Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Presented by
De Vera, Kris Ann Figuera
2006141506
December 2014
Abstract
In recent years, we have witnessed rapid social and cultural changes, phenomenal
advances in communication and information technologies within schools. These factors have
contributed to shape the teaching and operating cultures of schools and created shifts in our
expectations of the physical learning environment. These miniature revolutions have given rise to
an urgent need for a new generation of facilities to cater for 21st century teaching and learning
needs.
The Philippine School for the Deaf (PSD), formerly known as the School for the Deaf and
the Blind (SDB) has become the pioneer institution for the handicapped in the country and to its
Asian neighbors. It provides venues that allow its students to become morally upright, globally
competitive and responsive to the demands of a technologically-advancing world. Conquering
hundred years of the schools existence, several architectural problems arise: poor accessibility
due to spatial design, lack of emergency devices that promotes safety, classroom design and low
capacity to accommodate numbers of deaf and blind students.
Therefore, the project is to design a new School for the Deaf and Blind as supported by
the government and sponsored by the Hong Kong Shanghai Banking Corporation that would
benefit children with vision and hearing impairments.
Introduction
According to the World Federation of the Deaf (WFD), approximately 66 percent of Deaf
people live in developing countries, where authorities are rarely familiar with their needs and
where very few Deaf children have access to employment and education. Only about 10 percent
of the world's Deaf population receives any education at all, and only one percent receives this
education in sign language - even though the majority of Deaf people worldwide use sign
language in their daily lives. Reflecting this educational disadvantage, unemployment rates are
extremely high in the Deaf community. Many nations even deny basic civil rights to their Deaf
and hard of hearing citizens (i.e., driving, voting, employment options).
Children with disabilities in general and visual disabilities in particular have very lowest
education outcomes. World report on disability by the WHO and WB 2011 reaffirms the fact that
less than 10% children with disabilities in general and visual disabilities in particular have access
to quality education. Attitudinal, institutional, structural, informational, technological barriers
coupled with lack of support systems in the regular schools in order to address the specific needs
of children with visual disabilities have significantly contributed in deprivation of right to education
of children with visual disabilities in the world.
One hundred years ago, the Philippine School for the Deaf (PSD), formerly known as the
School for the Deaf and the Blind (SDB) was established in a small rented house in Manila. Since
then, the school has become the pioneer institution for the handicapped in the country and to its
Asian neighbors.
In June 1923, PSD transferred to a large two-storey and semi-concrete structure on a lot
donated by an anonymous American lady along F.B. Harrison Boulevard in Ermita (the present
site), Manila. Since then, a number of buildings had been constructed for the diverse educational
programs and services of children with hearing impairment in the country. Starting with only
three pupils, PSD now boasts of 634 students coming from the different parts of the country.
Children with hearing impairment who are diagnosed at an early age are given the
opportunity for an intensive individualized education plan (IEP) which will equip them with the
skills for formal education, and provide them with the self-help skills needed for daily living.
These skills are carried to further programs, therefore, increasing their chances for being
functional members of society.
The school prides itself with the philosophy that a hearing impaired child has a
communication problem but needs to be educated as an integral part of the learning world rather
that apart from it. Hence, the school provides basic technology like numerous assistive listening
devices and other aids for the unique needs of children with hearing impairment.
In line with the schools vision to be the premier service provider for children with hearing
impairment in the country, PSD provides venues that allow its students to become morally
upright, globally competitive and responsive to the demands of a technologically-advancing world
and ensure their integration in the mainstream.
The primary purpose of this study is to determine the physical learning environment of
the Philippine School for the Deaf and Blind and be able to provide a technology-based design.
1. What are the necessary spaces required in designing a learning environment for the
deaf and blind?
2. How can the physical environment of the facilities be a contributive factor to the
students learning process?
3. What are learning environment problems present in the school that needs to be
provided with solutions and improvements?
4. Which learning environment they prefer most, traditional or technology-based?
5. What are the improvements and innovations that can be applied to the design of a
technology-based learning environment?
The primary goal of this project is to provide children with vision and hearing impairment
a technology-based design of learning environment.
It aims to analyze the childrens general condition and their present physical learning
environment, and identify technological advancements or innovations that help in creating a
disabled-friendly environment which promotes accessibility, safety, and security.
School for the Deaf and Blind should be a learning environment which encourages
the development of students' strengths and empowers them to become participating members of
the community within the context of their own level of independence.
This will eventually lead to systematic space planning and innovative design of a
School for the Deaf and Blind. Computer technologies may provide improved learning
environments for many students. Creating supportive learning environments for all students is as
important as accessibility standards. Other technological approaches should be examined that can
make learning appropriate for each studentthose with and without disabilities. The accessibility,
security and safety are the important factors in careful planning of instructional and social spaces
towards an excellent and diverse education for the disabled particularly the main subject of this
studythe deaf and the blind.
The study will help provide a good conceptualization and design of technology-based
learning environment for children with vision and hearing impairment improving the standards
and quality of education. This will also serve as a basis for researchers of how traditional learning
approaches differ from technology-enhanced approaches on their impacts and contribution to the
learning process.
The scope of the study will cover the present learning condition of the separated
Philippine School for the Deaf and Philippine School for the Blind, formerly known as one, the
School for the Deaf and the Blind (SDB) located at F.B. Harrison Boulevard in Ermita, Manila.
Assumptions
Theoretical Framework
Still, many students consider traditional classrooms a more efficient way of learning and
improving social skills.
The learning atmosphere of the traditional classroom helps them to stay focused and
keeps them motivated; unlike virtual classrooms, where procrastination can become a common
attitude, traditional classrooms preserve a feeling of now and here all through the learning
process.
According to Dalton and Hannafin (1988), the highest achievement by students occurs
when both traditional and technology-based approaches are used in ways that complement each
other.
Definition of Terms
Vision impairment (or "visual impairment") is vision loss (of a person) to such a degree as to
qualify as an additional support need through a significant limitation of visual capability resulting
from either disease, trauma, or congenital or degenerative conditions that cannot be corrected by
conventional means, such as refractive correction, medication, or surgery.
Hearing impairment or hard of hearing or deafness refers to conditions in which individuals are
fully or partially unable to detect or perceive at least some frequencies of sound which can
typically be heard by most people.
Acronyms
PNSB
PNSD
Web-based
technology
has
noticeably
transformed
the
learning
and
teaching
environment. Proponents of online learning have seen that it can be effective in potentially
eliminating barriers while providing increased convenience, flexibility, currency of material,
customized learning, and feedback over a traditional face-to-face experience (Hackbarth, 1996;
Harasim, 1990; Kiser, 1999; Matthews, 1999; Swan et al., 2000).
Computer learning environments can offer learning experiences that do the following:
The Assistive
Technology Act defines assistive technology as any item, piece of equipment, or product system,
whether acquired commercially, modified, or customized, that is used to increase, maintain, or
improve functional capabilities of individuals with disabilities ((29 U.S.C. Sec 2202(2)).
School planners should always consider ways to maintain the dignity of students with
disabilities. Exceptional children should not be separated from their peers in instructional settings
or be limited in their educational opportunities. Abend (2001) has advised that:
Accessible lab stations, computer desks, etc. should not be separated from stations for
nondisabled students, but rather integrated into the classroom arrangement so that
students may participate fully in group activities
Accessible seating in auditoriums, lecture halls, and sports arenas should not be
isolated or inconvenient or in less desirable places, so that disabled students will have the
ability to view and participate fully in the activity
The health suite should meet the wide range of medical services needed by students
with disabilities. Procedures such as changing colostomy bags, administering medication,
and providing breathing treatments may require adding a private examination room. In
addition, the health suite should not be located directly on a main traffic corridor, or
children entering and leaving the facility might feel on display.
The successful school design neither calls attention to exceptional children nor conceals
them from view.
By design I mean a systematic, planned, and reflexive colonization of time and space in the
service of an undertaking. This perspective includes not only the production of artefacts, but also
the design of social process such as organizations and instruction. (Wenger, 1998, p.228)
To support the design for learning Wenger proposes a set of four dualities that define
areas of tensions, which we need to consider in the design process: participation/reification,
designed/emergent, local/global and identification/negotiability.
Participation reification
Wengers analysis of this situation clarifies the balance between reification and
participation, attaching importance to the negotiation of meanings through either one, or both,
artefacts and people, to provide affordances to the negotiation of meaning (Wenger, 1998).
In this sense, it is necessary to be clear about this premise of learning, because the
relation between teaching and learning is not one of simple cause and effect (Wenger, 1998,
p.264). This means that teaching may have intentionality, but does not necessarily generate
learning, because learning needs to be related to proper practice that provides meaning to
students (Wenger, 1998).
Therefore, the duality of the designed and the emergent also needs to find a
balance; while design should be sufficient for providing a structure, guiding what is important in
the learning process, it is necessary to allow space for what may emerge from the structure of
practice and from the structure of identity.
Figure. Convergence of the designed and the emergent, inspired by Wenger (1998).
The concept of inclusion is likely to fit better with this duality, because, regardless of
their degree of preparation, the practices of schools will have been negotiated throughout their
existence, and inclusion is a concept that evolves from day to day. Hence, new negotiations
between school practices and the new needs arising from the practices of blind students must
take place, constantly and independently of any other practice. It is interesting to stress that the
inclusion of the same concept of inclusion should transform the practice of any school and
professional practice, as it will make visible the responsibility of universities to observe and
comply with the different laws in different countries (particularly in Costa Ricas Law 7600 (Costa
Rica, 1996)]), ensuring the effective inclusion of all persons in the society. Moreover, if the
universities fail to prepare their students for this concept, they lose important alignment with the
spirit of the law.
Figure. Duality of the local and the global, inspired by Wenger (1998).
Contrary to the power that inclusion might have on the tension between the local and
the global, the tension between identification and negotiability is what should influence the
inclusion process. This means that having the space and time to stimulate the negotiation of
identities would ease the process of inclusion.
Considering the fact that most blind students who arrive at university are likely to
have been exposed to such processes of negotiability and identification throughout their lives, the
most relevant process is probably the one related to their sighted peers. The latter have probably
had little or no contact with blindness; therefore, they have never had the opportunity to
negotiate their identities against concepts of exclusion, or they struggle with their own
perspectives on blindness.
We have a complete picture of what Wenger (1998) calls the dimensions of design and how he
uses them as his framework for designing for learning. They are summarised below:
I.2.2.1.2. Mobility
The other ability for achieving freedom is mobility, which is related to the use of
techniques to support displacement. Blake(2003) comments on techniques for walking with
human guides:
Users should hold the guides arm, just above the elbow, with their fingers on the inside
and the thumbs on the outside.
Guides should stop briefly in front of the stairs but it is not necessary to stop on each
step.
Guides never have to hold the hand of the blind person. Blind children should prefer to
hold adult guides wrist. (Blake, 2003)
Canes are of different lengths and made of different materials straight canes,
folding canes and telescoping canes depending on the needs and preferences of the user.
There are also double function canes that can be used both as white canes and as support canes.
The tips can have different shapes and materials according to the preferences of the user
("Independence Market", 2009).
Guide dogs are used as alternatives to the white cane. The dog is trained to be
aware of obstacles in the path, and this usually allows the users to move faster. Another
advantage over the white cane is that guide dogs can alert its user or owner of overhead objects,
such as branches, awnings or signals, that the white cane would not detect (Blake, 2003).
Human guides and guide dogs carry the responsibility of safe mobility, freeing the
blind user hereof. This is not the case with the white cane, though, used by the user as a way to
anticipate position, size and kind of object through the use of sensory abilities. Such interrelation
between objects, the cane and the users sensory perception entails a cognitive process in which
the user learns how to identify signals in order to make decisions regarding present conditions.
In this context, ETAs must be supplemented with two conceptual parts, one to collect
and process the information from the environment and another to inform the user. The feedback
of environment conditions could be provided by vibrating buttons in the handle, indicating the
existence and distance of an obstacle, or by complex multiple tones delivered via miniature
earphones in other models ("About RNIB", 2009).
In the environment
Other tools supporting mobility can be built directly into the environment. A basic tool
is pavements in good condition with no permanent or mobile obstructions, such as furniture or
parked cars, and which have been clearly separated from cycle lanes, streets and roads. Special
attention is required at road crossings, as these are places where blind walkers experience
increased stress, because it is difficult for them to determine when they have reached the other
side of the row; here very low guides are provided to make them feel confident that they are not
veering away from the pedestrian crossing. Audible signals on both sides of the street, signalling
traffic lights, are also helpful means of orientation; however, usually noise from the environment
limits the usefulness of such feedback ("JCMBPS", 2005).
Lines in the pavement or changes in texture are also helpful, alerting blind
pedestrians of car and bicycle crossings, even of train crossings which typically have gates only in
the right-hand side of the street and not in the left-hand side ("JCMBPS", 2005).
I.2.2.1.3. Orientation
Helpful tools for constructing spatial orientation include tactile maps which provide an
overview of an area with walking routes. Talking maps is another option; these maps provide
routes and reference points orally (Ross & Blasch, 2000).
Another way to provide orientation information could be via the use of Braille labels
on doors, street lights etc., informing blind people about the nearby surroundings; however, this
solution has an implicit access problem: the difficulties that users may experience trying to find
these labels (Ross & Blasch, 2000).
Navigation System
Any navigation system that is designed to help orientate and provide blind users with
confidence and independence needs to fulfil two goals: provide information of the location and
surroundings along the route and provide an optimal route towards a given destination
(Rajamaki, Viinikainen, Tuomisto, Sederholm, & Saamanen, 2007). In order to provide
information of the surroundings, one of the two following options is required: 1) having a short
range device in the environment, providing information about the immediate surroundings,
directly or via a receiver, or 2) having a method for locating the user globally and a source of
information about the locations on the chosen route.
I.2.2.2. DEAF SPACE AND THE VISUAL WORLD BUILDINGS THAT SPEAK: AN ELEMENTARY
SCHOOL FOR THE DEAF (Tsymbal, Karina A. 2010)
Visual Connectivity
Figure. Visual Connectivity Design Concepts. Image by author with additional photos from Google
Images and Flickr.com.
Circulation
Returning to the idea of eye-to-eye contact and the notion of personal safety,
consideration of the circulation problem when deaf people try to keep visual contact while
walking and having conversation must influence design. Blind corners could prevent visual
connection and cause danger. Rounded corners are better, though transparent corners are the
best option for the design. Obstacles in the middle of circulation paths such as columns and
barrier posts also can create danger of collision. Floor texture and ceiling texture can improve
circulation and wayfinding. Wide pathways are necessary.
Figure. Circulation Design Concepts. Image by author with additional photos from Google Images
and Flickr.com.
Collective
Sociofugal space (grid-like or linear) tends to keep people apart and suppress
communication and interaction. In the school design, many examples of sociopetal spaces are
hinted at here. Gathering/talking spaces inside and outside the school are circular or semicircular
to bring the group together. Arrangement of furniture in rooms is in circles, and even the shape
of furniture items such as tables is circular to help sociopetal interaction.
Figure. Collective Being Design Concepts. Image by author with additional photos from Google
Images and Flickr.com.
Sense of Home
Another key objective was to achieve a sense of home, to create a building that will
evoke in the students a sense of identity and belonging. The concept of small learning
communities discussed earlier is invaluable for this end.
Instead of creating one big building, breaking down the scale into smaller learning
communities is most effective. In small learning communities everyone knows each other. The
children are then more likely to interact and help each other in these cohesive groups, like a
family. In this way the sense of home comes into being.
The design of the entrances to the learning communities and main entrance was
inspired by this image. Also, many of the adjacent houses to the school site have these same
gables, and reflecting this in the school design helps associate the school with home.
The facades of the small learning communities are intentionally varied in color, form
of windows and markers, which help the children instantly identify them and develop a sense of
belonging to their learning community.
Figure. Sense of Home Design Concepts. Image by author with additional photos from Google
Images.
It provides a depiction of the school street connecting the internal entrances of the
SLCs. Here numerous deaf-friendly features are worked out, including break-out niches out of
circulation paths with texture wayfinding, broad visual connections, and inviting character.
Research Design
Conducting a case study in the existing Philippine School for the Deaf and Blind will
be the primary source of collecting data that will answer the current issues or problems of their
learning environment. To study the physical characteristics of the school building as well as the
activities and performances of children, naturalistic type of observation is to be used as to
describe it in a natural setting.
Surveys are to be used to know the students or even teachers preferences of the
type of learning environment, either traditional or technological in approach. These will also
measure their awareness of the technological advancement which can be a useful tool on their
learning process. Aside from these, interviews can also be helpful in the sense that teachers and
school heads can address their concerns about the school premises, utilities, etc.
After conducting the research, analysis of data should be provided to answer the
problems, prove the assumptions and formulate the conclusion. Results and findings are to be
presented in graphs, tables or illustrations. Photos of the school premises and facilities, both
negative and positive, are to be included also.
Acquiring enough information will help improve the design of the Philippine School for
the Deaf and Blind in a technology-based learning environment.
The respondents are basically the students (both deaf and blind) and faculty staffs
from the Philippine School for the Deaf and Blind. Being part of the institution, students and staffs
have their own evaluation and preference when it comes to the design of their learning
environment.
In the Philippine National School for the Blind, the procedures of sampling in
gathering data are as follows:
In the Philippine National School for the Deaf, the procedures of sampling in
gathering data are as follows:
Research Local
Research Instruments
The use of camera for photo capturing and basic drawing tools for sketching can be
used as instrument in performing an inspection or observation. Furthermore, the use of checklist
is advisable in doing a naturalistic observation in which to describe the learning environment
particularly the facilities wherein there is no attempt to alter the behavior.
institution
that
caters
educational
Considering, however, the distinct differences in educating the deaf and the blind
students in terms of instructions, communication modalities and specialized learning needs,
efforts got underway toward the inevitable separation of the blind from that of the hearing
impaired. PNSB came into existence and became a fully independent school on July 10, 1970 by
virtue of the passage of R.A. 3562 entitled An Act to Promote the Education of the Blind in the
Philippines.
As the countrys pioneer and leading exponent to the education of visually impaired
Filipino children, it serves as a Pilot Educational Resource and Service Development Center for the
ultimate integration of the visually limited into the mainstream of social spectrum. It is charged
with the task of catering the educational needs of the blind as an integral part of general
education with specific role of taking active participation in the nation building through the
transformation of the blind youths into productive citizens of the country despite their unique
deviation from the so-called average.
Vision
We dream of Filipinos who passionately love their country and whose competencies
and values enabled them to realize their full potential and contribute meaningfully to building the
nation.
Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based
and complete basic education where:
Family, community and other stakeholders are actively engaged and share responsibility
for developing life-long learners
Core Values
Maka-Diyos
Maka-tao
Makalikasan
Makabansa
Educational Program
Kindergarten Program
Services
Dormitory Facilities
Observation of Facilities
Waiting Area
Classrooms
The classroom is the area where teaching and learning process take place. It features different
setups or arrangements depending on number of users, room purpose, and the year level of the
students.
It consists of furniture including chairs and tables (mono block or wooden), desks for the
assigned teachers and wooden shelves for books, learning materials and other displays. Every
room has actually no blackboards due to students visual impairment.
Classrooms have enough windows for ventilation and lighting. Some windows are of jalousie-type
while others are of awning-type.
Dormitory
It has toilet and bath, laundry room, sitting and prayer area. The room is well-ventilated for it
has wide window openings on both side wall of the room. The floor and ceiling has wood finishes.
It has furniture like double-deck beds, sofas or couches, table and shelves (where bibles and
prayer books are kept).
Playground
Court
Comfort Rooms
Conference Hall
faculty
staffs
and
students,
group
Sitting Areas
Features
Stairs
Stage Area
Corridors
are
necessary.
Floorings
are
shiny
cemented.
Ramps
The observation of facilities shows that the Philippine National School for the Blind is really
designed for students with visual impairment because of its unique features. But there are also
problems or weaknesses which the observer had seen.
Problems
and
used
rather
that
can
provide
strong
Other problems encountered are the following: improper location of facilities, lack of ramps and
signages, and replacement for new fixtures.
Interview
Mr. Ronald M. Manguait
1. What are the differences of School for the Deaf to other usual schools that are intended
for non-disabled students?
Its almost the same except that it is more barrier-free and designed for students with
visual impairment that can accommodate students needs. For example, the use of
railings and design of floorings are significant.
It is also a residential school that provides dormitory for students who actually cannot
afford the travel cost. More than 50% of the schools population resides here.
2. What are the problems do the students or faculty staffs encountered in terms of facilities
and accessibilities inside the school?
The building design itself is not for Special Education. Students and teachers can manage
to walk through the corridors because of their familiarity of the place and using cane that
serves as their eye.
3. Do you think the kind of learning environment is suitable to the learning process and
needs of the students?
The learning environment is not user-friendly but the school gives good quality of
education in terms of teaching and guidance.
4. What are some improvements of the learning environment you want to suggest for the
benefit of both students and faculty staffs?
There should be more ramps because there are students that are not just visually
impaired but also physically disabled. It can be beneficial to those who are using wheel
chairs.
Tactile signage as part of our future plans in this school can also be added. As you can
see, it is difficult that there is a lack of signage and label per rooms.
5. Which do you prefer, traditional learning environment (bulky chairs and tables,
institutional) or technology-based learning environment (modern and flexible)? Why?
Traditional learning environment is just fine but I will go with technology-based learning
environment because I think it will cater the needs of students.
Group Discussion
These are the results and findings of the discussion conducted with 10 students that
are visually impaired and currently in Grade 8 year level:
Teaching Process
Leaning Materials
Accesibilty
Number of Students
Furniture
Facilities
0
The graph shows the tally of votes regarding students satisfaction of the learning
environment in Philippine National School for the Blind. It shows that 4 out of 10 students are
satisfied with the facilities, 7 out of 10 students are satisfied with the furniture, 4 out of 10
students are satisfied with the accessibility, 2 out of 10 students are satisfied with the learning
materials, and 7 out of 10 students are satisfied with the teaching process.
Improvements Suggested
Learning Environment
Improvements
1. Facilities
2. Furniture
Talking board
3. Accesibility
4. Learning Materials
5. Teaching Process
Learning Environment as a
Contibutive Factor
Number of Students
10
12
The chart shows that 10 out of 10 students said that the present learning environment of their
school is a contributive factor to students learning process in gaining knowledge.
Student's Awareness
Number of Students
10
12
The chart shows that 10 out of 10 students are aware of the technology based learning
environment.
Technology-based
Traditional
The chart shows that 40% of 10 students prefers technology-based learning environment while
60% prefers traditional learning environment.
Need Analysis
The findings and results discusses that not totally 100% of visually impaired students
are satisfied with the present learning environment of the school especially in terms of facilities,
accessibility and learning materials. Students think that the learning environment can contribute
to the learning process in gaining knowledge.
Most of the students are aware of the technology-based learning environment but
still prefer the traditional one. They argued that technology-based learning environment can be
beneficial in terms of facilities but can affect the performance in the learning process of the
students. They can become reliant of technological devices and advancements therefore leading
to unproductive use of manual skills. As to teachers, they prefer technology-based learning
environment because it will be a great help in providing lectures and instructions.
Improvements such as the use of railings, walking elevators, and tactile signage can
help improve the accessibility and traffic flow within the school premises. Students satisfaction in
terms of learning materials is very low because book supplies are limited. Facilities should be
transformed into a more modern and flexible design.
Conclusions
Based on the research conducted through surveys/ case studies/ interviews/ group
discussion conducted, I therefore conclude that it is necessary to provide technological
innovations and improvements but still traditional in nature learning environment. Most of the
students from School for the Blind and Deaf still want the traditional type of learning process but
with technological facilities and materials.
Recommendations
Youth are the hope of tomorrow. Even the students with hearing and vision
impairment should be given attention and right to good education. Providing them learning
environment suitable to their needs is the primary goal of the government for them to feel the
sense of belongingness to the society.
Therefore, I recommend the proposal of designing a state-of-the-art and technologybased School for the Deaf and Blind following certain standards for the PWDs. There should be a
suitable learning environment that will contribute to the learning process as well as giving a good
quality of education every student must have. Considering this recommendation might help
produce students with hearing and vision impairment ready to become part of the workplace and
the society.
The research focuses mainly on the two given school facilities, the School for the
Blind and the School for the Deaf: the improvements in terms of facilities, furniture, tools,
accessibility and the learning and teaching processes. It also integrates the application of
technological advancements as the primary design solution to the architectural issue present in
the given building typology.
The results and data gathered from the surveys/ interview/ case study/ group
discussion conducted presents all the necessary need for innovations and improvements. Such
innovations and improvements are analyzed in order to contribute in designing a technologybased environment of a School for the Deaf and Blind. It can help promote a user-friendly
environment that is accessible, sustainable and technological in approach for students with visual
and hearing impairment.
The solution is to categorize the school into two, one intended for students with
hearing impairment and one for students with visual impairment. Having differences with their
respective use of senses, it will be easier to designate specific principles depending on their needs
as disabled individuals.
Handrails
People who have difficulty negotiating changes of level i.e. people who are blind and partially
sighted, people who have a physical disability but are able to use the stairs and people who have
a cognitive disability, need the support of handrails.
Handrails are used to steady and provide guidance to ascend or descend stairs. They should be
provided in conjunction with changes in level, flights of steps and ramps.
Effective handrails are ergonomically designed so that they can be used by all people, especially
those with impairment to their hand or arm function. Continuous handrails that allow a users
hand to maintain a hold on the handrail without the fixings breaking the grip assists in safe
transition throughout the complete journey either up or down a stairway.
Nosing
The application of highlighted nosing on stairways assists, in the main, people who are blind or
partially sighted. The highlighted nosing is used to indicate the location of the nosing or leading
edge of the tread to ensure safe movement up and down the stairway.
Blind or partially sighted people may not be able to locate the edge of the tread on a stairway if
the top of the nosing does not have adequate highlighting to distinguish one tread from the next,
thus making it extremely difficult for them to use the steps safely.
Curb Ramps
Curb ramps are necessary for access between the sidewalk and the street for people who use
wheelchairs. However, curb ramps can create a barrier for people with vision impairments who
use the curb to identify the transition point between the sidewalk and the street. Because curb
ramps eliminate the vertical edge of the curb used by pedestrians with vision impairments, it is
necessary to install detectable warnings to mark the boundary between the sidewalk and street.
These are a standardized surface feature built in or applied to walking surfaces or other elements
to warn visually impaired people of potential hazards.
Screen readers
With screen readers blind people may have full access to the functionalities of word processors,
spreadsheets, databases, programming environments, the Internet and many other applications.
Such reading is made possible via the use of speech synthesizers that convert text into spoken
words based on phonetic and grammatical rules. Such rules are governed by the language,
enabling the program to produce the correct, corresponding pronunciation. Voice quality, speed
of conversion and available languages are some of the considerations that must be taken into
account when selecting a screen reader.
Internet
Screen readers provide access to the Internet, but specific applications need to contain certain
characteristics at programming and system levels to be accessible to such screen readers. This is
the first step towards gaining access via screen readers. The next step is to provide the given
information in a logical order and in an understandable and convenient form, so as to provide
equivalent information to all users, regardless of the way they choose to access it.
Also, applications should provide a friendly interface to ease navigation with the use of keys and
hotkeys and ensure coherence between the different application options. It is desirable that the
application can provide access to the information through refreshable Braille lines and alternative
explanations of the visually based information, such as videos with no audio or text description
Despite improvements in Internet accessibility and the provision of access to a large volume of
information through screen readers, the amount of inaccessible information still exceeds the
amount of information that is available in formats that are accessible.
With the advent of computers other tools have been developed as a supplement to Braille, and in
some cases with the result that Braille has been pushed backwards, stressing the supremacy of
computers reading function. The list of complementary tools includes a variety of embossers that
can be connected to a computer to produce Braille documents. Embossers do not only vary in
brands, but in functionalities as well, from the simplest machines that have only one side, are
slow to use and have a high noise level to two-side embossers with simultaneous printing, high
speed and little noise.
Then a kind of typewriter was produced; it had a keyboard which is known as the Braille
keyboard with only six keys that could be pressed simultaneously, depending on the points, and a
space bar, and it could work with thick paper It is commonly called the Perkins machine and
there are different models for different spacing between dots, thus accommodating various
reading abilities.
Natural Ventilation
Geometry of a Circle
A connection with another person is the core idea of deaf space. With increasing number of
communicating people, the group shape tends to take the geometry of a circle. Settings having
sharp corners are cumbersome for deaf people. The way of communication dictates architectural
forms: ramping, free-flowing and circular.
Accessibility
Stairs can be an obstruction for conversation. A ramp serves as a guide. Pathways for
communication need to be wide. Deaf people face cumbersome and potentially dangerous
situations when carrying on a conversation on a narrow sidewalk. Reflections extend the sensory
reach.
Views
The deaf have greater need for unobstructed views. Columns and physical obstructions get in the
way of communication. Corners should be opened for visual access by soft transitions. This is a
safety matter-blind corners can cause collisions. Intentionally, framed views will connect the
viewer from inside to outside from space to space, maximizing the visual sense and cohesiveness
of the structure.
Transparent doors are best when appropriate; if the door obstruct views at least a small viewing
port is most welcome. Railings should never become visual obstructions; glass railings,
balustrades, with ample visual openings are available in any style to meet the need.
Lighting
Harsh lighting abrupt transitions from light to dark/uneven lighting are not welcome to anyone
and create extra problems for the deaf. Great care must be taken to create soft, pleasant
illumination. Use of natural lighting is desirable. Thoughtful placed skylights can serve as an
impetus and intuitive guide for movement.
Circulation
Obstructions in paths of pedestrian circulation are to be avoided whenever possible. Borders can
and should be indicated by textures and colors in the pavement.
Plain crosswalks are inferior to color-coded, textured and well-organized crosswalks, having
thoughtful orientation to points of interest in the vicinity.
Traditional hallway corners are not optimal for the deaf. Rounded corners are better, and perhaps
the best arrangement consist of transparent corners, allowing visual clues and opening up lines of
sight and distribution of light, while not losing floor area to corridors.
Placing of landings at right angles of orientation will allow the deaf to more easily communicate
while they are at some distances from each other and using the stairs.
Transparent elevators are most welcome and can provide a special benefit to the deaf, who can
communicate from inside the elevator to those without, a possibility not afforded who those who
cannot sign.
Relationship to Environment
A school disconnected from its community by fences or barriers tends to isolate students--- might
make them feel imprisoned. If possible connectivity, openness, and access to the surroundings is
desirable, adding cohesiveness to the environment within and without the school.
Buildings should be oriented in their site with thoughtful relationships to traffic paths moving
among the buildings and to logical point offsite. Footpaths are main traffic arteries for children,
and without attention to them the building could become disengaged from the site.
Contrasts between light and dark and colors are a great aid to the deaf in visualizing signing.
Those who must maximize their signing visibility thoughtfully choose clothing color that will make
their hands stand out.
Classroom Arrangement
A thoughtful classroom for the deaf incorporates ample visual aids so that these can take on a
higher burden of the means of communication from the usual mix. Visual communication will
serve the hearing and deaf equally well.
A traditional linear arrangement of seating severely restricts visual access among students. A
circular, flowing seating arrangement allows everyone to see and communicate with everyone
else.
Chairs should be equipped with rollers and low hand rests, allowing users more movement,
comfort and convenience.
Railings, ramps, and stairs are the primary problems the students encountered based
on the surveys and interviews conducted. It is very important to provide ease access for the
disabled students particularly those with vision and hearing impairment because absence of sense
is very critical and the design of ramps and stairs can provide them a sense of belongingness or
home to the learning community they live in. Innovative application of railings, ramps and stairs
is to be made through modification and technological details. For the blind, presence of signage is
unnecessary if converted into signals and audio alarms. These applications can improve the
mobility inside the premises of the school building.
These applications are the solution to the problems based on the previous process of
research on which these can provide not just good but efficient and effective learning
environment of the proposed School for the Deaf and Blind.
Based on the DepEd Educational Facilities Manual (Revised edition of the 2007
Handbook on Educational Facilities - Integrating Disaster Risk Reduction in School Construction),
these are the standard requirements or criteria in selecting a suitable school site:
1. Location/Environment
The school site shall be well-located near the center of the present and probable
population to be served.
It shall be some distance from the town or city in order to provide equal
accommodations for outlying settlements.
It must not shut in from the main highway by private property nor from dense
groves of tall trees.
The school site and its immediate vicinity shall be free from any condition
endangering the health, safety and moral growth of the pupils/students.
Other structures, such as barangay hall, social centers, etc., are not allowed to
be constructed within the school site.
3. Accessibility
The maximum distance of the drop-off point from public transportation must be
specified, to aid in planning/design of the structure.
4. Topography
4.1.
Soil Condition
An agricultural land with sandy loam soil is the best for school sites.
4.2.
Size
Elementary School
For urban areas, a central school with six (6) classes and non-central
school with six to ten (6-10) classes should be 0.5 hectare (5,000 sq. m.)
Secondary School
For urban areas, a school with 500 students or less should be 0.5 hectare
(5,000 sq. m.)
4.3.
Heat Island
Native
or
indigenous
recommended.
landscaping
that
is
drought-
tolerant
is
The selection of site is based from the areas which have most number of PWDs
particularly those with vision and hearing impairment based from the 2000 Census of Population
and Housing.
Site 1
The site is located in Pasay City along Diosdado Macapagal Boulevard corner Edsa
Extension near SM Mall of Asia and beside Manila Doctors College of Nursing. It has a land area
of 2.2 hectares, a gross floor area of approximately 22,000 square meters.
Site 2
The site is located in Makati City along Ayala Avenue in front of Makati Central Fire
Station and beside Acute Care Makati Hospital. It has a land area of 1.05 hectares, a gross floor
area of approximately 10,500 square meters. It is suitable for a wide school frontage and easily
accessible through pedestrian vehicles.
Site 3
The site is located in F.B. Harrison, Pasay City. It has a land area of 2.25 hectares, a
gross floor area of approximately 22,500 square meters. It is the exact location of the Philippine
National School for the Deaf and Blind. It is for redevelopment of the current structure
transforming it into a technology-based learning environment.
It is near the Municipal Hall of Pasay and beside commercial establishments and
other educational facilities.
Site Criteria
a. Location/Environment
a. Surrounding Environment
b. Specific Hazards
b. Design and Safety Standards
a. Near the center of population
b. Distanced from city/town
c.
3. Heat Island
a. Surfaces and Landscaping
RESULT
Site 1
Site 2
Site 3
The city of Pasay is located in the western coast of Metro Manila or the National
Capital Region (NCR). It is bounded in the north by the city of Manila, in the northeast by the
city of Makati and the municipality of Taguig, in the west by the city of Paranaque, and in the
west by the Manila Bay (See Figure 2.1). The city is located approximately at latitude 1432' and
longitude 12100'. In terms of area, Pasay is the third smallest political subdivision among the
cities and municipalities of NCR.
The city has a total area of 1,805.11 hectares. The city proper or Barangays 1 to 201
occupies around 1,399.50 hectares or 77.53 percent the total area. The Cultural Center Complex
occupies around 191.95 hectares (10.63%) while the rest of the reclamation area covers an area
of 213.66 hectares (11.84 %).
Geology
Pasay consists of two terrain units, an eastern undulating section and a western
alluvial portion, which extends into the Manila Bay. The undulating to gently sloping terrain is
underlain by a gently dipping sequence of pyroclastic rocks essentially made up of tuffs,
tuffaceous sandstones and conglomerates belonging to the Guadalupe formation. This formation
is represented by massive to thickly bedded lithic tuff and tuffaceous sandstone.
Physiography
Metro Manila's physiography is divided into six zones namely, the Manila Bay, the
Coastal Margin, the Guadalupe Plateau, the Marikina Valley, the Laguna lowlands and the Laguna
de Bay. Pasay City belongs to the Coastal Margin or the low lying flat strip of land east of Manila
Bay with an elevation of less than 5 meters above mean sea level.
The western part of Pasay City is level to nearly level while its southeastern part is
gently sloping to gently undulating. It is characterized by coastal plains along the Manila Bay in
the west and sloping areas extending in the south-east direction. Surface elevations range from 2
meters above the mean sea level on the coastal plains and 24 meters on the southeast part of
the city.
Atmospheric Characteristic
From the nearest PAGASA station at Ninoy Aquino International Airport (NAIA), climatological
data from 1950-1995 were obtained. Tables 2.6 and 2.7 show some of the significant data.
1. Climate
The climate of Pasay is classified as Type 1 under the Corona classification used by Philippine
Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) depending on
rainfall pattern.
October and dry season from January to April, when rainfall drops to 10-30-mm/ month. In
general, Metro Manila is directly influenced by an average of 2 to 3 tropical cyclones per year.
2. Rainfall
The PAGASA station recorded an annual rainfall amount of 1,149.2 mm with a total of 113
rainy days between the years 1961-1995. The rainy months of May October indicated monthly
rainy days of 7- 20 with the month of July recording the highest at 20.
rainfall for the period 1949-1995 was 427.4 mm recorded on February 1,1962.
3. Temperature
May and June while the coldest months are December, January and February with the minimum
temperature of 25-
4. Relative Humidity
Relative humidity or the percentages of water vapor in the air ranges, in monthly values,
from 66% to 81% with an annual average of 75%. These values indicate that Pasay is relatively
humid.
The annual prevailing wind direction in the area is towards the east. The average annual
wind speed is 3.0 meters per second (mps). High wind speed occurs in March to April while low
wind speed happens in September to November.
Air Quality
Pasay City is already experiencing a deterioration of its air quality. This may be
attributed to the congestion of people, improperly maintained vehicles servicing them, and the
significant percentage of pollute firms with inadequate air pollution control devices and facilities
operating within the area.
No traced earthquake fault line traverses the city of Pasay. However, the city is not spared from
other related geologic hazards such as tsunamis, ground shaking, and liquefaction.
Micro Setting
The site is located in Pasay City along Diosdado Macapagal Boulevard corner Edsa
Extension. Macapagal Boulevard is a modern eight-lane road parallel to Roxas Boulevard running
from CCP Complex, Pasay to Marina Bay Village in Asia World City, Paraaque in Metro Manila,
Philippines. It is located in the reclamation areas.
This road has 3 major bridges, crossing the 'channels', of which the largest is the
Libertad Channel, where the Libertad Water Pumping Station is situated. Thanks to intersection
reconfiguring around EDSA to relieve traffic, Macapagal Boulevard is now often used to access
the SM Mall of Asia to the north and Cavite to the south. It is also the main major road in Metro
Manila's reclamation area called Bay City Complex.
The area is 2.2 hectares or approximately 22,000 square meters. The site has a wide
frontage suitable for a school. It has no swamps and irrigation ditches around it. Its immediate
vicinity is free from any condition endangering the health, safety and moral growth of the
community.
The surrounding structures around the site are educational and residential structures. In
front of this is an industrial establishment.
The road is accessible by private and public vehicles. It is not shut in from the main
highway by private property nor from dense groves of tall trees. The site is well-located near the
center of the present and probable population to be served.
Site Analysis
The photo illustrates the site analysis showing the sun path, wind direction, and the
sources of noise. Aside from the prevailing and winter winds, the site is bounded with the Manila
Bay on the Northwestern side producing sea breezes. Sources of noise comes from the
established Mall of Asia and residential and commercial areas on the eastern side.
Appendices
Interview Questions
Survey Questionnaires
Observation List
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