Chapter 3:

I.3 Research Methodology

This chapter is used by multiple methods in order to satisfy the gathered data. The descriptive
method and techniques used herein will be further discussed throughout this chapter.

I.3.1 Research Design

For the research design process of this study, the method used by the proponent was to conduct
a case study through on-site visitation of existing structures related to the thesis topic which is special
education transition schools. The succeeding process included other methods such as interviewing of
some of the faculty teachers and students. The proponent further analyzed succeeding existing facilities
of the existing school structure as well as the basic flow of the users within. Additional data was also
gathered by the proponent from other sources such as books and internet pages to garner a more
consistent and cohesive data collection. Along with this method is also the descriptive method which was
used by the proponent researcher to allow for a more analytical systemized description of the proposed
thesis study.

I.3.1.2 Methods
I.3.1.2.1 Qualitative Method
Part of the research design is to apply a qualitative method based research in which the proponent will
conduct the following:

Case study of special education school Shine Intervention Center

Interview of faculty members

I.3.1.2.2 Case Study Method

To completely determine the condition of special education schools, specifically those of the
autism spectrum, the proponent conducted a case study on the existing special education school Shine

Intervention center, a special education school located in Pasig, Manila. By using this method, it will allow
the proponent a deeper and cohesive analysis of the usual activity and typical space requirements as well
as other basic necessities of a special education school.

I.3.1.2.2.1 Case Study of Shine Intervention Center, Pasig

The Shine Intervention Center is a special education school that caters to different kinds of
special education cases or such as those with Autism Spectrum Disorder, Aspergers syndrome, Language
and Speech Disorders, Cerebral Palsy, Down syndrome and other cognitive delays. The school facility was
then further expanded to provide more programs and additional instructional material and space. It
provides social and communal settings to enable students to adapt skills training. The facility has an
innovation in developing individual and special needs by providing stimulation rooms. The following
figures show the interior spaces provided by this facility.

LOCATION

Figure I.3.1.2.2.A: The location of the school and its orientation

Figure I.3.1.2.2.B: The front view of the school

The Shine Special Education Center was founded on March 11, 1998 as an intervention center for
individuals with special needs. Since then, the facility has further expanded into allowing for additional
programs for students with other cognitive disabilities.

Figure I.3.1.2.2.C: Reception Area at the Ground Floor equipped with Elevator Services

Figure I.3.1.2.2.D: Office Media works for internship and employment opportunity on the
ground floor open for public service through secured service windows for our students safety

Figure I.3.1.2.2.E: Movement, Sensory, OT, SP, and OPT Room

for young students on the second floor

Figure I.3.1.2.2.F: One to One session room for behavior therapy based Special Education on the third floor

Mainly, the education and session rooms of the younger students or those still inclined for premainstreaming and mainstreaming to other schools are situated on the second floor of the school facility.

Figure I.3.1.2.2.G: Third floor hallway leading to one of the therapy rooms

Figure I.3.1.2.2.H: Two to one up to three to one session rooms on the third floor

Figure I.3.1.2.2.I: Small group pre-mainstream (on the left side) and elementary mainstream support
(on the right side) room found on the third floor

Figure I.3.1.2.2.J: Pre mainstream support classroom for 6 to 1 up to 10 to 1 on the third floor

It is noticeable that here in this room the specific designed applied is an effect that desires to
stimulate different possible classroom settings for the students that will be mainstreamed for further
education.

Figure I.3.1.2.2.K: Early Adolescent training classroom on the fourth floor

Figure I.3.1.2.2.L: Adolescent training classroom on the fourth floor

Figure I.3.1.2.2.M: Adolescent to Adult training classroom on the fourth floor

It is noticeable that individual workstations are provided for the students that will allow them to
move around in a space solely for them.

Figure I.3.1.2.2.N: Adult training classroom with work stations for internship

Figure I.3.1.2.2.O: Stocking, Inventory, Pantry, Purchasing Training Hall

Figure I.3.1.2.2.P: Computer graphics room for transition skills program

Figure I.3.1.2.2.Q: Covered Court for outdoor sports, student parties,

performance programs and extracurricular sports like basic gymnastics

There is a good spatial allocation of equipment in the rooms. It shows stimulation of social
interaction among individuals. The spaces are provided to acquire the special needs of the students.
Natural day lighting is also subsequently applied to the most used rooms. The layout of doors and
windows in some rooms are provides easy access for both human and air circulation.

BEHAVIORAL PATTERN ANALYSIS

Based upon the observation, through site visits conducted and walk through. The proponent
emphasises the circulation of the identified users through the behavioural patterns in the diagrams
bellow.

Pre-mainstreaming students

IN

CLASS
SESSIONS

FACULTY

BREAK

CLASS
SESSION

OUT

Figure I.3.1.2.2.R: Pre-mainstreaming students behavioural pattern

Mainstreaming

IN

FACULTY

CLASS
SESSIONS

BREAK

CLASS
SESSION

OUT

Figure I.3.1.2.2.S: Mainstreaming students behavioural pattern

Pre-adolescent to adolescent

IN

FACULTY

CLASS
SESSIONS

BREAK

CLASS
SESSION

SKILL
TRAINING

OUT

Figure I.3.1.2.2.T: Pre-adolescent to adolescent students behavioural pattern

Adolescent to adult

IN

FACULTY

CLASS
SESSIONS

BREAK

CLASS
SESSION

SKILL
TRAINING

OUT

Figure I.3.1.2.2.U: Adolescent to adult students behavioural pattern

Faculty Staff

IN

FACULTY

CLASS
SESSIONS

BREAK

CLASS
SESSION

FACULTY

OUT

Figure I.3.1.2.2.V: Faculty staff behavioural pattern

Administration Staff

IN

ADMIN

LUNCH

ADMIN

OUT

Figure I.3.1.2.2.W: Administration staff behavioural pattern

I.3.2 Population and Sampling

The main population of the special education school in this study is a school specifically dedicated
to students within the autism spectrum. Because of certain complications, students within this spectrum
are not easily available for interview.
The mode of sampling used by the proponent is random sampling (or non-quota sampling) which
is defined as random or on the spot interviews towards the people within the vicinity that allows further
information on the spaces and problems or issues within the location of the school. The proponent chose
the school to be visited and the interviews to be conducted.

I.3.3 Research Instruments

The methods used in gathering further data for this research was based on both observation and
interview methods. This will allow the proponent a basis on the identification of the particular and
necessary needs in the study of special education schools focused on the autism spectrum.

I.3.3.1 Research Instrument: Interview

Interview as a research instrument is defined as a confer or questioning of the interviewee to
gather further information on the case study that will allow the proponent answers to satisfy specific
problems regarding the study.

By asking necessary questions pertaining to the study, needed

information that will be useful for future purposes will be available to the proponent. In this study, the
proponent was able to interview a faculty member of the school that will be able to give insight on the
situation of the school and the current problems the students face within the school in regards to their
personal growth.

I.3.3.2 Research Instrument: Observation

Observation in research instrument is defined as directly determining the current facilities of the
special education school, along with the flow and movement of the people in the facility and usage of the
spaces. In this case, the basic behavioural pattern and flow of the special education students were
determined and observed as interviewing them is not easily available to the proponent.

Chapter 4
I.4 Summary of Findings and Analysis
In this part of the research, the subsequent data gathered from the previous chapter is
analyzed and translated into a systematic manner. The data gathered from the research methodology will
equip the proponent with sufficient information on special education schools. In this chapter a translation
of data shown in figures and presentations or diagrams will be provided to give a comprehensive analysis
of the gathered data.

I.4.I Presentation of the Collected Data

In this part of the study, the data gathered are being presented in a graphical method and in figures
in which can be easily determined, in this way, the proponent can easily discussed the gathered
information.
On the following diagrams bellow, the space adjacency of the rooms in the subsequent floors
they are located in will be presented in graphical diagram method.

Figure I.4.I.A: Space Adjacency and Flow on the 2nd Floor of Shine Intervention School

Figure I.4.I.B: Space Adjacency and Flow on the 3rd Floor of Shine Intervention School

Figure I.4.I.B: Space Adjacency and Flow on the 3rd Floor of Shine Intervention School

I.4.I.1 Presentation of the Collected Data: Interview Result

I.4.I.1.1 Interviewee Profile:

Name: Rhea Joaquin-Primavera

Occupation: Administration Department

Location: Brgy. Kapitolyo, Pasig, Manila

Contact: 0932 4776 717

What are your concerns of the school facility?

The Shine Intervention Center has been around since 1998, currently it is looking to
expand and further improve the services and additional programs for the benefit of students with
other cerebral and cognitive disabilities.

What are the other services and facilities you want to add?
To allow further improvement of the students skills, additional programs and services
such as transitional facilities that will give act as an internship for the students are necessary.

What are the basic concerns in regards to the students?

Individuals with cognitive disabilities or those with autism have different social and
communication changes. There is no treatment to ASD but intervention centers vastly improve a
childs developmental abilities, actually giving them more of a chance in life. Since our students
are in this spectrum, we get problems with their emotional and communication abilities.

What kind of facility design would be favourable for these students?

It is necessary to keep them calm in a classroom setting. Too much stimulation may get
them overly excited and may end up hurting themselves or others. Security within the school is
also important so that students will not be subjected to outside bullying or kidnapping
instances. It is favorable to provide a clean and soft environment for students of this kind.

What other facilities would you want to add in the school?

Additional facilities for the transition of students would be preferable. At the same time
more technologically advanced systems within the school that will greatly improve and help
students with their cognitive abilities, allowing them to live up to their true potential.

I.4.I.2 Presentation of the Collected Data: Strengths, Weaknesses, Opportunities

and Threats (SWOT)
The subsequent Strengths, Weaknesses, Opportunities and Threats determined in the following data
are all based on the statements of the Interviewee and the including observations founded throughout
the Case Study.

I.4.I.2.1 Analyses on the Strengths of the facility:

The following data is based on the current status and capacity of the Shine Intervention
special education school that provides a positive impact and good design which will be favourable for
the new proposed special education school.
The spaces allocated for the pre-mainstreaming and mainstreaming students of the younger
range is determined with the use of partitions. This allocation of space is convenient as the intake of
students vary from year to year, showing that the use of partitions to either increase or decrease
space is convenient.

I.4.I.2.2 Analyses on the Weaknesses of the facility:

The following data is based on the current status and capacity of the Shine Intervention
special education school that determines the weaknesses of the structure.
Some of the training rooms within the facility are constrained in terms of space which poses
as a weakness on the facility, as the students will feel a sense of restriction within the spatial
constraints. Generally it is most preferable for students with ASD (Autism Spectrum Disorder) to be
able to freely move around within a non-restrictive space. Buffer zones are also lacking in presence
within the area of the facility. It is still susceptible to loud noises from the outside.

I.4.I.2 .3 Analyses on the Opportunities of the Facility

The following data is based on the current status and capacity of the Shine Intervention
special education school that provides the possible opportunities of the facility.
There is an opportunity in helping improve the lives of students with ASD that will encourage
and help them become independent and contributing members of society. The facility will allow
students a chance to enhance their lives through training and also give job opportunities for sped
teachers.

I.4.I.2.4 Analyses on the Threats of the Facility

The following data is based on the current status and capacity of the Shine Intervention
special education school that determines the threats that poses in the facility.
The location of the school is found in a more urban setting with loud incoming noise and
traffic from cars. For students with ASD, it is favourable for them to be situated in a nurturing space
that is not susceptible to loud noises that may possible irate them.

I.4.2 Need Analysis

In this part of the chapter analysis on the different given figures are stated. In which, the
necessary needs of the study is stated.
The following are the needs of the special education school:

Spacious rooms that will allow for a more breathable and non-constricting area for the students.

Spaces that will be engaging towards the students in the autism spectrum.

Functionally and aesthetically fulfilling architectural design of a special education school.

A noise proof environment for tranquillity of a school for ASD students.

According to the analysis provided in the case study, there is an importance of spatial design that
is simultaneously relaxing for students with ASD. This particular need calls for a kind of architectural
development that will sufficiently provide these kinds of necessities for the improvement of growth and

well-being of the vulnerable ASD students. There is a need to provide a facility that would cater only to
their specific needs that will be both aesthetically and functionally fulfilling. Since the ASD students are
the main users of the school structure, this entails an appropriate architectural design approach that will
be solely oriented towards their needs as the vulnerable minority.