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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 Figuera2006141506
Architect Junar Pakingan Tablan, uap, MSAEAdviser
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 Federation of the Deaf (WFD), approximately 66
percent of Deaf people live in developing countries, where authorities are rarely
familiar with their needs and where very few Deaf children have access to
employment and education. Only about 10 percent of the world's Deaf population
receives any education at all, and only one percent receives this education in sign
language - even though the majority of Deaf people worldwide use sign language in
their daily lives. Reflecting this educational disadvantage, unemployment rates are
extremely high in the Deaf community. Many nations even deny basic civil rights to
their Deaf and hard of hearing citizens (i.e., driving, voting, employment options).
Children with disabilities in general and visual disabilities in particular have
very lowest education outcomes. World report on disability by the WHO and WB 2011
reaffirms the fact that less than 10% children with disabilities in general and visual
disabilities in particular have access to quality education. Attitudinal, institutional,
structural, informational, technological barriers coupled with lack of support systems
in the regular schools in order to address the specific needs of children with visual
disabilities have significantly contributed in deprivation of right to education of
children with visual disabilities in the world.
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 the country.
Children with hearing impairment who are diagnosed at an early age are given
the opportunity for an intensive “individualized education plan” (IEP) which will equip
them with the skills for formal education, and provide them with the self-help skills
needed for daily living. These skills are carried to further programs, therefore,
increasing their chances for being functional members of society.
The school prides itself with the philosophy that a hearing impaired child has a
communication problem but needs to be educated as an integral part of the learning
world rather that apart from it. Hence, the school provides basic technology like
numerous assistive listening devices and other aids for the unique needs of children
with hearing impairment.
In line with the 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.
Hearing impairment or hard of hearing or deafness refers to conditions in which
individuals are fully or partially unable to detect or perceive at least some
frequencies of sound which can typically be heard by most people.
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 disabilities” ((29 U.S.C. Sec 2202(2)).
School planners should always consider ways to maintain the dignity of
students with disabilities. Exceptional children should not be separated from their
peers in instructional settings or be limited in their educational opportunities. Abend
(2001) has advised that:
• Accessible lab stations, computer desks, etc. should not be separated from
stations for nondisabled students, but rather integrated into the classroom
arrangement so that students may participate fully in group activities
• Accessible seating in auditoriums, lecture halls, and sports arenas should not
be isolated or inconvenient or in less desirable places, so that disabled
students will have the ability to view and participate fully in the activity
• The health suite should meet the wide range of medical services needed by
students with disabilities. Procedures such as changing colostomy bags,
administering medication, and providing breathing treatments may require
adding a private examination room. In addition, the health suite should not be
located directly on a main traffic corridor, or children entering and leaving the
facility might feel “on display.”
The successful school design neither calls attention to exceptional children nor
conceals them from view.
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 organizations
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 community’s degree of reification and the space left for participation. This is
particularly relevant 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 (1998) 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 designed to help orientate and provide blind
users with confidence and independence needs to fulfil two goals: provide
information of the location and surroundings along the route and provide an optimal
route towards a given destination (Rajamaki, Viinikainen, Tuomisto, Sederholm, &
Saamanen, 2007). In order to provide information of the surroundings, one of the two
following options is required: 1) having a short range device in the environment,
providing information about the immediate surroundings, directly or via a receiver, or
2) having a method for locating the user globally and a source of information about
the locations on the chosen route.
I.2.2.2. DEAF SPACE AND THE VISUAL WORLD – BUILDINGS THAT SPEAK: AN
ELEMENTARY SCHOOL FOR THE DEAF (Tsymbal, Karina A. 2010)
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 will evoke in the students a sense of identity and belonging. The concept of small
learning communities discussed earlier is invaluable for this end.
Instead of creating one big building, breaking down the scale into smaller
learning communities is most effective. In small learning communities everyone
knows each other. The children are then more likely to interact and help each other in
these cohesive groups, like a family. In this way the sense of home comes into being.
The design of the entrances to the learning communities and main
entrance was inspired by this image. Also, many of the adjacent houses to the school
site have these same gables, and reflecting this in the school design helps associate
the school with home.
The facades of the small learning communities are intentionally varied in
color, form of windows and markers, which help the children instantly identify them
and develop a sense of belonging to “their” learning community.
Figure. Sense of Home Design Concepts. Image by author with additional photos from
Google Images.
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 country’s pioneer and leading exponent to the education of visually
impaired Filipino children, it serves as a Pilot Educational Resource and Service
Development Center for the ultimate integration of the visually limited into the
mainstream of social spectrum. It is charged with the task of catering the educational
needs of the blind as an integral part of general education with specific role of taking
active participation in the nation building through the transformation of the blind
youths into productive citizens of the country despite their unique deviation from the
so-called average.
Vision
We dream of Filipinos who passionately love their country and whose
competencies and values enabled them to realize their full potential and contribute
meaningfully to building the nation.
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 actually 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 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. 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 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
Facilities
Furniture
Accesibilty
Leaning Materials
Teaching Process
0 1 2 3 4 5 6 7 8
Number of Students
The graph shows the tally of votes regarding 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 SuggestedLearning Environment Improvements
1. Facilities Air-conditioner, internet, wifi zone2. Furniture Talking board3. Accesibility Railings, walking elevators, signage, drainage4. Learning Materials Books, embossing papers5. Teaching Process Attitude, memorization of codes
Learning Environment as a Contributive Factor to Learning Process
Learning Environment as a Contibutive Factor
0 2 4 6 8 10 12
Number of Students
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
0 2 4 6 8 10 12
Number of Students
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 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
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
technology-based 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 technology-based 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
handrails 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 down the
stairway.
Blind or partially sighted people may not be able to locate the edge of the tread on a
stairway if the top of the nosing does not have adequate highlighting to distinguish
one tread from the next, thus making it extremely difficult for them to use the steps
safely.
Curb Ramps
Curb ramps are necessary for access between the sidewalk and the street for people
who use wheelchairs. However, curb ramps can create a barrier for people with vision
impairments who use the curb to identify the transition point between the sidewalk
and the street. Because curb ramps eliminate the vertical edge of the curb used by
pedestrians with vision impairments, it is necessary to install detectable warnings to
mark the boundary between the sidewalk and street.
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 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 community by fences or barriers tends to isolate
students--- might make them feel imprisoned. If possible connectivity, openness, and
access to the surroundings is desirable, adding cohesiveness to the environment
within and without the school.
Buildings should be oriented in their site with thoughtful relationships to traffic paths
moving among the buildings and to logical point offsite. Footpaths are main traffic
arteries for children, and without attention to them the building could become
disengaged from the site.
Contrasts between light and dark and colors are a great aid to the deaf in visualizing
signing. Those who must maximize their signing visibility thoughtfully choose clothing
color that will make their hands stand out.
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 the 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 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 landscaping that is drought- tolerant is
recommended.
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 Site 1 Site 2 Site 3
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
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 Figure 2.1). The city is located
approximately at latitude 14º32' and longitude 121º00'. In terms of area, Pasay is
the third smallest political subdivision among the cities and municipalities of NCR.
The city has a total area of 1,805.11 hectares. The city proper or
Barangays 1 to 201 occupies around 1,399.50 hectares or 77.53 percent the total
area. The Cultural Center Complex occupies around 191.95 hectares (10.63%) while
the rest of the reclamation area covers an area of 213.66 hectares (11.84 %).
Geology
Pasay consists of two terrain units, an eastern undulating section and a
western alluvial portion, which extends into the Manila Bay. The undulating to gently
sloping terrain is underlain by a gently dipping sequence of pyroclastic rocks
essentially made up of tuffs, tuffaceous sandstones and conglomerates belonging to
the Guadalupe formation. This formation is represented by massive to thickly bedded
lithic tuff and tuffaceous sandstone.
Physiography
Metro Manila's physiography is divided into six zones namely, the Manila
Bay, the Coastal Margin, the Guadalupe Plateau, the Marikina Valley, the Laguna
lowlands and the Laguna de Bay. Pasay City belongs to the Coastal Margin or the low
lying flat strip of land east of Manila Bay with an elevation of less than 5 meters
above mean sea level.
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 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: 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 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 of rainfall for the period 1949-1995 was 427.4
mm recorded on February 1,1962.
3. Temperature
Pasay has an average normal annual temperature of 27.5 C. The warmest
months are April, May and June while the coldest months are December, January and
February with the minimum temperature of 25-26C. The highest temperature was
recorded on May 18,1969 at 38.1C while the lowest was recorded at 14.6C on
February 1, 1962.
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 wind speed is 3.0 meters per second (mps). High wind speed occurs in March
to April while low wind speed happens in September to November. 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 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
Back Page
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