SCHOOL FOR THE DEAF AND BLIND: DESIGN OF TECHNOLOGY-BASED ENVIRONMENT
A Thesis Presented to the School of Architecture, Industrial Design & the Built Environment Mapua Institute of Technology
In Partial Fulfillment of the Requirements in Architectural Design 9/ AR200/ AR200F/ AR200S for the Degree of BACHELOR OF SCIENCE IN ARCHITECTURE
Presented by De Vera, Kris Ann Figuera 2006141506
Architect Junar Pakingan Pakingan Tablan, uap, uap, MSAE Adviser
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 school‟s 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.
As implemented on the Accessibility Law or Batasang Pambansa 344 of the Philippines, mobility of disabled persons should be enhanced by requiring certain buildings, institutions, establishments, and public utilities to install facilities and other devices. Recognizing the vital importance of disability prevention, rehabilitation and equalization of opportunities for disabled persons, the goal of this study is to provide a technology-based learning environment that will contribute to their development process.
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.
Part I: The Problem and Its Background Chapter I.1: General Overview
Introduction
According to the World Worl d Federation of the Deaf (WFD), (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.
In a country such as Philippines which guarantees maximum self-realization to all its citizens, children and youth with special needs are provided with access to educational opportunities that develop their potential and enable them to become productive members of society. The philosophy, concepts and commitments required to operationalize these aspirations are embodied in legislation, educational planning and allied services for all children and youth in general, and for those with special needs in particular.
Background of the Study
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 t he 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 school‟s 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.
Statement of the Problem
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.
More specifically, it will attempt to answer the following questions:
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 student‟s 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?
Project Goals, Objectives and Strategies
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 children‟s 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.
By determining the needs of the users, re-designing and re-conceptualization of spaces and facilities are the initial steps to improve the traditional learning experience and transform it into an effective technology-enhanced environment.
Significance of the Study
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 student―those 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 study―the 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.
As an architect or designer, it is necessary to understand the relationship of advanced technology incorporated to space planning to provide an effective design of a School for the Deaf and Blind, as well as other institutions for disabled persons. The design architect must be sensitive to computer technologies applicable both to the classrooms and social spaces throughout the design process: the student‟s current and future needs, and the design implications/costs and alternatives for various technologies.
Scope and Limitation
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.
Respondents includes: a representative (teacher or faculty staff) from both schools to answer an interview, visually-impaired students to become part of a group discussion and hearing impaired students to complete provided surveys.
Assumptions
Traditional learning environment is a convenient way to maintain the quality of learning process. However, innovations and technological advancements can be more beneficial in improving the learning environment being able to contribute to the student‟s learning process.
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
Disability is conceptualized as the interaction between barriers and impairments. Impairments
may be physical, cognitive, mental, sensory, emotional, developmental, or some combination of these.
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.
or hard of hearing or deafness refers to conditions in which individuals are Hearing impairment or fully or partially unable to detect or perceive at least some frequencies of sound which can typically be heard by most people.
Traditional learning environment , also known as back-to-basics, conventional education or
customary education, refers to long-established customs found in schools that society has traditionally deemed appropriate.
Technology-based learning environment . Computer technologies may provide improved learning
environments for many students. Much of the early research documents the changes in classrooms and teacher and student habits that were generated by the introduction of computers into learning environments.
Acronyms
PNSB
Philippine National School for the Blind
PNSD
Philippine National School for the Deaf
Chapter I.2: Review of Related Literature and Studies
I.2.1. Related Literature
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:
• Motivate students by providing educational experiences that are at the student‟s
present level of functioning (Lindsey, 1993) and by providing a context for the learner that is challenging and stimulates curiosity (Malone, 1981).
• Promote positive attitudes toward learning. Students demonstrate more self-reliance
and move toward independence (Brown, 1989) and regain a sense of being in control, which may lead to future success (Reiff, Gerber, & Ginsberg, 1992; Capper & Copple, 1985).
• Facilitate cooperative, collaborative, and positive social behavior of students with
disabilities (Dickinson, 1986; Rupe, 1986). Barton and Fuhrmann (1994) posit that students cooperate and collaborate more readily because of feelings of greater independence and relief from anxiety.
• Provide active learning experiences to make learning more interesting, allowing
students to attend to reading and read for longer stretches of time (Bialo & Sivin, 1980; Hecker, Burns, Elkind, Elkind, & Katz, 2002)
According to Debbie Grosser, M.Ed. (2014), providing assistive technology (AT) to students with disabilities to support them in the general education setting requires careful consideration of students‟ needs and identification of the means by which these needs will be
addressed.
It does not necessarily require the use of high-cost technologies.
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 disabilit ies” ((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.
I.2.2. Related Studies
I.2.2.1. DESIGNING AN INCLUSIVE SCHOOL OF INFORMATICS FOR BLIND STUDENTS (Brenes, Ronald Vargas 2012)
I.2.2.1.1. Designing an inclusive environment
A process of inclusion in an educational environment needs to go beyond artefacts and general policies to support blind students to take part in learning processes (Rose et al., 2008; Schroeder, 2009; Wenger, 1998).This requires that an environment is created, including an infrastructure that facilitates and fosters the belonging of blind students in the given educational context. However, this environment should not be seen as an environment for blind students, but a single environment for all students, fostering the students‟ full participation, anticipating possible difficulties and providing adaptive tools for overcome most of them, not as a reaction to the individual needs of the students (Behling & Hart, 2008; Burgstahler, 2006, 2008-a, 2008-b; Rose et al., 2008; Scott et al., 2003; Seale, 2004, 2006; Silver et al., 1998; Villa & Thousand, 2005). Without such an environment students with visual impairments will try to overcome difficulties by using the tools that they are familiar with, giving them a false perception of being included and experiencing what Wenger (1998) calls the marginality of competence. Furthermore, if the students cannot fully participate in some of the learning activities due to their disabilities, it may also produce a marginality of experience in their learning processes.
Role of design for learning
The author presented Wenger‟s definition of design for learning:
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 organizatio ns and instruction. (Wenger, 1998, p.228)
In this context I prefer the concept of design to didactics, as educational environments are expected to have a developed strategy that is aligned with certain didactic lines, and our concern is to make them accessible to blind students and design the educational environment in the wider conceptualisation of the inclusive perspective.
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
The tension established between reification and participation is caused by the reification and the space left for participation. This is particularly relevant community‟s degree of reification for the students who need to redefine their practices due to their blindness, because the curriculum and the academic community are not aligned with concepts of inclusion. In this situation, the blind students would be more prone to excessive reification and, thereby, „learning can lead to literal dependence on the reification of the subject matter, and thus to a brittle kind of understanding with very narrow applicability‟ (Wenger, 1998, p.265).
Wenger‟s 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).
Figure. Duality of participation and reification, based on Wenger (1998).
The designed and the emergent
The most relevant effect on design is that,
There is an inherent uncertainty between design and its realization in practice, since practice is not the result of design but rather a response to it. (Wenger, 1998, p.233)
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 local and the global
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 Rica‟s 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).
Identification and negotiability
On the subject of design, Wenger says: As a process of colonizing time and space, design requires the power to influence the negotiation of meaning. (Wenger,1998, p.235)
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.
The learning architecture
We have a complete picture of what Wenger (19 98) calls the dimensions of design and how he uses them as his framework for designing for learning. They are summarised below:
Figure 6.13. Based on Wenger‟s dimensions of design (1998).
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 move at their own pace.
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)
The white cane
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).
The guide dog
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).
Electronic travel aids (ETA)
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 user‟s 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
In essence, orientation is related to the coordination required to follow a specific route and avoid difficulties without losing track of the desired destination. The term wayfinding designates the process used by persons to keep moving towards their destination, even though they need to make changes to the route as a result of unexpected obstacles in their path (Ross & Blasch, 2000).
Spatial orientation tools
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 i s designed to help orientate orienta te 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)
I.2.2.2.1. Elementary School Design - Buildings that Speak
Figure. Ground Floor Plan with surrounding landscaping. Image by author.
Figure. Second Floor Plan including circulation. Image by author.
I.2.2.2.1.1 Concepts of Design Strategy
Visual Connectivity
It is important to make a building porous, and create a fabric of visual connections throughout the building, connecting people visually within and outside of the building. This can be achieved using transparency, such as transparent railings vs. opaque, transparent corners, and transparent doors or doors with view ports. This is important for safety and a sense of well being that deaf people will not run into others. Use of framed views and vistas also help to create 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
A collective way of being prevails in the deaf community. Creating an environment that is more of a community is essential to meet the needs of the deaf, and will benefit the hearing students as well.
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 t hat 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 aut hor with additional photos from Google Images.
Figure. Elevation, Small Learning Communities. Image by author.
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.
Figure. School Street entrance to SLCs. Image by author.
Figure. Section/Diagram with ventilation and illumination. Image by author.
Figure. Community Park. Images by author.
Chapter I.3 Research Methodology
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.
Group discussions can be an alternative source of collecting data in the absence or lack of time in a one-on-one interview. It can be an ideal approach of gathering information especially from the blind students since they have vision impairment therefore incapable of answering written surveys.
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.
Population and Sampling
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.
Stratified sampling is the strategy to be used in getting information wherein respondents are selected into two types of people: 1. students and teachers from the School for the Blind and 2. students and teachers from the School for the Deaf; which are of the same location.
In the Philippine National School for the Blind, the procedures of sampling in gathering data are as follows:
1. Group discussion- to be sampled on a group of 10 students in no particular grade or year level since survey is not applicable to them based on their impairment. 2. Interview- to be conducted with a faculty staff or teacher with the same impairment because of their knowledge and experience of being such.
In the Philippine National School for the Deaf, the procedures of sampling in gathering data are as follows:
1. Survey- to be sampled on a group of 100 students in no particular grade or year level because they are capable of answering questions through written forms compared to the blind students. 2. Interview- to be conducted with a faculty staff or teacher with the knowledge of the present learning environment of their school.
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.
The unrestricted or the open questionnaires are to be used as a form of survey in order to provide a complete evaluation of their learning environment. This is intended for deaf students only. On the other hand, blind students can be involved in a group discussion with an aid of a recording device.
However, interviews regarding design of the structure, circulation, learning process in relation to the quality of education and necessary information are intended for the faculty staffs.
Chapter I.4 Summary of Findings
Presentation of Collected Data
Philippine National School for the Blind
The Philippine National School for the Blind (PNSB) is a government-learning
institution
that
caters
educational
services to learners with visual impairment who are of school age. It is a special school of the residential type as its students reside in a dormitory inside the school campus while attending to their schooling during school days. PNSB used to be a component unit of the then School for the Deaf and Blind which was established in 1907 by Miss Delight Rice , an American Thomasite, which was also the very same year that formally marked the beginning of the special education program in the Philippines.
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 t he country‟s pioneer and leading exponent to t o the education of visually impaired
Filipino children, it serves as a Pilot Educational Resource and Service Development Center for 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.
As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.
Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic education where:
Students learn in child-friendly, gender-sensitive, safe and motivating environment
Teachers facilitate learning and constantly nature every learner
Administrators and staffs, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen
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
Early Intervention Program
Kindergarten Program
Regular Kindergarten Class
Multi-disabled Visually Impaired (MDVI) Class
Elementary (Grades 1-6)
High School (Grades 7-12)
Alternative Learning System (ALS) for the Visually Impaired
Services
Dormitory Facilities
Observation of Facilities
Waiting Area
It serves as the main entrance of the school. It consists of steel doors and iron bars as elements of security. It has a guard station for inquiry and security purposes.
It features wide corridor and built-in sittings for a comfortable waiting. These have tile and concrete finishes and the roof is a shed-like made of galvanized iron.
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 actual ly no blackboards due to student‟s visual impairment.
Classrooms have enough windows for ventilation and lighting. Some windows are of jalousie-type while others are of awning-type.
Dormitory
The dormitory is the main service facility of the school. The purpose of this dormitory is for students who travel longer distances and cannot afford the travel cost.
It has toilet and bath, laundry room, sitting and prayer area. The room is well-ventilated 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
It‟s a good thing that they have facilities for
recreational activities or a place where they can play and enjoy despite of their conditions. The school has a playground for pre-school or even grade school kids. It is part of the school‟s wide
yard.
Court
Another recreational facility is the court when students can play basketball, volleyball, soccer or whatever sports they prefer. There are benches where they can relax and sit while watching or waiting. Trees serve as sheds.
Comfort Rooms
The height of the comfort room is just half of that of the normal size. Upon entering the door, there are steps that serve as guides. Cleanliness is well- maintained.
Conference Hall
It is a large area for conferences and meetings of
faculty
staffs
and
students,
group
discussions, and other study-related activities. It has glass sliding doors.
Sitting Areas
It is where parents or guardians used to stand by while waiting for their children. Students usually stay here while also waiting for their classes.
Administration Office and Faculty
The purpose of this room is for registry of students and staffs information and the school‟s
profiles. Unlike the faculty office, the area is small. Is is a concrete structure with jalousie windows.
Features
Stairs
The stairs are narrow and creates a good circulation for students and faculty staffs. Under these staircases, there are storages in keeping materials.
The height of the steps is designed for disabled persons. It is typically made of concrete structure. The railings complement the stairs and serve as guides for the blind.
Stage Area
The stage is where programs are held for students. The simple design features different guides: low railings, safe steps and ramps for those who are physically-disabled.
Area for Plantation
This is an area where plants are kept to grow to contribute to the landscaping of the school. It helps improve the environmental condition of the place and promotes good natural ventilation.
Corridors
The quality of corridors dictates the accessibility and traffic flow within certain area. Proper railings
are
necessary.
Floorings
are
shiny
cemented.
Blind students sometimes make use of “cane” or the wooden stick that serves as their “eye”
because they can detect whether there are barriers and distractions while passing through the corridors.
Ramps
Ramps are used as transition from one place to another especially designed for blind students who are also physically disabled who actually use wheel chairs.
It is narrow in width and can accommodate only one passer with the aid od railings on its both side. The flooring is usually in rough surface to avoid accidents.
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
Old and broken facilities
There are facilities that due to longer span of preservation gets old and needs to redevelop for a change. change. It can be useless to students
and
staffs and can create dangers if not been given into consideration.
Certain weaknesses are: wooden trusses of the roof, improper maintenance of sanitary facilities, and lack of fire protection devices.
Improper use of building materials
There are certain transition bridgess which made use of building materials that are inappropriate and may cause danger to students.
The picture shows an example wherein they made use of metal flooring just to provide a pathway to another space. Concrete materials can be
used
rather
that
can
provide
strong
accessibility through spaces.
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 PNSB School Teacher with Visual Impairment
1. What are the differences of School for the Deaf to other usual schools that are intended for non-disabled students?
It‟s almost the same except that it is more barrier -free and designed for students with visual impairment that can accommodate student‟s 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 school‟s 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 learni ng 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:
Satisfaction of Students with the School‟s Present Learning Environment
Teaching Process
Leaning Materials
Accesibilty
Number of Students
Furniture
Facilities
0
1
2
3
4
5
6
7
8
The graph shows the tally of votes regardi ng student‟s 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
Air-conditioner, internet, wifi zone
2. Furniture
Talking board
3. Accesibility 4. Learning Materials 5. Teaching Process
Railings, walking elevators, signage, drainage Books, embossing papers Attitude, memorization of codes
Learning Environment as a Contributive Factor to Learning Process
Learning Environment as a Contibutive Factor
Number of Students
0
2
4
6
8
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 student‟s learning process in gaining knowledge.
Awareness of Technology-based Learning Environment
Student's Awareness
Number of Students
0
2
4
6
8
10
12
The chart shows that 10 out of 10 students are aware of the technology based learning environment.
Learning Environment Preferences
Technology-based Traditional
The chart shows that 40% of 10 students prefers technology-based learning environment while 60% prefers traditional learning environment.
Need Analysis
On the case study-interview-group discussion conducted in the Philippine National School for the Blind, there is a need for a technology-based environment yet students are satisfied with their traditional or present learning environment. Improvements in terms of facilities, accessibility and learning materials are highly suggested by students and staffs.
Being a user-friendly school requires innovations and redevelopment in terms of the building design that will cater the t he needs of the visually impaired students.
Qualitative or Quantitative 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.
Chapter I.5 Conclusions and Recommendations Recommendations
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.
Different principles and techniques are to be considered in planning the design of a new learning environment that will cater the special needs of the students which promotes safety, security, sustainability and accessibility.
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.
Part II: Research Focus Chapter II.1: Rationale
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.
Principles and techniques show the collaboration of traditional and technology-based environment in which functionality matters. The main purpose of providing different principles is to provide an architectural design solution that is technology-based but somehow traditional in approach. The reason for doing so is to maintain the quality of education and provide instructional services that are relevant to the problems of the school learning environment particularly with regards to facilities and tools that are intended especially for deaf and blind students.
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.
Chapter II.2: Principles and Relevance to the Project
II.2.1. School for the Blind Improvements
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 handra ils that allow a user‟s 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 do wn 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.
Detectable warnings or Tactile Paving
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.
Machines for Braille
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
Natural ventilation is by no means a new technique in architecture; rather it is a traditional technique that has been neglected since the arrival of cheap energy and air conditioning. Natural ventilation lowers cooling and ventilation costs, as well as providing a close connection with the outside environment. In addition, natural ventilation systems can help eliminate noise generated by fans potentially increasing acoustic comfort.
II.2.2. School for the Deaf Improvements
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 i n 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.
Stairs and Elevators
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 it s community by fences or barriers tends t ends to isolate students--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.
Creating an environment that is more of a community is essential. A collective way of being prevails in the deaf community.
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.
Chapter II.3: Application to the Project
The given principles and improvements are to be applied in designing an innovative School for the Deaf and Blind. Building standards should be taken into consideration promoting safety and security.
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.
Although the proposed school is technological in nature, the application of natural ventilation can be one of the best techniques in architecture since it reduces energy consumption and cost maximizing the use of environmental resources. The relationship of the building itself to the environment is necessary in all aspects because nature has an overall impact when it comes to providing safety and convenience to the user of t he building.
Circulation, as one of the important factors in design should be applied through careful planning of spaces and hallways to avoid obstruction. Elements such as views, arrangement of rooms, and application of electronic devices and facilities can also help improve the functionality of the building satisfying the needs of the users.
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.
Part III. Site Identification and Analysis Chapter III.1: Site Selection Process
Criteria for Site Selection
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
There should be a suitable surrounding environment.
Specific hazards that may affect the site should be identified.
2. Design and Safety Standards
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 have a suitable frontage on a public road, preferably on a quiet street.
It must not shut in from the main highway by private property nor from dense groves of tall trees.
There shall be no swamps and irrigation ditches around it.
The school site and its immediate vicinity shall be free from any condition endangering the health, safety and moral growth of the pupils/students.
It shall be located beyond 200 meters of places of ill-repute, recreational establishment of questionable character, etc.
Other structures, such as barangay hall, social centers, etc., are not allowed to be constructed within the school site.
3. Accessibility
A school site must be easily accessible to the greatest number of pupils/students pupils/student s it intends to serve.
The maximum distance for a pupil/student to walk from residence to school is 2 to 3 kilometers.
The maximum distance for a pupil/student to walk from residence to school is 2 to 3 kilometers.
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. The topsoil is properly balanced to support vegetation and permit surface drainage without erosion.
The subsoil provides a proper base for economical and substantial foundation of the buildings to be constructed on the site.
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
Impervious surfaces (such as concrete pavement, asphalted surfaces, etc.) must be minimized.
Native
or
indigenous
recommended.
landscaping
that
is
drought-
tolerant
is
Site Option Description
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 Doctor‟s 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.
Ayala Avenue is a major thoroughfare in Makati. It is one of the busiest roads in Metro Manila, crossing through the heart of the Makati Central Business District. Part of Ayala Avenue forms Circumferential Road 3. There are many businesses located along the avenue.
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 Selection and Justification
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.
Suitable front on public road
d. Shut in from main highway e. No swamps and ditches f.
Free from health danger
g. Beyond 200 meters of ill-repute h. Social centers are unconstructed c. Accessibility
a. Accessible to students b. Drop-off point distance d. Topography
1. Soil Condition a. Sandy Loam soil 2. Size b. Elementary- 5,000 square meters c.
Secondary- 5,000 square meters
3. Heat Island a. Surfaces and Landscaping RESULT
Site 1
Site 2
Site 3
Chapter III.2: Site Evaluation and Analysis
The Macro Setting
Geography, Location and Area
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 (See Figure 2.1). The city is located approximately at latitude 14º32' and longitude 121º00'. In terms of area, Pasay is the third smallest 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.
Topography, Elevation and Slope
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 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.
It is characterized by two pronounced seasons: seasons: rainy season from May to
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 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.
The highest amount amount of
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.
5. Wind Speed and Direction
The annual prevailing wind direction in the area is towards the east. The average annual annual wind speed is 3.0 meters per second second (mps). High wind speed occurs in March to April while low wind speed happens in September to November.
The highest wind speed of 56 mps was
recorded on November 14, 1977, going in a western direction.
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, Parañaque 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 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.
Laws and Ordinances Pertaining to the Site
Source: Copyrighted from Pasay City Zoning Ordinance
Chapter III.3: Site Development Options
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
Questionnaires for Group Discussion
Interview Questions
Survey Questionnaires
Observation List
Transfer Certificate of Title
Front Page
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