes parents opted to enroll their
children here because of the specialized and highly customized educational program for them.
19. Do you know how many SPED specific schools are there in the country?
Im not sure, I do know that every municipality must have a SPED center at least one.
20. I first noticed that some of the classrooms are quite small compared to the standard classroom
sizes like those in the public schools, why is that?
Because the teacher student ratio is also small and because this is a special school, the
number of students is limited. The most conducive for learning class size for high school the
maximum is 15 students while in elementary and special program is 10 students. Any larger
would pose difficulty in managing the class because of the limited communication due to
their impairment and theyre easily distracted.
21. My thesis is a Proposed Integrated SPED (Special Education) Primary and Secondary
School, could I get you opinion on this?
Its actually good, in fact other schools are doing this integration, they accommodate the
different disabilities but their curriculum is different from one another, it is more specialized
and customized. It is okay for them to be housed in one school, the problem there is that it
would be quite difficult to balance the focus of the school on what impairment to specialize
upon, that was reason for the separation of the deaf blind school in the past. But it could be a
possibility to integrate them all in one center but it would be great if you could focus on one
disability to make it specialized and focus on their needs.
89

2008123005
1.3.4
12/9/2014
Case Study: Local
A. Philippine National School for the Blind

The Philippine National School for the Blind is a special school for the visually
impaired that was founded on July 10, 1970. Philippine National School for the Blind teaches
students in k-12 education program in Pasay, Fourth District of National Capital Region. The
school is structured as a special education school, which means it is focused on providing
education for children with special needs. The school has 24 teachers and 19 non-teaching
staff. With 120 enrollees and 18 for the Alternative Learning System, class size is around 11
students. Dr. Rosalie R. Condes is in charge of the school, special schools principal I.
The school boasts to be the only

residential
school
for
the
visually
impaired, catering to the indigent children

and those who hail far from the school
vicinity, out of the 120 students only 70
are residents in the dormitories. There are
male and female dormitories inside the
campus. The school is open on a weekday
basis, Monday Friday. The parents/
guardians
of
those
residing in the
dormitories check-in their children just

like in a hotel on Monday then on Friday
they
pick
their
children
from
the
dormitories to spend the weekend at their

respective homes.
Figure 1.79 Male Dormitory
90

2008123005
12/9/2014
Their school curriculum covers the same educational level as that of any regular
school, with added special learning programs like Filipino and English braille reading and
writing. They also have an adaptive physical education program in which they offer adaptive
sports like modified volleyball and modified table tennis, the table tennis balls are injected
with sand so that the children could hear the ball and serve it.
The school has two kindergarten

class, the Regular Kindergarten Class
that cater to the visually impaired and
the other is the Special Kindergarten
Class that cater to children who are not
only
blind
but
also
have
other
disabilities/ complications in learning.
Figure 1.80 Preschool Classroom
There are at least 11 students per section (maybe less in other grades if there are less
enrolees). The school is small compared to its neighbouring SPED school Philippine School
for the Deaf. This is actually works to the schools advantage as they practice individual
teaching method. There are two sections for Grade 7, one MBVI Special Kinder Class, two
regular Kinder Class (one for starters and another one in preparation for Grade 1), and the rest
has one section per grade.
Aside from the classrooms they also have a computer room that has brailed
keyboards, a massage training room that also functions as a mini library when not in use. The
massage room was provided by self-help groups that wishes to employ the PNSB students
when they graduate as blind masseuse so that they would have a job waiting for them when
they finish theyre studies. Their classrooms are of a different layout compared to that of
regular schools because of the childrens disabilities.
91

2008123005
Figure 1.81 Massage Classroom/ Mini-Library
Figure 1.82 Computer Laboratory
Figure 1.83 Music Room
92
12/9/2014

2008123005
Figure 1.84Classroom Layout
Figure 1.85Conference room
Figure 1.86 School Cafeteria
93
12/9/2014

2008123005
12/9/2014
Figure 1.87 Playground
The house parents, voluntary guardians with proper orientation and training that
oversee the in-house students of the school, help with the preparation of the meals and assist
the students with their day to day stay in the dormitories. They serve as the dorm
mother/father that would stay with the children all through the weekday. Aside from the
indigent and far flung students that stay in the dormitories, the school selects those who have
capable independent skills and of good health are those that could stay in the dormitories. The
dorm is segregated between male and female, each with their own toilet and bathroom as well
as a study table, the whole dorm is overseen by one house mother/father at a time.
The principal admittedly say that additional help would come at a later time, though
she knows that DepEd are willing to give assistance to their needs. The school has also
prepared special means of egress in case of emergencies like fire and earthquake.
Figure 1.88 Specialized Fire Slide (For Emergency Use Only)
94

2008123005
12/9/2014
Figure 1.89 The Corridors of the school have railings to assist

the children
Figure 1.90 The Trashcans are identified via shapes
The schools also offers other opportunities to its students. They have allow a number
of students to cross enrol in other regular schools within the vicinity, these students take up a
few regular classes like English, Math and Science classes. The school goes out of its way to
bring the students to the school and pick them up after their class on that school. Reason to
this is because the school wants the children to experience what it is like to interact with
regular kids of their age and experience, even for a brief time, whats it like to go to a regular
school, it also gives regular children to a chance to know whats it like to have a classmate
who is disabled. Though there are complications to this the most frequent is the children are
given print outs for their assignments, the irony is that the children are blind thus rendering
the print outs useless. Fortunately PNSBs teachers are willing to translate these materials to
braille form for the childrens sake.
95

2008123005
12/9/2014
The school also caters to children with multiple disability with visual impairment, the
multiple disabilities ranges from autism, mental retardation and the like. The school accepts
every child who are visually impaired and does not collect any tuition from them, even if the
child is from a well to do family or has a stable income, they accept as young as 4 years of
age.
There are some concerns in the
design of the school in terms of accessibility
and added assisting amenities for ease of
circulation throughout the school (additional
assisting railings and more visually impaired
friendly stairs).
Figure 1.91 Stairs needs redesigning
96
(Juan Miguel Tolentino, 2014)

2008123005
12/9/2014
B. Philippine School for the Deaf

The
semi-residential
Philippine
School for the Deaf (PSD), formerly known

as the School for the Deaf and Blind (SDB),
is the pioneer school for the handicapped in
the country and in Asia, and the only
government-owned institution for the deaf in
the country.
A school for the deaf is unlike any
other regular school. You can compare them
based on many aspects. Even schools for the
deaf also have varying degrees of difference.
One basic distinction is its class size. Hearing
schools in the Philippines normally have a
population of 50 or more per class, depending
on
how
depressed
the
surrounding
community is. Schools for the deaf rarely

reach
number
greater
than
fifteen.
Philippine School for the Deaf, the largest

and oldest public residential school for the
deaf in Asia has a total population of more
than 700 students from pre-school to high
Figure 1.92 Philippine School for the Deaf Main school. However, their class size never reach
Building Facade
20.
Another difference is the mode of communication. Regular schools obviously employ

speech as a form of interaction. Some deaf oral schools also use it but generally, the teacher
transfers learning through sign language. In PSD, Filipino Sign Language is the medium of
instruction although they often emphasize that English must be used in any written format.
PSDs basic policy is that, students can sign whatever method or approach they like. They
can use Signing Exact English, Pidgin Sign English, Manually Coded English, etc.
97

2008123005
12/9/2014
PSD
has
Pre-School
building
housing its Pre-School students. Its a two

storey structure, the ground floor is where the
Pre-Schoolers are and the second floor is used
for the Alternative Learning System of the
School.
The Pre-School sections are all in the

Figure 1.93 PSD's Special Education Pre-School ground floor and are held in an informally
Center
divide room. A longitudinal room holding the
entire
Pre-School
population divide
my
whiteboards and shelves, the building is

located on the right side of the school
premises, opposite to that of the main entrance
of the school. It has an open playground which
is fenced and is only accessible through the
building itself. The students share the entire
ground floor and there is a number of teachers
that oversee them.
Figure 1.94 Pre-School Continuous Classroom
98

2008123005
12/9/2014
The school is large and spacious

enough
to
accommodate
its
students
academic needs and further services that they

offer. The school has a multipurpose covered
court at the back, it has a stage where they
could hold other activities. It is also on that
area of the school where the workshops are
located. Teaching the students livelihood skills
necessary for them in the outside world
making them a productive member of the
Figure 1.96 Pre-School Playground, fenced and society. They also have their computer
accessible via the Pre-School building
laboratory building at the back as well as the
dormitories for the students and a guest house

for special visitors like teachers from out of
town.
Figure 1.95 Multi-Purpose Covered Court
99

2008123005
Figure 1.97 Wood Working Workshop of the School
Figure 1.98 Welding Workshop
100
12/9/2014

2008123005
Figure 1.99 Computer Laboratory Building
Figure 1.100 School's Guest House
101
12/9/2014

2008123005
12/9/2014
The school has problems of

constant flooding due to a poor drainage
and plumbing system, currently its
being rectified and excavations are done
at the back of the school.
Figure 1.101 School Dormitory (pathway leading to it is

being excavated)
Figure 1.102 School Dormitory
Figure 1.103 "Gulayan sa Paaralan" located near the

Dormitory
102

2008123005
12/9/2014
Figure 1.104 The Main Building is over a 100 years

old
The Main Building was donated to them back in the early 20th century and it is still being
used today. It is clearly been retrofitted to suit modern times but it still retains much of its historical
roots. The main building is where the primary grades are held while an intermediate building is where
the secondary classes are. The main building has a number of facilities to cater to the educational
needs of their students.
103

2008123005
Figure 1.105 School Library in the Main Building
104
12/9/2014

2008123005
Figure 1.106 Special Speech and Hearing Room
105
12/9/2014

2008123005
Figure 1.107 Main Building Lobby
Figure 1.108 School Parking
106
12/9/2014

2008123005
1.3.5
12/9/2014
Case Study: Foreign
A. Treloar School (Treloar Trust, 2014)

The
Treloar
Trust
provides
education, care, therapy, medical support

and independence training to young
people with physical disabilities from all
over the UK and overseas. Their aim is to
prepare these young people for adult life,
giving them the confidence and skills to
achieve their full potential.
Founded in 1907 Treloars is a
Figure 1.111 Treloar's Enabling Education
registered charity with a turnover of

some 19 million. Most of their income
comes from fees paid by the local
authority
or,
occasionally,
private
funding, which vary according to the

level
of
support
and
specialist
equipment needed by an individual

student. But they also need to fundraise
for a further 2 million a year to keep
Figure 1.109 Treloar's Facade
Treloar's at the forefront of education

and services for physically disabled
people.
Figure 1.110 Treloar's Main Lobby is Spacious and

wheelchair friendly
107

2008123005
12/9/2014
There are four main areas to our work:
Treloar School
A non-maintained specialist special school for disabled
children aged from 2 to 16+ where they challenge young people and
nurture their abilities to help them become as independent as
possible.
Treloar College
Specialist College for disabled students aged 16 and over
that prepares their residential and day students for the many
challenges of adult life by concentrating on the whole person.
Beyond Treloar's
A key resource to local authorities, schools, colleges and
outside agencies that makes a lasting contribution to the lives of
young people. Their dynamic Extended Services programme is at the
cutting edge of new initiatives and has already doubled the number
of young people they can help.
Treloars Enterprises
The trading arm of Treloars, responsible for venue hire and
the Treloars shop.
Figure 1.112 One of the many specialized equipment of the

school
108

2008123005
12/9/2014
Primary years at Treloar's

They cater for students
from the age of five to eleven in
our primary classes and provide
three main streams of primary
education. These are the Key Stage
One and Key Stage Two Integrated
Group which cater for our more
complex students, and the Primary
Figure 1.113 Treloar's student
to Secondary Transition Group which caters for those students working to a

successful transition into our Secondary provision.
Treloar's Primary provision

has an overarching offer to meet the
needs of our youngest students. It
will:
Develop
fundamental
skills
communication,
literacy
the
of
and
numeracy
Integrate
therapy
into the school day
Provide a rich and
varied context for developing e.g.

observing, interpreting, predicting
and engaging
Promote
positive
attitudes to school and learning

Figure 1.114 The students receive special education
109

2008123005
12/9/2014
Provide opportunities
to learn in a practical and kinaesthetic

way
for
developing
manipulative
movement
skills
and
and
maintain
postural needs
to develop knowledge, understanding

and skills through play and thematic
learning
Secondary
Education
at
Treloar's
Many students join Treloar at
this key point reflecting the changes
Figure 1.115 One of the school's special amenities
which their students face in the

transition from a primary
to
secondary
school
environment. Issues such

as the ability of the student
to cope with this change,
whether
socially,
educationally, emotionally
or as a result of increased
medical need, are core to
their initial assessments
Figure 1.116 Classroom specifically for the disabled
and induction.
Their students find that a more specialist all-round educational, therapy and
care scenario, which encompasses each in an integrated manner, is what is required to
110

2008123005
12/9/2014
allow them to continue learning effectively. Some of their students join them from
mainstream primary education settings, whilst others join them from a range of special
schools and they accept students from around the country and abroad.
The Treloar's Campus at Holybourne
Treloar's Campus is located in
Holybourne, Hampshire, a village
with a local shop, post office, theatre,
recreation
facilities,
including
wheelchair accessible play parks and

equipment, and a sports centre. It is
just over a mile away from the town
of Alton, which is accessible on foot
or by wheelchair.
Figure 1.117 The school has a specialized therapy room
The campus is home to their

School and College and boasts stateof-the-art facilities which include:
designed
Specialist classrooms
to
meet
the
sensory,
physical and visual needs of our

students
Figure 1.118 Treloar's curriculum is therapy based with technology

education embedded into that
Science,
and
laboratories
Specialist art and photography rooms
Music room and individual practice room
Drama hall and facilities
Well-equipped therapy suites
Multi-integrated learning environment for a full sensory experience
111
food
design
technology

2008123005
12/9/2014
The campus also benefits from

a:
A 24-hour/7 days a
week medical centre
offering
Residential
a
houses
home-from-home
atmosphere and first-class care
Sports facilities for a
wide range of accessible sports
Swimming
and
hydrotherapy pools
Work
experience
within Treloar's: eg in the Jowett

Centre or Ian Karten Centre
Figure 1.119 Specialized Technology is used for the education

of the students
Figure 1.120 Treloar's students physical education: team sports
112

2008123005
Figure 1.123 The school cafeteria: students receive special care
Figure 1.122 Treloar is very accessible and barrier-free school
Figure 1.121 The students receive individual tutelage
113
12/9/2014

2008123005
12/9/2014
B. Chailey Heritage School (Chailey Heritage Foundation, 2014)

Chailey Heritage School, in Sussex, is a charitable special school for children and young
adults, aged between 3 and 19, with complex physical disabilities, including visual and
hearing impairments, and associated learning difficulties. Some of our pupils have a profound
learning disability in addition to other disabilities (PMLD).
All of their young people have access to a very high level of clinical and therapeutic input
from their NHS colleagues on site. All of their teachers and hands-on staff are highly trained
to work with young people with complex needs.
Chailey Heritage School is part of the Chailey Heritage Foundation which comprises of
Chailey Heritage School, Chailey Heritage Residential and Futures@ChaileyHeritage (their
provision for young adults) which comprises of Futures Accommodation and the Futures Life
Skills Centre.
They are a Registered Children's Home and have six residential bungalows; some of their
pupils stay for occasional respite, some are weekly or fortnightly boarders and some stay with
them for 52 weeks.
Figure 1.124 Chailey Heritage School Map
114

2008123005
12/9/2014
Training for Families

They offer informal training and
discussion on a wide variety of topics to
parents. Some of this is offered at informal
coffee
mornings,
to
help
parents
understand common issues, to support each

other and most importantly to develop
friendships. Some of the training sessions
can be more formal.
Figure 1.125 View of playground and chapel
Recent topics covered:
Measurement of physical abilities (Physiotherapy led)
Eating and drinking skills (Speech and Language Therapy led)
Sensory impairment (led by the Visual Impairment Coordinator)
Lifting and handling your child with cerebral palsy (Physiotherapy

led)
The Early Years Foundation Stage curriculum and what it means to

your child (Teacher led)
Intensive interaction (Teacher led)
Brothers and sisters of children with complex needs and what it is

like for them
Shared Lives (Transitional Information in the 16+ Department)
Personal Safety and Body Awareness (in the 16+ Department)
Mental Capacity information (16+ Department)
Eye Gaze Technology (led by Fiona Tyler)
Preparing and managing puberty and periods (led by parents of older

girls in the school)
Integrating Therapy into the school day and beyond (led by Head of
Clinical Support to pupils)
115

2008123005
12/9/2014
Courses:
The Insiders Guide to bringing up children with ongoing health needs 5 half
day sessions for Pre-School/Primary children's parents.
Sing-along 8 sessions.
Education
At Chailey Heritage they recognise
that pupils with complex needs will make
progress that is not the same as their
mainstream peers, but is no less valued. All
pupils have their progress recorded against P
scales and National Curriculum levels, with
evidence to support teachers professional
judgements kept in each pupil's Learner
Progress file. This builds up during their time
at school to give a detailed individual profile
of progress across all attainment targets.
Additionally they include other evidence of
achievement not covered by attainment
targets, such as helping others or learning new
Figure 1.126 Students receive special care
physical skills, which they also want to recognise and celebrate. Assessments are also
recorded on the CASPA database, which gives them instant access to pupils progress records
and also shows their progress against other pupils with a similar learning disability,
nationally.
PMLD
At Chailey Heritage School all learners are highly valued and are provided with
learning opportunities appropriate to their learning level. Some pupils have a profound
learning disability in addition to other disabilities (PMLD). All pupils who have PMLD have
great difficulty communicating. Many of them have additional sensory or physical
disabilities, complex health needs or mental health difficulties.
116

2008123005
12/9/2014
Pupils with PMLD are learning

skills that generally appear at a very early
stage
of
approaches,
development.
resources
and
Teaching
curriculum
content are specialised to cater for the needs

of individual pupils in order to enable every
student to reach their full potential. Support
is pupil-centred, flexible and creative to
facilitate positive experiences and learning.
Figure 1.128 A Serene environment for learning
Emphasis is placed on developing positive

relationships with key people who know a
pupils unique individual characteristics
and needs. A variety of strategies and
activities are used including:
Responsive
environments - Staff have the expectation

that all pupils may respond to interaction
Figure 1.127 Chailey's Specialized Education
and other stimuli. Pupils are given time to process information and respond at
their own pace. Every response is treated as communicative and in turn
responded to. All pupils are given opportunities to take the lead in their
interactions. Research has shown that all learners are more likely to develop
interaction skills if their interactions are treated as valuable communication.
Cause and effect activities - Intentional actions and vocalisations are

encouraged and developed through the use of activities and interactions that
give meaningful feedback as a reward. Pupils are motivated to try that
again and in time anticipate the reward. These cause and effect activities
may be interpersonal (see Intensive Interaction below) or may involve
switch control of devices. Pupils enjoy using switches to activate a wide
range of toys, lights, sounds and domestic environmental aids, such as the
food processor. At Chailey Heritage School pupils also operate an exciting
range of bespoke switch activities designed by our Research and Design
Department, such as the can crusher, water fountain and train.
117

2008123005
12/9/2014
Routines Daily routines, such as class greeting time, provide regular,

consistent and predictable experiences.
TAC PAC (Communication through Touch) is a type of sensory massage. A

series of actions/massage with distinctive textures are carried out precisely to
specific music tracks. Through regular repetition of routines, pupils learn to
anticipate elements of familiar activities. Individual routines such as TAC
PAC help pupils to express their likes and dislikes, and to request more of
their favourite things.
Intensive Interaction These individual sessions are pupil led with the adult
imitating and building on the pupils vocalisations and actions. Every sound
and movement produced by the student is seen as a potential attempt to
communicate. Through these intense one to one sessions, students develop
their interactions with their communication partners. By having every form
of expression valued in this way, pupils develop a sense of worth and a
feeling of being good to be with.
ICT
At Chailey Heritage School ICT is very important.
The use of computers and technology permeates almost
everything they do. They have great expertise in enabling
pupils of any physical ability to have ICT access.
Figure 1.129 The Children have

Specialized Computers and other devices
at their disposal
Some important uses of ICT are:
To enable curriculum work
To give practice in the skills needed to use a VOCA and environmental controls
To communicate with friends and family wherever they are
To offer entertainment and fun to the students
118

2008123005
12/9/2014
ICT resources
Every class has at least four
computers, on height adjustable movable
trolleys, some of which have touch
monitors. Every class has iPads and digital
cameras and there are video cameras in
department
which
can
be
Figure 1.130 Students are taught using computers and every
other devices
downloaded for video editing. There are
also a number of centrally held peripheral devices, such as Intellikeys, joysticks, rollerballs
and alternative keyboards. There are 52 touch plasma screens on adjustable trolleys and
eye-gaze technology in all departments. Every child has the correct access devices and
software for their needs as recorded on their ICT profile.
Eye-Gaze System
Eye-gaze system allows pupils to access the
computer through eye movement and gives ICT access to the
pupils who find conventional access via the keyboard,
mouse, joystick or switch difficult. It can be used to access
anything that can be accessed using a mouse or joystick. For
Figure 1.131 Eye-Gaze System in use
more information follow this link to the Tobii Home Site.
Chailey Heritage School has an eye gaze device in each department and also one eye
gaze device in the Sensory Studio. Teaching staff, Occupational Therapists and Speech and
Language Therapists work closely together with each child to provide assessment and a
development plan.
119

2008123005
12/9/2014
Residential Department
Chailey
Heritage
has
six
purpose
built
residential bungalows in an idyllic setting within the

school site catering for the special needs of their pupils.
The Head of Care has overall responsibility for boarding
and care across the site and each bungalow is headed by
a Residential House Manager who ensures their smooth
running.
The bungalows are spacious, comfortable and
well adapted to suit pupils needs. There are double and
single bedrooms which are personalised to the pupils
taste and interests, and suitably furnished to provide a
pleasant, homely room. A door from each bedroom
leads to a spacious bath which is then shared between
two rooms. These have overhead hoists and sufficient
space to enable assistance and support for the pupil as
needed. There is a substantial open plan lounge/dining
area for the young people to socialise and relax and a
kitchen attached to each lounge where students and staff
can enjoy a range of home cooked meals. Each room in
the bungalow is linked by an overhead hoist circuit that
enables access for those with limited mobility to most
areas. As a result all pupils can share in activities and
enjoy the facilities provided.
Figure 1.132 The residential facility is very

spacious and open for the students
120

2008123005
12/9/2014
Swimming
The
purpose-built
hydrotherapy pool is used to allow

pupils to exercise and experience
movement,
without
their
body-
supports, as well as providing quality

time for other sensory experiences.
The
aims
of
the
swimming
department are to offer our pupils an
Figure 1.133 Hydrotherapy Pool
enjoyable
experience
and
to
encourage each pupil to reach his/her

potential whilst incorporating the
swimming curriculum in a fun way.
The young people are taught at a
pace that is appropriate for them with
the emphasis on enjoyment of the
activities.
Physiotherapists
plan
alongside the swimming staff a

Figure 1.134 Students have specialized floating devices as well
as trained staff
program for each individual child.

The swimming sessions are
aimed at helping our pupils to improve their performance, to acquire knowledge and
understanding to evaluate their own abilities and limitations, to apply skills, tactics and
compositional ideas. Pupils are shown how to experience movement and buoyancy together
with a variety of means of propulsion which can help develop their confidence.
121

2008123005
12/9/2014
Research and Design

Chailey Heritage School is
very fortunate to have Research and
Development Electronic Engineers who
work
to
provide
technology
and
equipment to help improve their pupils'

mobility and independence. They have
a dedicated Research and Development
Division on campus
that
designs
specialized specific equipment and

tools that caters to Chailey Heritage
Schools
students
individual
disabilities. They also develop new

ways in providing academic, physical
and social interactions to their pupils.
The
Research
and
Development
Division is set on identifying ways that

technology and equipment can improve
the
young
independence.
Figure 1.135 The Research and Development Division is

responsible for the majority of the schools specialized
equipment
122
peoples
mobility
and

2008123005
Chapter 1.4
1.4.1
12/9/2014
Summary of Findings and Analysis
Presentation of Collected Data

The Philippines has a
92.1
million
household
population, among those 1,443

thousand
persons
or
1.57
percent had disability, based

on
the
2010
Census
of
Population and Housing (2010

CPH). The recorded figure of
persons with disability (PWD)
in the 2000 CPH was 935,551
persons,
percent
which
of
was
the
1.23
household
population.
Region IV-A had the
Figure 1.136 Household population and Persons with Disability by
Region: Philippines, 2010
highest number of PWD at 193
thousand. Next was the National Capital Region (NCR) with 167 thousand PWD. While the
Cordillera Administrative Region (CAR), had the lowest number of PWD at 26 thousand.
There are ten regions which had a proportion of PWD higher than the national figure. These
were Region VI (1.95 percent), Region IVB and Region V (both 1.85 percent each), Region VIII
(1.75 percent), Region II (1.72 percent), Region I (1.64 percent), CAR (1.63 percent), Region XI and
Region VII (both 1.60 percent each), and CARAGA (1.58 percent).
Among the
recorded
PWD
population
in
Philippines
largest
group
the
the
of
PWDs were in the

Figure 1.137 Household Population with Disability by Broad Age Group and Sex:
Philippines, 2010
123

2008123005
12/9/2014
5-19 age group. Persons with disability were more likely to be in the ages 5 to 19 years and 45 to 64
years. By five-year age group, among the household population with disability, children aged 10 to 14
years comprised the largest age group (7.2 percent). This was followed by those in the age groups 15
to 19 years (6.9 percent), 5 to 9 years (6.7 percent), and 50 to 54 years (6.6 percent).
Enrollment figures show that the
majority of Primary school enrollees are
from Region 6 the Western Visayas Region,
followed by Region 4-A then Region 3.
While majority of the Secondary school
enrollees come from Region 3, followed by
Regions 1 and 12. Yet these numbers also
cover that of intellectual disability, Autism,
Figure 1.139 SPED Early Enrolment in Government
Elementary Schools (S.Y. 2012-13)
Serious Emotional Disturbance and Special

Health Problems. This proponent is limited
to those of phyisical disabilities like Visual
Impairement,
Deaf,
Speech/
Language
Impairement, Othopedic Impairement and

including
those
who
have
Multiple
Disabilities. Recounting all of these factors

we have come up with Region 6, 3, 5, and
4-A having the most number of enrolless
fro the Primary schools. While Regions 3,
12, 1 and NCR having the most enrolless for
Figure 1.138 Enrolment of CWD's in public secondary
the Secondary schools.
schools (S.Y. 2011-12)
The interviews with the SPED schools have given us data that supports the proposals
integrity. Most, if not all of the SPED specific schools are found in the Metro area. CWD students
hailing from far off regions have to travel to the Metro just to avail proper SPED, but even so there is
only a limited number of slots for them. This means that the CWDs in the Metro are very fortunate
and at the same time this does not bode well for the indegent students who are far away to have such
priveleged educational opportunites.
124

2008123005
1.4.2
12/9/2014
Need Analysis
The data states that majority of the disabled children of primary and secodary schooling age.
The majority of these population are found in the Luzon area of the Philippines, specifically Region
3, 4-A, and NCR. The population in the NCR have no dificculties in finding adequete special
education, the majority of these special educational facilities are found here, each facility is
specialized and caters to a specific disability. The problem rises for the Region 3, 4-A and other
subsequent CWD residents from other neighbouring provinces.
The interviews and case studies have revealed that all of these SPED Schools have in-campus
residentials or dormitories for those students that are far from the vicinity of the school. In one
interview there were students hailing from far off regions like Benguet, Albay, and Dumaguete.
Clearly these SPED Schools are regarded as the best if students are coming in from far flung Regions
in the country, on the other hand this poses a serious problem, if students are coming in from distant
areas then are there no comprehensive specialized educational facility in their immediate area to serve
their academic needs?
SPED is now a thing that is fast spreading though the schools in the country, yet these
schools, though offer SPED, are not specialized enough to provide their special students the right
atmosphere and facilities in promoting their young minds. Much of these specialized facilities are
found in the NCR, and even then most of these SPED specialized schools still lack a more specialized
type of facility that foreign Specialized Schools have, like those in Treloars School and Chailey
Heritage School in the UK.
125

2008123005
Chapter 1.5
12/9/2014
Conclusions and Recomendations
In conclusion, with all the gathered data from interviews and case studies both local and
foreign, I have deduced that SPED is now spreading throughout the schools but not enough for
them to provide adequete academic needs for CWDs. Clearly the NCR has the most SPED
facilities capable enough in providing the necessary special attention and care needed for these
children. This bodes well for the affected populus in the NCR but what about the rest in the
country?
Though the facilities in the NCR are of DepEd recognized and follow there standards, they
are far from what foreign institutions have developed like those in the UK. SPED in the country
still needs more specialized solutions in order to provide the CWDs a better chance in attaining
education and other skills necessary for them to proceed further in their life.
Another problem is that these
specialized schools are scattered all across
the NCR. Though they specialized in very
distinct disabilities and cater to their needs
this has both positive and negative effect
on the children. The history of SPED in
the Philippines started with one school
catering to both the deaf and blind, as it
grew they separated to cater to individual
Figure 1.140 Advantages and Disadvantages of SPED
impairements.
With that said I recommend an integrated SPED institution that would cater to the physical
impairements in a specific fashion as such that it would foster commoraderie and a common
culture not only to their peers with similar disabilities but also to others who have the same lot as
them. This would help build peer communication to the community as well as boost their selfesteem by socializing with other individuals tha both share their impairements and know from
firsthand what they feel.
126

2008123005
12/9/2014
RESEARCH FOCUS
Chapter 2.1
Rationale
Developing spaces intended for SPED is necessary for the advancement of CWDs, it is
through this that they gain the necessary knowledge and skills that would help them be a
productive member of the society. There are only a handful of SPED schools in the country that
could house their academic endeavours, as such these SPED schools are located in urban zones
where they are near the highly dense populated areas where their immediate clients (CWDs) are
located.
This in turn creates a problem, if these centers for SPED are in these urban zones then
what about those CWDs that come from the outlying regions? These CWDs, therefore have to
travel from their native homes just to study in a SPED specialized school. Though there are now
SPED in regular schools, possibly in within their general vicinity, these schools are only a shadow
of what schools who are specifically for SPED. Regular schools do not have the same specialized
facilities that are tailored for their CWD students.
Foreign schools have taken SPED up a notch with therapy based education, this method is
now widely used in SPED schools in the UK. Physical therapy focuses on the childs ability to
move independently as possible. SPED schools here in the Philippines are leagues away from what
foreign SPED schools are doing, SPED in foreign countries have the capacity to provide more than
just basic education to their students, they also help them be more independent which is an
astonishing achievement considering their impairments.
SPED centers in the Philippines are only accessible in the Metro area, the need for an
integrated SPED center in regions where there are more CWDs are highly needed. It is for the
benefit of the children that a therapy based special education is to be implemented, using such a
method would develop the childrens independent skills to the point that they would become a
more productive member of the society.
127

2008123005
Chapter 2.2
12/9/2014
Principles and Relevance to the Project

The integration of design-built spaces for therapy based SPED use will be the
main principle in use for this thesis, coupled with design-built spaces designated
for research and development of PWD equipment and tools that would help with
their overall progress and potential in becoming a productive member of the
society.
Integration of the three physical impairments that the school will cater to
(Orthopaedic, Visual, and Hearing Disabilities) and creating a center for SPED
development for the CWDs in the area and possibly in the country. As opposed to
the SPED institutions found in the Metro, they are specific in the manner of
impairment that they cater to but at the same time they are sporadic and
isolationist. Giving theyre students minimal contact outside their fellow impaired
students, this makes the children hard to re-adapt back to society because of a
limited peer communication. Integration would not only help them develop
necessary communication skills but also they would develop a common culture
that would boost their self-esteem.
Having an integrated SPED center would be helpful towards their overall

development not only in academics but also their social skills. This integration
would also benefit from the specific facilities that it would have, some of the
children could share these facilities compared to SPED schools in the Metro being
separated but having similar facilities. Aside from this, children with multiple
disabilities would also benefit from having an integrated center for SPED, schools
in the Metro cater to multiple disabilities that other SPED schools also caters to,
rendering them redundant and forcing the parent/ guardian to choose which SPED
school to enrol their child.
128

2008123005
12/9/2014
Figure 2.1 Current Isolationistic SPED System
Figure 2.2 Ideal Centralized SPED Facility
2.2.1
Designing Spaces for Effective Learning: Educational Spaces for the 21st Century
Learning is changing in the 21st century. Technologies used in learning, such as
interactive whiteboards, personal learning environments, wireless networks and mobile
devices, plus the internet and high-quality digital learning resources and the ability to
access many of these from home and the workplace are altering the experiences and
aspirations of learners.
Increasing investment in estate and learning technologies, combined with the need
for more cost-effective space utilisation, is making it increasingly important for senior
managers and decision-makers to keep abreast of new thinking about the design of
technology-rich learning spaces. Understanding what makes an effective design is important.
The best are likely to assist all within the institution to work more productively and to
produce learners who are confident, adaptable, and independent and inspired to learn. In short
the design of our learning spaces should become a physical representation of the institution's
vision and strategy for learning responsive, inclusive, and supportive of attainment by all.
129

2008123005
12/9/2014
An educational building is an expensive long-term resource. The design of its

individual spaces needs to be:
Flexible to accommodate both current and evolving pedagogies
Future-proofed to enable space to be re-allocated and reconfigured
Bold to look beyond tried and tested technologies and pedagogies
Creative to energise and inspire learners and tutors
Supportive to develop the potential of all learners
Enterprising to make each space capable of supporting different purposes
A learning space should be able to motivate learners and promote learning as an
activity, support collaborative as well as formal practice, provide a personalised and inclusive
environment, and be flexible in the face of changing needs. The part technology plays in
achieving these aims is the focus of this guide.
Motivation
Well-designed learning spaces have a motivational effect. Learning areas infused
with natural light, for example, provide an environment that is easy and pleasurable to work
in. Wireless connectivity within a brightly lit atrium, learning caf or open-plan social area
will encourage engagement in learning, and instil a desire to continue activities beyond
timetabled classes.
Involving learners in aspects of the design is important. This signals that they can
have a measure of control over the learning environment and over their own learning. The
Stevenage Centre at North Hertfordshire College, for example, has introduced digital local
radio transmissions in learning zones within the internet caf at the request of students
accustomed to working with background sound.
Collaboration
Learners have been shown to benefit academically from social interaction with their
peers. Open-plan informal learning areas provide individualised learning environments which
also support collaborative activities, and they can often be created from previously
underutilised spaces. An example is the internet caf. In many institutions, entrance spaces
now include open-access IT areas with refreshments and informal seating. Utilisation data
have proved the worth of such areas their value lies in the way they encourage learning
through dialogue, problem solving and information sharing in the most supportive of
contexts.
130

2008123005
12/9/2014
Personalisation and inclusion

Barriers surrounding the use of IT are being re-assessed and priority given to
enabling, rather than controlling, access to learning. Technology-enabled learning will not be
achieved without cost. However, institutions in all parts of the sector are exploring the use of
password-enabled wireless local area networks (WLANs), laptop loan schemes and 24/7
access to digital resources in technology-rich learning centres and through virtual learning
environments (VLEs). Another significant trend is to adopt a more customer-focused and
permissive approach, backed up by learning space design that encourages self-regulation.
Greater maturity among IT users has been promoted by integrating IT into day-to-day
activities, installing bookable and open-access computers in previously underutilised
locations along circulation routes and in social areas, for example. Learning and information
sharing then become seen as an integral part of everyday life.
Flexible furniture and wider doorways meet the needs of a variety of learners, not
only wheelchair users. Audio-visual cues and changes in furniture layout can assist learners
navigation around a building, and help them to adjust their behaviour according to the
purpose of the space. These represent shifts in attitude that welcome and support all types of
learners and promote different ways of learning.
Flexibility
Following two decades of rapid technological change and increasing student
numbers, flexibility in the design of learning spaces has become essential. Technologies that
are as far as possible mobile and wireless will support a wider variety of pedagogic
approaches, and make those spaces more easily re-purposed. But the ultimate in flexibility
large open-plan centres in which both learning and teaching take place still presents
challenges in management of sound, heat and student activity, and a mix of formal and
informal learning spaces is still more frequently chosen.
-
131
(JISC, 2006)

2008123005
Chapter 2.3
12/9/2014
Application to the Project
SPED schools in the country are too isolationistic in their system of handling their
students. This leaves the students social skills to lag behind and causing a wider gap of socializing
with others, adding to their impairment issues. Though larger SPED schools like the Philippine
School for the Deaf has an adequate number of students to fill this gap, other schools are not so
fortunate with this matter. SPED may have been integrated into the regular schools but these
SPED classes are leagues away from what SPED specific centers are able to offer their students,
more specialized facilities and equipment.
Applying an effective design and plan that incorporates current technological
advancements with SPED will be beneficial to not only for the CWDs but also other regular
schools. By being the most advance and state of the art educational facility as a model for other
schools to follow. Hopefully through this simple innovations, the educational outlook in the
country could progress to the same state as that in foreign countries. SPED centers could progress
forward at a rate that could rival that of foreign SPED centers, such innovations are already being
implemented in these foreign countries.
Education is important, and everyone has the right to have it, no matter their lot in life is.
Some are more fortunate than others by having quality institutions within their general vicinity,
while others have to make due to what they have. By developing a centralized center in the most
needed area, we could help these CWDs to have access to quality facilities with current
technological progress at their comfort.
132

2008123005
12/9/2014
SITE IDENTIFICATION AND ANALYSIS
Chapter 3.1
3.1.1
Site Selection Process
Criteria for Site Selection

The criteria are as follows:
Region with the highest concentration of CWDs
Easily and readily accessible City in the immediate Region
A highly urbanized zone so that CWDs have easy access to other quality facilities
(e.g. Terminals and Medical Institutions)
3.1.2
PWD friendly location/ area
Is easily accessible from the main road
Adequate breathing space/ buffer space
Site Option Description
Option 1: Angeles City, Pampanga

Angeles is
a first-class
highly
urbanized city located geographically within the

province of Pampanga in the Philippines. It is
bordered by Mabalacat to the north; Mexico to
the
east; San
Fernando to
the
southeast; Bacolor to the south; and Porac to the

southwest and west. The city administers itself
autonomously from Pampanga and, as of the
2010 census, it has a population of 326,336.
Figure 3.1 Angles, Pampanga
133

2008123005
12/9/2014
Under the Kppen climate classification

system, Angeles City features a tropical savannah
climate that borders on a tropical monsoon climate
(Kppen climate classification Aw/Am). Angeles City
experiences two distinct seasons: a dry season from
November through April, with a wet season from May
through October. From 1953 to 1991, the mean daily
Figure 3.2Population Census
low was 73.6 F and the mean daily high was 88.1 F,
with June being warmest and January and February being the coolest. The average
annual rainfall is 78.39 inches. Typhoons tend to approach from the east during the
summer and fall.
Option 2: Dasmarias City, Cavite

Dasmarias, officially the City of
Dasmarias is the largest city, both in terms of
area and population in the province of Cavite,
Philippines. It is located approximately 27
kilometres (17 mi.) south of Manila. As of 2010,
Dasmarias is now the largest component city
and the 12th largest city in the country in terms
of population with 575,817 people. It is
classified as "first-class" city in terms of income
classification and has a land area of 90.1 square
kilometers (34.8 sq. mi).
Figure 3.3 Dasmarias, Cavite
The growing congestion and outward
urban expansion of the Metropolitan Manila Area has set up a favourable atmosphere
for the development of the city. This inevitable growth is manifested by the influx of
industries, presence of large educational and health institutions, and the growing
number of subdivisions elevating its economy.
134

2008123005
12/9/2014
Dasmarias has the largest population in the entire

province with over 575,000 people living within its borders.
The city has 75 barangays, has more than 170 subdivisions
and the biggest resettlement area in the Philippines, the
Dasmarias Bagong Bayan (DBB).
Figure 3.4 Population Census
Option 3: Malolos City, Bulacan

Malolos is a first class urban component
city in the Republic of the Philippines. Malolos
is considered as the 115th city in the country. It
is the capital city of the province of Bulacan as
the seat of the provincial government.
The city is 45 kilometres (28 mi.) north
of Manila, the capital city of the Philippines. It
is one of the major suburbs conurbated to Metro
Manila, situated in the southwestern part of
Bulacan, in the Central Luzon Region (Region
Figure 3.5 Malolos City, Bulacan
3) in the island of Luzon and part of the Metro
Luzon Urban Beltway Super Region. Bordering Malolos are the municipalities of
Bulakan (the former capital of the province) to the southeast, Guiguinto to the east,
Plaridel to the north, Calumpit to the northwest, and Paombong to the west. Malolos also
lies on the north-eastern shore of Manila Bay.
It has several universities like the government-funded Bulacan State University,
and privately owned Centro Escolar University at Malolos and the only Catholic
University in Bulacan, University of Regina Carmeli, now known as "La Consolacion
University-Philippines". Malolos also houses the most populous high school in Central
Luzon, Marcelo H. Del Pilar National high school, founded in 1905.
135

2008123005
3.1.3
12/9/2014
Site Selection and Justification
Figure 3.6 Central Luzon
The site selected is in Angeles City, Pampanga. Reason being is that it falls under the
site criteria and compared to Malolos City in Bulacan, is more accessible throughout the
whole region. Angeles City also has a number of welfare groups and NGOs that could help
with the proposals goal in providing a center for SPED development. Some of these are:
The Philippine Children's Fund of America is an American charity dedicated to

provide educational, medical, health and nutritional programs to needy children while
addressing community empowerment through the provision of training and livelihood
opportunities to many Filipino families.
Bahay Bata Center is a project launched by the Clark Centennial Rotary in 2001. It is
an institution that seeks to uplift the welfare of the said children, placing them in a
safe and caring environment and giving them all the basic necessities of life like
education, psychological support and spiritual guidance.
136

2008123005
12/9/2014
Women's organizations include Women's Legal Bureau, Ing Makababaying Aksyon

Foundation, the Nagkakaisang Kababaihan ng Angeles City Multi-Purpose
Cooperative (NKAC or United Women of Angeles City Multi-Purpose Cooperative)
and the Women's Health Care Foundation (WEDPRO), which actively sponsors a
clinic in the city.
Angeles City ranked 15th in a survey by MoneySense Magazine as one of the "Best
Places to Live in the Philippines" in its MarchApril 2008 issue. In August 2007, the greater
metropolitan area centered on Angeles, called Metro Angeles, which includes San Fernando,
Mabalacat, Porac, and Bacolor, was also mentioned as one of the 12 Metropolitan Areas in
the Philippines by the National Economic and Development Authority (NEDA) and named as
one of the six region-based metropolitan areas with relatively high GDP rates, with Metro
Angeles garnering 8.5%. Making Angeles City an ideal location set up a SPED center with it
being highly urbanized and has access to quality services but at the same time not overly
populated like the metro cities are.
Angeles City is a leading center for education and higher learning in and out of the
region. Its tertiary schools are among the top performing universities in the country. Its
primary, secondary, trade and technical schools are adequately provided by the government
and the private sector. Relatively high income and the availability of these learning facilities
produce a huge stock of skilled manpower.
137

2008123005
Chapter 3.2
3.2.1
12/9/2014
Site Evaluation and Analysis
The Macro Setting
Figure 3.7 Angeles City Main Road Map
The site is situated in the barrios of Pandan and Tabon, City of Angeles, Pampanga.
It is bounded by the Pandan National Road by its northwest side, by subdivision lots on it
south, southwest and southeast sides. This site was aptly selected because primarily because
of its location in the region itself, Angeles City is situated in the most accessible area of the
entire region. The Clark International Airport and a number of terminals are situated all
around the city as well as the North Luzon Express Highway, Subic-Clark-Tarlac Express
way, and the McArthur Highway running across the city.
Traffic congestion is on the other side of the fence progress. As a regional urban
center and a regional transportation hub, Angeles Citys hinterland includes the Metro Clark
Area, the entire Central Luzon, including the Northern Luzon regions. Thus, most if not all
its major thoroughfares such as the MacArthur highway, Angeles-Porac Road, MagalangAngeles Road, and the CBD roads have been experiencing severe traffic congestion.
This condition impacts on productivity and increases the cost of doing
business in the city. While independent studies have shown that Angeles City is among the
most competitive cities in the country, these competitive advantages can be easily masked by
a severe drop in the level of service provided by these roads.
138

2008123005
12/9/2014
In order to address this concern on access, the city, including the national government
implemented various interventions which include but not limited to road widening and
upgrading, installation of traffic lights, traffic management, traffic law enforcement and strict
implementation of land use management measures and zoning.
Figure 3.8 Panda, Angeles City
Pandan Barrio being largely a residential area is an ideal location for the proposal.
The site is also near the East Bound Terminal which makes it more accessible, while a little
ways north of the site is the Marquee Mall with its own PUV terminal, Angeles City Hall, and
the Angeles Toll Barrier.
With eaigthy-one (81) pioneers that established residence in the area, it has grown to
a blooming number of the total population is 17,895 projection 2011, Thus, Pandan plants
with aromatic and exotic scent become a barrio, so improving and proud to be one of the
thirty three (33) Barangays of the City of Angeles. It got its name from the plant wich is
called Pandan, this plant until now is being used as a flavor in some delicacies and in rice
cooking.
Barangay Pandan is located in the Eastern part of Angeles City, bounded on the
Northeast by Abacan river, Southwest by Barangay Mining and Salapungan, Southeast by
Barangay Tabun, Northwest by Barangay Balibago and Abacan River. The Distance from
139

2008123005
12/9/2014
Barangay Poblacion or Cuty Proper is 2.5 kilometers. The means of transportation from the
Barangay to the City are tricycles, jeepneys and mini-bus.
Pandan Demographic Profile:
Total Population 17,895
Households 3,178
Schools (Public / Private):
Daycare Center:
Orchids Day Care Center
San Ignacio Day Care Center
Holy Spirit II Day Care Center
Elementary School:
Pandan Elementary School
San Ignacio Pandan Elementary School
High School School:
Francisco G. Nepomuceno Memorial High School
Private Schools:
Brightwoods Learning Center
Shekinah Learning Center
Heath's Montessori
Health Service Centers:

Hospital:
St. Catherine
Barangay Health Center:
Cutcut Health Center
140

2008123005
12/9/2014
Environment
Total Land Area 167 hectares
Angeles City has a natural drainage provided by the Abacan River and the various
creeks that are evenly distributed around the city. Since its general soil type is sandy, it has a
very good internal drainage or the capability to absorb surface water compared to clay. But
since the citys built-up areas are already fully paved, surface run-off goes directly to the
drainage canals, and into the creeks and rivers.
Unfortunately, the capacity of the existing drainage and flood-water canals is no
longer enough to accommodate the peak flow. Thus, localized flooding during rainy season
or after a heavy downpour becomes ordinary. The increasing occurrence of high intensity,
short duration rainfall brought by climate change and global warming phenomenon
exacerbates this problem. This
concern should be acted upon in the climate change
adaptation agenda of the city.

The Abacan River as well as the different creeks in the city are susceptible to erosion
and riverbank failure due to the absence of slope protection and river training works.
Settlement and built-up areas along and near these areas are in the constant threat of erosion.
In view of such, the comprehensive development of Abacan River and its tributaries into a
linear park with mix use (e.g. park, highway, commercial) components must be prioritized.
Because of the recent developments in Central Luzon and in the Metropolitan Clark
Area, Angeles City easily became one of the favorite destinations of the informal settlers.
Informal settlers are predominantly found in the PNR right of way but have also occupied
some portions of the bank of Abacan River. Consistent with the provisions of the Urban
Development and Housing Act (UDHA) otherwise known as the Lina Law, the city must
prioritize the implementation of mass housing to address this concern.
141

2008123005
12/9/2014
The Pandan growth center is located in the eastern part of Angeles City near its
boundary with Mexico, Pampanga.
Barangay Mining, Pampang, Tabun, and Capaya
comprise this growth node. Huge residential subdivision complex are found in the area such
as the Metrogate subdivision, St. Ignatius subdivision, and Angeles Citicenter subdivision.
The main access is primarily provided by the Angeles-Magalang road, and in part by
Magalang Avenue. Roads collecting traffic from the different parts of the growth center to
the main road include Dominic main road, Mining-Tabun road, Pandan-Tabun road, and
several other service roads that form T-intersection with Angeles-Magalang road.
Pandan and Tabun are already heavily built except those areas along Abacan River.
Vacant lots within the existing built-up and vacant PUDs are prevalent in Mining and
Capaya. However, large tracts of agricultural lands can still be found in this barangays along
the Abacan River.
Figure 3.9 Pandan Growth Center
Presently, the level of service provided by the Angeles-Magalang road is low especially
during rush hours when people go to office or school in the morning or when they come back
home in the afternoon. The situation further worsens especially during rainy season when
some portions of the main road are flooded due to drainage problem. Because of proximity to
the CBD area, and availability of lands for urban expansion, this growth center is expected to
expand within the short and medium term periods.
142

2008123005
12/9/2014
The following urban activities should be encouraged in the area.

a)
Light and Medium Industries Non-pollutive industries may still be allowed in the
fringes of this growth center along the citys border with Mexico where vast tracts of
agricultural lands are still available.
b)
Sub-urban and Planned Unit Development (PUD) Estates Residential and
commercial mix used PUDs are ideal in this area.

c)
Medium to High Rise Residential Estates Condominiums, PUDs can be encouraged
to locate in this area.

d)
Rest, Recreation, and Convention Area The city government is planning to develop
a rest, recreation, and convention complex in Barangay Mining within the short term. This
investment is expected to catalyse settlement to further develop in the area.
e)
Institutional Zone Schools, place of worship, and other institutional facilities should
also be encouraged in the area.

f)
General Residential Zone The area will also serve as a general residential area with
commercial and mix-use activities along major roads.

g)
Agriculture, Food, and High Value Crop Production Area Full urbanization does
not happen overnight. Thus, the areas existing agricultural lands will be protected from
irrational conversion, land banking, and speculation, and the same will be devoted to food
and high value crop production until such time that their highest and best uses are no longer
agriculture.
143

2008123005
3.2.2
12/9/2014
The Micro Setting
The principal wind regimes affecting the area are the

north wind flow from January and February, the southwest
wind flow from June to September, and the trade winds. The
annual prevailing wind in the area is southeast and in the east
and west part.
Figure 3.10 Wind Path Analysis
Sun path analysis that flows in

the 12 months of the year. It shows the
highest point at which the sun is at the
month of June and the lowest point in
the month of December.
Figure 3.11 Sun Path Analysis
144

2008123005
12/9/2014
Figure 3.12 Traffic Path Analysis
- Vehicles going to Angeles City Proper

- Vehicles going to Marquee Mall and terminal, Angeles City Hall, and
NLEX Angeles Exit via Magalang exit tollgate
- PUV Terminal
- Heavy Noise
- Minimal Noise
The heavy noise comes from the Pandan

National Road and the Nearby East Bound
Terminal. The minimal noise comes from the
surrounding residential area to the south and
southeast location of the site.
Figure 3.13 Noise Analysis
145

2008123005
3.2.3
12/9/2014
Related Laws and Ordinances

Since the site is in Angeles Pampanga, then it would fall on its jurisdiction and
adhere to any and all laws and ordinances the city or province would deem to uphold. Such
laws and ordinances are the following:
-
Ordinance No. 317, Series 2012 :AN ORDINANCE ADOPTING THE REVISED
ZONING ORDINANCE OF ANGELES CITY
1987 Constitution
o
Article III, Section 6.
The use of property bears a social function and all
economic agents shall contribute to the common good. Individuals and private
groups, including corporations, cooperatives and similar collective organizations,
shall have the right to own, establish and operate economic enterprises subject to
the duty of the state to promote distributive justice and to intervene when the
common good demands.
o
Article XIII, Section 1.
The Congress shall give highest priority to the
enactment of measures that protect and enhance the right of all the people to
human dignity, reduce social and economic inequalities to this end, the state
shall regulate the acquisition, ownership, use and disposition of property and its
increments.
-
Section 20 of RA 7160 a.k.a. The New Local Government Code

Reclassification of Lands.
A city or municipality may, through an ordinance
passed by the Sanggunian after conducting public hearings for the purpose, authorize the
reclassification of agricultural lands or provide for the manner of their utilization or
disposition in the following cases:
o
when the land ceases to be economically feasible and sound for agricultural
purposes as determined by the Department of Agriculture (DA); and,
where the land shall have substantially greater economic value for residential,
commercial or industrial purposes, as determined by the Sanggunian concerned,
provided that such reclassification shall be limited to the following percentage of
the total agricultural land area at the time of the passage of the ordinance:
for highly urbanized and independent component cities = 15 percent;
146

2008123005
12/9/2014
for component cities and first to third class municipalities = ten percent;
for fourth to sixth class municipalities = five percent, provided further,

that agricultural lands distributed to agrarian reform beneficiaries
pursuant to RA No. 6657 otherwise known as the Comprehensive
Agrarian Reform Law, shall not be affected by the said reclassification
and the conversion of such lands into other purposes shall be governed
by Section 65 of said Act.
the President may, when public interest so requires and such upon
recommendation of the National Economic and Development Authority
(NEDA), authorize a city or municipality to reclassify lands in excess of
the limits set in the next preceding paragraph; and,
the Local Government Units shall, in conformity with existing laws,

continue to prepare their respective comprehensive land use plans
enacted through zoning ordinances, which shall be the primary and
dominant bases for the future use of land resources, and the industrial
expansion shall be taken into consideration in the preparation of such
plans.
Chapter 3, Article 3, Section 458.2 (VIII-X) RA 7160

The Sangguniang Panlungsod as the legislative body of the city shall (VII)
Adopt a Comprehensive Land Use Plan, provided, that the formulation, adoption or
modification of said plan shall be in coordination with the approved Provincial
Comprehensive Land Use Plan; (VIII) Reclassify land within the jurisdiction of the city,
subject to the pertinent provisions of this code; (IX) Enact integrated zoning ordinance in
consonance with the approved Comprehensive Land Use Plan, subject to existing laws,
rules and regulations establish fire limits or zone, particularly in populous center and
regulate construction, repair or modification of building within said fire limits or zones in
accordance with the provisions of the fire code; and (X) Subject to national law, process
and approve subdivision plans for residential, commercial, or industrial purposes and
other development purposes, and to collect processing fees and other
charges, the
proceeds of which shall accrue entirely to the city. Provided, however, that where
approval of a national agency or office is required, said approval shall not be withheld for
147

2008123005
12/9/2014
more than 30 days from receipt of the application. Failure to act on the application
within the period stated above shall be deemed as approval thereof.
o
PD 1396 (Amending PD 933) Creating the Ministry of Human Settlements,

Renaming the Human Settlement Commission as the Settlements Regulatory
Commission
It is hereby the policy of the government to foster the growth and renewal of
our communities, both rural and urban, in an integrative manner that promotes
optimum land use, adequate shelter, environmental protection, utilization of
appropriate technology and rational independence among self-reliant communities.
-
Letter of Instruction No. 729

Municipalities shall submit their land use plans, enforcement system and
implementing guidelines, including zoning ordinance to the Ministry of Human
Settlements through the HLURB for review and ratification.
Section 5, Executive Order 648

Reorganization of the Human Settlements Regulatory Commission. The HLURB shall:
o
promulgate zoning and other land use control standards and guidelines, which
shall govern land use plans and zoning ordinance of local governments;
review, evaluate and approve or disapprove comprehensive land use development

plans and zoning ordinance of local governments; and,
issues rules and regulations to enforce the land use policies on human settlements
as provided for in various Presidential Decrees and Letters of Instructions,
namely:
PD No. 399 Limiting the Use of a Strip on One Thousand Meters of

Land Along Any Existing, Proposed or On-going Public Highway or
Road, Until the Government Shall Have a Competent Study and Have
Formulated a Comprehensive and Integrated Land Use and Development
Plan
PD No. 1216 Defining Open Space in Residential Subdivision and

Amending Section 31 of PD No. 957 Requiring Subdivision Owners to
Provide Roads, Alleys, Sidewalks and to Reserve Open for Parks and
Recreational Use
148

2008123005
PD No. 957
12/9/2014
Regulating the Sale of Subdivision Lots and
Condominiums, Providing Penalties for Violators Thereof
PD No. 1344 Empowering the National Housing Authority to Issue

Writ of Execution in the Enforcement of Its Decisions Under PD 957
PD No. 815 Amending Section 4 of PD 583- Prescribing Penalties for

the Unlawful Ejectment, Exclusion or Removal of Tenant-Farmers from
Their Farm holding
PD No. 933 Creating the Human Settlements Commission
LOI No. 713 Regulating the construction for residential, industrial or

non-agricultural purposes on agricultural land by the Department of
Human Settlements and Environmental Management
PD 933 and EO 648 as Amended by EO 90

Empowering the HLURB to review and to approve or disapprove land use plans and
of cities and municipalities.
The aforesaid laws likewise authorizes the HLURB to prescribe the standards and
guidelines governing the preparation of land use plans, to monitor the implementation of
such plans and to adjudicate and settle the disputes among LGUs over their land use
plans and zoning programs.
Executive Order 72
This provided for the preparation and implementation of the Comprehensive Land
Use Plan of LGUs pursuant to the Local Government Code of 1991 and other pertinent
laws.
149

2008123005
Chapter 3.3
3.3.1
12/9/2014
Site Development
Site Analysis
Figure 3.14 Site Location
The site is located at Pandan cor. Don Mariano St., Barangay Pandan, Angeles City.
It is owned by the MMC Angeles Development Corporation. The lot area is about 20,500
sq.m, it is trapezoidal in shape with one corner fronting the Pandan Main Road and serves as
the only possible access to the site.
The site is surrounded by residential housing to its south and southeast side, while its
front end, the only possible access point in the site, is facing the Pandan National Road. A
PUV terminal a little ways north of the site provides eases of access to the area. As well as its
location being close to the NLEX Angeles Exit makes it easy for regionally displaced
students to have access on the site.
150

2008123005
3.3.2
12/9/2014
Proposed Site Development Plan
Option A:
Legend:
Figure 3.15 Site Development
Figure 3.16 Massing
151
Admin. Bldg.
Dormitory
School
Parking
Service Area

2008123005
12/9/2014
Option B:
Legend:
Figure 3.17 Site Development
Figure 3.18 Massing
152
Admin. Bldg.
Dormitory
School
Parking
Service Area

2008123005
12/9/2014
BIBLIOGRAPHY
Chailey Heritage Foundation. (2014, November 23). What we do: Chailey Heritage School. Retrieved
from Chailey Heritage School: Pursuing Potential: http://www.chs.org.uk/
Development Dialouge Team. (2002). Schools for All: Including Disabled Children in Education.
London: Save the Children.
Edgardo F. Garcia, M. (2014). Persons with Disablities: Status in the Philippines. Deafblind Support
Philippines.
JISC. (2006). Designing Spaces for Effective Learning. Bristol: JISC Development Group.
Josef Yap, C. R. (2008). Preliminary Results of the Survey on Persons with Disabilities (PWDs)
Conducted in Selected Metro Manila Cities. Millenium Development Goals.
Juan Miguel Tolentino, C.-A. L. (Director). (2014). More than a School but a Home PNSB [Motion
Picture].
Luistro, A. (2012). The State of Basic Education: Graining Ground. Retrieved from slideshare.net:
http://www.slideshare.net/arangkadaph/state-of-education-in-the-philippines-2012
Lynch, J. (1994, December). Provision for Children with Special Educational Needs in the Asia
Region. D.C., Washington, United States of America.
MCCID College of Technology. (2012). List of SPED Centers: Government Special Schools.
Retrieved from NCDA website: http://www.ncda.gov.ph/list-of-sped-centers/governmentspecial-schools/
Oteyza, K. C. (2012). Economic Issue of the Day. In K. C. Oteyza, Enhanced K to 12 Basic
Education Program: Opportunities and Challenges. Makati City: Philippine Institue for
Development Studies.
Republic of the Philippines. (2013). BP 344: Accessability Law IRR. Quezon City: Republic of the
Philippines.
Treloar Trust. (2014, November 22). About Us: Treloar's Enabling Education. Retrieved from
Treloar's Enabiling Education Website: http://www.treloar.org.uk/
153

Ramilla Thesis

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

Ramilla Thesis

Caricato da

Copyright:

Formati disponibili

MAPUA INSTITUTE OF TECHNOLOGY

School of Architecture, Industrial Design, and Built Environment

Proposed Integrated SPED

Proposed Integrated SPED Primary and Secondary School

The Problem and Its Background .......................................................................................... 4

General Overview ....................................................................................................... 4

Background of Study .................................................................................................. 5

Statement of the Problem ........................................................................................... 5

Goals and Objectives .................................................................................................. 5

Significance of the Study............................................................................................ 6

Scope and Limitations ................................................................................................ 6

Conceptual Framework .............................................................................................. 7

Definition of Terms .................................................................................................... 7

Review of Related Literature and Studies .................................................................. 8

Special Education and Special Schools ...................................................................... 8

Research Methodology ............................................................................................. 75

NOH - School for the Crippled Children.................................................................. 78

Philippine School for the Deaf ................................................................................. 85

Proposed Integrated SPED Primary and Secondary School

Case Study: Local ..................................................................................................... 90

Case Study: Foreign ............................................................................................... 107

Summary of Findings and Analysis........................................................................ 123

Presentation of Collected Data ............................................................................... 123

Need Analysis ......................................................................................................... 125

Conclusions and Recomendations .......................................................................... 126

Research Focus .................................................................................................................... 127

Rationale ................................................................................................................. 127

Principles and Relevance to the Project ................................................................. 128

Application to the Project ....................................................................................... 132

Site Identification and Analysis.......................................................................................... 133

Site Selection Process ............................................................................................. 133

Criteria for Site Selection ....................................................................................... 133

Site Option Description .......................................................................................... 133

Site Selection and Justification ............................................................................... 136

Site Evaluation and Analysis .................................................................................. 138

The Macro Setting .................................................................................................. 138

The Micro Setting ................................................................................................... 144

Related Laws and Ordinances ................................................................................ 146

Site Development ................................................................................................... 150

Proposed Integrated SPED Primary and Secondary School

Proposed Site Development Plan ........................................................................... 151

Bibliography ........................................................................................................................ 153

Proposed Integrated SPED Primary and Secondary School

THE PROBLEM AND ITS BACKGROUND

way to say these things, but it is the truth.

Proposed Integrated SPED Primary and Secondary School

Statement of the Problem

Goals and Objectives

Define design-built spaces that would be cohesive to both the academic

Investigate on the complications and problems that physically disabled

Investigate on means and methods of Special Education for the physically

Investigate on Special Education methods that are used towards the

Proposed Integrated SPED Primary and Secondary School

Significance of the Study

Scope and Limitations

Proposed Integrated SPED Primary and Secondary School

1.1.10 Definition of Terms

Persons with physical disabilities (e.g. blind, deaf, vertically

Children with Disabilities

Persons with Disabilities

National Statistics Office

World Health Organization

Proposed Integrated SPED Primary and Secondary School

Review of Related Literature and Studies