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Design Parameters for a Vocational
Rehabilitation Center for Differently Abled

Ar. Sushama Parashar1, Ms. Apoorva Kukde2
1
Professor, 2Student, B.K.P.S. College of Architecture, Pune, India
International Journal of Research in Civil Engineering, Architecture & Design

Volume 4, Issue 1, January-March, 2016, pp. 84-92
ISSN Online: 2347-2855, Print: 2347-8284, DOA: 05022016
© IASTER 2016, www.iaster.com
ABSTRACT
Today accessibility for all is recognised as a basic necessity. Barrier-free features are now becoming
fundamental to all design concepts. The awareness level about the necessity of barrier-free access
needs to be raised. The concept of barrier free design is gaining global acceptance. The aim of the
research was to evolve architectural guidelines for a vocational rehabilitation center for physically
challenged. The objective of the research was to study the various challenges faced by the physically
challenged in case of accessibility and in case of work environment. In achieving the aim of this study,
the concept of barrier free design and universal design were addressed through literature review.
Data employed for the study was collected from 2 cases. Unobtrusive observation was carried out in
both the cases while people were using different work spaces. The spaces included training areas,
hostels, classrooms, dining hall, and recreation areas.Architectural guidelines were evolved on the
basis of case studies, interviews and literature review. It includes guidelines for ramps, staircases,
doors, windows, bathrooms etc. Architectural considerations and interior considerations for
workspaces were evolved for vocational education.
Keywords: Accessibility, Barrier Free Design, Universal Design, Vocational Rehabilitation Centre
1. INTRODUCTION
1.1 Background
Disability is the consequence of an impairment that may be physical, mental, sensory, emotional,
developmental, or some combination of these. A disability may be present from birth, or occur during
a person's lifetime. The various types of disabilities are: Physical disability, sensory disability, vision
impairment, hearing impairment, and balance disorder, intellectual disability, and mental disability,
developmental disability.
Census 2011 has revealed that out of 1.27 billion people in India, over 21 million people are suffering
from one or the other kind of disability. This is equivalent to 2.1% of the population. Among the total
differently abled population in the country, 12.6 million are males and 9.3 million are females.
Proportion has been reported between 57-58 percent for males and 42-43 percent females.
Among the five types of disabilities, vision impairment which is 48.5% emerges as the top category.
Others in sequence are: Mobility impairment (27.9%), Mental retardation (10.3%), speech impairment
(7.5%), and hearing impairment (5.8%) (See fig 1.3). The differently abled by gender follow a similar
pattern except for that the proportion of differently abled females is higher in visual impairment and
hearing impairment.
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International Journal of Research in Civil Engineering, Architecture & Design (O) 2347-2855
ISSN
Volume-4, Issue-1, January-March, 2016, www.iaster.com (P) 2347-8284
Disabled population
Males (55.9%)
(2.1%) Disabled population
(2.1%)
Total population
Total population Females (44.1%)
Fig 1.1.1Pie Chart Showing Percentage of Fig. 1.1.2 Pie Chart Showing Percentage of
Differently Abled Population in India Differently Abled Population by Gender in India
Multiple disability Visual impairment

7.9% 18.8%
Any other
18.4%
Mental Hearing
illness impairment
2.7% 18.9%
Mental
retardation
5.6%
Speech impairment
In movement 20.3% 7.5%
Fig. 1.1.3 Pie Chart Showing Proportion of Differently Abled Population
by Type of Disability in India
Differently abled people cannot work if they do not have access to education, training and
employment services and other social and development experiences that enable them to acquire
employability skills. Other work barriers that differently abled persons face include:
 Fears and discrimination about disability at all levels of society, including among employers
 Lack of effective legislation or policy support to address their rights to full participation in society
and the workplace
 Lack of access to assistive devices, technology, accommodations, support services and information
 Inaccessible buildings and transportation systems.
1.2 Significance
Differently-abled people constitute a significant section of the society, the potentialities of whom need
to be utilized to the maximum level. However, in practice due to the prejudices prevailing in the
society, differently-abled people are incapable to earn on their own. Therefore they are dependent on
others for their livelihood.
Barrier free design means the incorporation and utilization of design principles that result in the
construction and creation of functional, safe and convenient environments responsive to user needs.
Although barrier free design is commonly associated with the spatial needs of differently-abled
persons, it is much more universal concept in its application. For a physically challenged person,
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however, the ability to adapt to a non-functional design is severely limited. Designing for accessibility
requires planning and forethought. This gives a relation that the space and environments do not
discriminate between users on the basis of their abilities.
1.3 Aim
To formulate architectural guidelines for vocational rehabilitation centre for physically challenged.
1.4 Research Questions
What are the various types of vocational and professional training given to the physically challenged people?
Which are the various types of mobility impairments?
What are the spatial requirements of physically challenged people for easy movement in work spaces?
1.5 Objectives
To study the various challenges faced by the physically challenged in case of accessibility.
To study difficulties faced by the physically challenged people in their work environment.
To study the design parameters for a safe and convenient vocational training center to make
physically challenged people self sufficient.
1.6 Scope
To study the design parameters for spatial requirements and accessibility in workspaces of physically
challenged people, excluding those, for activities involving intense physical exertion and movement.
1.7 Limitations
The target group is composed of:
 Wheelchair users
 People with limited walking abilities.
 People having difficulty balancing and coordinating lower body movement.
 Those who are able to walk only with the help of aid. (For e.g. crutches, walkers etc).
1.8 Proposed Methodology
Case study research was undertaken. Unobtrusive observation was carried out while students were
using different spaces. The spaces included training areas, hostels, classrooms, dining hall, and
recreation areas.
Informal interviews were conducted with the director and the superintendent of vocational
rehabilitation centers.
1.9 Outcome of the Study
Evolution of guidelines for spatial requirements for a vocational rehabilitation centre for physically
challenged.
2. METHODOLOGY
The research focuses on the issues of accessibility faced by differently abled people and providing
design solutions in the same context. Unobtrusive observation method formed an integral part of this
study to arrive at understanding of accessibility issues.
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2.1 Research Methods
The methodology adopted covered the following criteria:
 Accessibility to built and unbuilt environment.

 Difficulties faced by the physically challenged people.
 Design parameters for a barrier-free environment.
2.2 Literature Review
Understanding about the various challenges faced by the physically challenged people and the
facilities provided for their independence, convenience and safety. Various architectural guidelines
were evolved on the basis of literature study.
Identifying cases: Cases were identified for study purpose in Maharashtra that provides vocational
training to physically challenged people.
Centers providing vocational and professional training to orthopedically challenged people between
the age group of 16 to 35 were selected for case studies. Informal interviews were conducted with the
teachers and directors of the centers. An empirical research was conducted at the centers in order to
identify the various difficulties faced by the physically challenged people.
2.3 Case Studies
2.3.1 Case 1
It is a training institute which aims at meeting the educational needs of persons with disabilities,
hearing and visually impaired and cured leprosy patients. It provides training to orthopedically
challenged students in various skills. Firstly, a visual survey was done along with photographic
documentation. Informal mapping of physical barriers was carried out. An informal interview was
conducted with the superintendent and teachers of the center.
It provides vocational and professional guidance, counseling and placement assistance to the
physically challenged people. It creates facilities for the vocational training of physically challenged
people in various trades and professions.
The center provides training for the following vocations like:

• Handicrafts and Art Section
• Carpet Weaving and leather crafts
• Tailoring and Garment Stitching
• Spinning & Weaving
• Cane-Work and wood carving
• Hand-Knitting
• Electric training
• Printing section
• Handloom and power loom section
• Making of greeting cards
• Automobile Repair
• Assistive devices manufacturing units.
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CASE 1(96 students)
People using wheelchairs
People using crutches
People using tricycles
People using walkers

Fig 2.3.1 Pie Chart Showing Distribution of People Using Walking Aids in Case 1
2.3.2 Case 2
It is a vocational rehabilitation center for equal opportunities for handicap. Unobtrusive observation
was carried out while students were using different spaces. The spaces included classrooms, workshop
areas, dining hall, hostels, and recreation areas.
An informal interview with the placement officer of the center was beneficial in obtaining knowledge
about various disabilities and training provided to the students according to their capabilities.
The observations and interviews helped in understanding about the accessibility in the whole campus.
The center enhances the employment of the differently abled persons. It is provided with a multi-
category training centre. The students of this centre suffer from post polio syndrome, cerebral palsy,
amputation, muscular dystrophy, muscle degeneration.
The center provides training for the following vocations like:
• Welding and sheet metal fabrication.

• Tailoring & embroidering.
• Orthotic & prosthetic fabrication.
• Foundation course in Computer education,typing and Data Entry operation.
• Electronic assembly.
• Ceramic and clay artifacts.
• Bakery and kitchen skills.
• Making paper bags and paper tags
CASE 2(72 students)
People using walkers

Fig 2.3.2 Pie Chart Showing Distribution of People Using Walking Aids in Case 2
2.3.3 Case 3
Case 3 is a Rehabilitation Centre meant for the after care and rehabilitation of personnel's of Defence
forces of India who are medically boarded out i.e. retired form service due to Spinal Cord Injury while
serving the Nation.
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Facilities provided are as follows:
 Hydrotherapy cum swimming pool

 Physiotherapy cum exercise room
 Computer lab
 Wheelchair track
 Basketball court
 Volleyball
 Vocational training center
 Recreational hall
 Table tennis
 Library
6% 3% CASE 3 (200 people)
7%
84% People using walkers
Fig 2.3.3 Pie Chart Showing Distribution of People with Walking Aids in Case 3
3. COMPARATIVE ANALYSIS
Table: 1 Comparative Analysis of Case 1, Case2 And Case 3

Archi- Case 1 Case 2 Case 3
tectural (Ground floor structure) (G + 3) (Ground floor
Parameters structure)
Corridor 1.5 m wide corridor. 3 m wide corridor. 4 m wide corridor
No handrails. Handrails provided at a No handrails.
height of 0.8m.
Lift No lifts because it is a Lift size: 0.9 m x 1m No lifts because it is a
ground floor structure. Lifts with scissor gate and ground floor structure.
power door operators.
Door Door width 0.8 m. Door widths:0.9 m- 1.2 m. Door widths:0.9 m- 1.2
Wheelchair parking is No need of wheelchair m.
provided outside the parking. Wheelchair parking
training areas as provided in the
wheelchair cannot pass corridors.
through the door.
Staircase No staircase provided Staircase provided with 2 No staircase provided
handrails at a height of
0.7m and 0.55m.
Ramp Gradient 1:7 Gradient 1:20. Gradient 1:15
Width 1.2 m (only one Width 1.8 m (two way Width 3 m(two way
way movement). movement) movement)
No handrails. 2 handrails provided at a No handrails.
Flooring material: height of 0.7 m and 0.55 m.
Concrete flooring with Flooring material: Slip-
grooves. resistant inter-locking tiles.
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Bathroom Wall mounted wash hand Wall mounted wash hand Wall mounted wash
basins at a height of basins at a height of 0.75m. hand basins at a height
0.75m. Mirror mounted at a height of 0.75m.
No mirrors. of 1m. Mirror mounted at a
Western style W.C. Western style W.C. height of 1m.
Height of toilet seat Height of toilet seat 0.45m. Western style W.C.
0.45m. Wall mounted grab bars Wall mounted grab
Seat mounted grab bars at bars.
a height of 0.8m. Height of toilet seat
0.45 m.
Interior Considerations
Work desk Work desk height: 0.8 m- Work desk height: 0.75 m Work desk height:
0.9 m. – 0.9 m 0.75m
Leg space : 0.8m Leg space: 0.3m Leg space: 0.6m
Height of No raw material storage Shelf height between 1.4m No raw material storage
shelf and near work desk. – 1.6 m. near work desk.
raw material
storage
4. FINDINGS
A barrier free environment is the core element of an inclusive society. Many people with disabilities
are faced with barriers that exclude them from participating as equal citizens.Most of the people with
disabilities have poor health condition, lower educational qualifications, less employment
opportunities which lead to higher rate of poverty. This vicious circle exists because people with
disabilities face barriers to access through various services like transport, education, employment,
health and information as well as social communication or participation. Some design problems of
architectural parameters are identified as follows:
Corridor
Inadequate widths of corridors hinder two way movements of wheelchairs.
Hand rails and grab bars are not provided at appropriate heights.
In some cases adequate width is not provided for tricycle parking.
Lift
Power door operators and scissor gate hamper the accessibility of the wheelchair in a lift.
Inappropriate width of lift and clear opening restrains the wheelchair movement.
Door
Doorway is not enough for a wheelchair to pass through.
Adequate floor space in front of the door and on both sides is not provided.
Threshold is not flushed with the floor surface. Power door openers require a lot of effort to operate it.
Door hardware such as knobs and levers are difficult to operate.
Ramp
Ramps are not provided with proper gradients. Handrails are not provided. Slip resistant flooring is
not provided.
Rams are not provided with proper widths.
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Adequate turning radius in not provided. This hampers the turning of the wheelchair.
Combination of stairs and ramp is not provided at the entrance. Mobility impaired people who use
canes, crutches and walkers find it difficult to use a ramp.
Ramp landings are not provided at suitable lengths which makes it a tedious task.
Bathrooms
Location of bathroom fixtures is of utmost importance while designing a bathroom.
Many a time clear floor spaces are not provided in front and on the sides of the fixtures, which makes
it difficult to use.
Installation of grab bars is missing in many cases which make the transfer of the user from the
wheelchair to the toilet seat quite difficult.
Due to less availability of knee space under wash hand basins, wheelchair users find it difficult to pull
underneath and get close enough to the fixture.
Table: 2 Spatial Recommendations

Architectural Parameters Suitable Architectural Considerations
• Minimum 0.9 m for one way movement.
1. Corridor • Minimum 1.5 m for two way movement.
• For tricycle one way movement, minimum width should be 1m.
• Lift size: minimum 1.5 m x 1m.
2. Lift • Minimum clear opening of 0.9m.
• Power door operators and scissor gates must be avoided.
3. Door • Minimum door width 0.9m for one way movement of wheelchair.
4. Staircase • Staircase must be provided with handrails.
• Gradient 1:20
• Min width for one way movement: 0.9 m
• Min width for two way movement:1.5 m.
5. Ramp
• 2 Handrails should be provided :
• Height between 0.7 m – 0.75 m for wheelchair users.
• Height between 0.85 m – 0.95 m for people with crutches.
• Wash hand basins should be installed at a height between
0.75m- 0.85m.
6. Bathroom
• Height of the toilet seat should be 0.75m.
• Minimum 0.6m leg space.
Interior Considerations
Work desk • Minimum height 0.7m
• Maximum height 0.9m
• Minimum leg space: 0.6 m.
• Clear turning space between two work desks should be 1.5m.
Height of shelf and raw • Shelf height should be between 1.2 m-1.6m
material storage
Table: 3 Activity Recommendations

Activity Workspace Requirements
1. Handicrafts and Art Section • Table height should be between 750mm - 850mm.
2. Leather Crafts • Raw material storage should be within reach.
3. Making of greeting cards • Shelve height should be between 1400mm –1700mm.
4. Printing section • Min. 900 mm for one way movement.
5. Hand-Knitting
6. Electronic assembly.
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7. Ceramic and clay artefacts.

8. Bakery and kitchen skills.
9. Making paper bags & paper tags
10. Carpet Weaving and spinning • Activities performed by sitting on the floor.
11. Welding & sheet metal fabrication. • Requires space for easy movement of wheelchair.
12. Orthotic & prosthetic fabrication. • Min. 900 mm for one way movement.
13. Tailoring and Garment Stitching • Requires space for theory lessons as well as for
practical training in the same classroom.
• Height of desks should 750 mm for comfortable use.
14. Foundation course in Computer • Computer table height should be 750 mm. Minimum
education (MS Office) and typing. 600 mm leg space should be available.
REFERENCES
[1] Bednar M.: 1997, Barrier Free Environments.

[2] Fischer J., Meuser P., Construction and Design Manual (DOM Publishers).
[3] Keates S.: 2007, Designing for Accessibility, 87-115.
[4] PreiserW., Smith K., Universal Design Handbook Second Edition.
[5] Reinhold V.:1991, The Accessible Housing Design File.
[6] Sorensen R., Designing for Accessibility.
[7] Raheja G., Suryawanshi S.,: Inclusive Informal Campus Spaces through Universal Design India
Principles.
[8] Lewis J., Mooney A., Brady L., Gill C., Henshall A., Willmott N., Owen C., Evans K., Statham
J.: Special Educational Needs and Disability.
[9] Barnes C.,: Discrimination Against Disabled People (Causes, Meaning and Consequences) Or
The Sociology of Disability (January 1985).
[10] Bullock C., Mahon M., Killingsworth C.,: Introduction to Recreation Services for People with
Disabilities: A Person-Centred Approach (Third Edition).
[11] “Web page without author info”: Available from: Open Source Repository
<http://www.un.org/esa/socdev/enable/designm/intro.htm> (accessed 3 August 2014).
<http://www.adaptiveenvironments.org/adp/profiles/1_mace.ph>(accessed 23 July 2014).
[13] “Web page without author”: available from: open source repository
<http://censusindia.gov.in/Census_And_You/disabled_population.aspx> (accessed on 4 Aug. 2014).
[14] “Web page without author”: available from: open source repository
<http://en.wikipedia.org/wiki/Universal_de> (accessed on 26 November 2014).
<http://www.un.org/esa/socdev/enable/designm/AD2-10.htm> (accessed 8 January 2015).
<http://www.washington.edu/doit/mobility-impairments>(accessed 19 February 2015).
<http://www.dailypioneer.com/state-editions/bhubaneswar/barrier-free-design-making-
environment-accessible-to-the-disabled.html> (accessed 21 March 2015).
<http://www.hpod.org/pdf/employment-disabled.pdf> (accessed 3 March 2015).
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Design Parameters for a Vocational

Rehabilitation Center for Differently Abled

International Journal of Research in Civil Engineering, Architecture & Design

Total population Females (44.1%)

Multiple disability Visual impairment

1.4 Research Questions

1.8 Proposed Methodology

1.9 Outcome of the Study

2.1 Research Methods

The methodology adopted covered the following criteria:

 Accessibility to built and unbuilt environment.

2.2 Literature Review

The center provides training for the following vocations like:

CASE 1(96 students)

People using wheelchairs

People using crutches

People using tricycles

People using walkers

The center provides training for the following vocations like:

• Welding and sheet metal fabrication.

CASE 2(72 students)

People using wheelchairs

People using crutches

People using tricycles

People using walkers

Facilities provided are as follows:

 Hydrotherapy cum swimming pool

People using crutches

People using tricycles

84% People using walkers

Table: 1 Comparative Analysis of Case 1, Case2 And Case 3

Table: 2 Spatial Recommendations

Table: 3 Activity Recommendations

7. Ceramic and clay artefacts.

[1] Bednar M.: 1997, Barrier Free Environments.

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