DESIGN DISSERTATION: EARLY INTERVENTION CENTRE, AURANGABAD by Akshada Muley

UNIVERSITY OF MUMBAI

Certificate This is to certify that this Dissertation entitled

Early Intervention Centre for Children with Special Needs is the bonafide work of

Akshada Mohan Muley who is a student of the final year of Sir JJ College of Architecture, University of Mumbai and has carried out this work under my guidance and supervision.

Research Supervisor Prof. Parul Kumtha

Date: Place: Mumbai

External Examiner Name and Signature Date:

Early Intervention Centre for children with special needs, Aurangabad

Principal Prof. Rajiv Mishra

Stamp of College

External Examiner Name and Signature Date:

This page is left blank intentionally

Early Intervention Centre for children with special needs, Aurangabad

DECLARATION I hereby declare that this written submission entitled “The Early Intervention Centre- Assisted Learning Center for Children with Special Needs” represents my ideas in my own words and has not been taken from the work of others (as from books, articles, essays, dissertations, other media and online); and where others’ ideas or words have been included, I have adequately cited and referenced the original sources. Direct quotations from books, journal articles, internet sources, other texts, or any other source whatsoever are acknowledged and the source cited are identified in the dissertation references. No material other than that cited and listed has been used. I have read and know the meaning of plagiarism* and I understand that plagiarism, collusion, and copying are grave and serious offences in the university and accept the consequences should I engage in plagiarism, collusion or copying. I also declare that I have adhered to all principles of academic honesty and integrity and have not misrepresented or fabricated or falsified any idea/data/fact source in my submission. This work, or any part of it, has not been previously submitted by me or any other person for assessment on this or any other course of study.

Signature of the Student: Name of the Student: Akshada Muley Exam Roll No: 31 Date:

Place:

*The following defines plagiarism: “Plagiarism” occurs when a student misrepresents, as his/her own work, the work, written or otherwise, of any other person (including another student) or of any institution. Examples of forms of plagiarism include: • the verbatim (word for word) copying of another’s work without appropriate and correctly presented acknowledgement; • the close paraphrasing of another’s work by simply changing a few words or altering the order of presentation, without appropriate and correctly presented acknowledgement; • unacknowledged quotation of phrases from another’s work; • the deliberate and detailed presentation of another’s concept as one’s own. • “Another’s work” covers all material, including, for example, written work, diagrams, designs, charts, photographs, musical compositions and pictures, from all sources, including, for example, journals, books, dissertations and essays and online resources. Early Intervention Centre for children with special needs, Aurangabad

III

This page is left blank intentionally

Early Intervention Centre for children with special needs, Aurangabad

“Early child development sets the foundation for lifelong learning, behaviour and health. The experiences children have in early childhood shape the brain

and child's capacity to learn, to get along with others, and to respond to daily stresses and challenges” -Dunst 1996

“It’s not a drug, it’s not a vaccine, and it’s not a device. It is a group of therapists working together, solving problems and enhancing capabilities” Adaptation from Richard Horton, Lancet editor

“Medical services and professionals rendering Early Intervention services are the best entry point for such activity because of general acceptance of medical personnel as first line of intervention. Social services and educational services should then work in tandem for reinforcing motivation and sustenance of these benefits. -Dr. Anand Pandit 2013

“Early intervention is a term which broadly refers to a wide range of experiences and supports provided to children, parents and families during the

pregnancy, infancy and early childhood period of development” -Dunst 1996

Early Intervention Centre for children with special needs, Aurangabad

This page is left blank intentionally

Early Intervention Centre for children with special needs, Aurangabad

ACKNOWLEDGEMENTS The completion of this project would not have been possible without the participation and assistance of the following people. I offer my sincerest gratitude to my research supervisor, Prof. Parul Kumtha who has supported me throughout my thesis with her patience and knowledge whilst allowing

me to work in my own way.

Furthermore, I would like to thank all the teachers of Sir J.J. College of Architecture especially Prof. Rajiv Mishra, Prof. Ketan Rami, Prof. Mustansir Dalvi, Prof. Sushma Joglekar, Prof. Mukund Athavle, Prof. Jayashree Choudhari and Prof. Rekha Nair for all the invaluable knowledge they have imparted over all these years.

I want to thank my mother, Radhika Muley for inspiring me to choose this topic for my research. She has been associated with a similar project in the past. This project would have been impossible without her.

I would also like to thank several individuals who contributed directly to the research presented here – Dr. Anjali Bangalore, Mrs. Madhura Anvikar, Dr. Prachi Patel, Dr. Roshni Sodhi, Dr. Ambika Takalkar, Dr. Amruta Bhalerao, Dr. Smita Kukade, Mrs. Mamata More, Mrs. Rani Yangad, Mrs. Sheetal Gaikwad whose information and interviews are appreciated. My sincere gratitude to my seniors Ar. Mugdha Bhave and Ar. Shreya Mahajan for their valuable assistance and reference. My juniors Bhavna, Rucha, Aditi, Gouri, Raashi, Aparna and Riddhi for their prompt assistance in every hour of need. Thank you to the most amazing friends without whom I couldn’t have survived these five years – Sejal Bamb, Ashish Dandekar and Shreya Khandelwal. Thank you Nuti Dave for helping me out with small corrections. Lastly, I am grateful to Aai and Baba who kept ultimate faith in me and always provided me back up with their support, love and best wishes. Early Intervention Centre for children with special needs, Aurangabad

VII

This page is left blank intentionally

VIII

Early Intervention Centre for children with special needs, Aurangabad

ABSTRACT Globally, about 7.9 million children are born annually with a serious birth defect of genetic or partially genetic origin which accounts for 6 percent of the total births. Globally, 200 million children do not reach their developmental potential in the first five years because of poverty, poor health, nutrition and lack of early stimulation. With an annual birth cohort of almost 27 million per year, India is expected to have the largest number of infants born with birth defects.

Developmental impairment is a widespread problem in children health that occurs in approximately 10% of the childhood population and even more among “at risk” children discharged from the sick newborn care unit. To successfully manage our society’s future, we must recognize problems and address them before they get worse.

Early identification and intervention are pivotal to the prognosis of the child with special needs. The idea behind early intervention is to intervene early and minimize disability. Once the disability is already established then the intervention would include enhancement of child development for the child to reach his/her highest potential. Research has shown that best education results in Integrated Models where these students reap both of mainstream and specialized setting like an Early Intervention Centre.

What happens in early childhood can matter for a lifetime. (Moore T. , 2015) Many professionals believe that the first seven years of a child’s life

are critical windows for his development

intellectually, socially and

emotionally. Findings support the commonly-held view that early services to young children with special needs will enhance their abilities to develop to their maximum potential, reduce later education costs to society, and improve their chances of both economic and living independence and thereby promoting their early inclusion into the mainstream.

Early Intervention Centre for children with special needs, Aurangabad

Developmental intervention requires an interdisciplinary approach of a multidisciplinary team placed under one roof. However, there are very few centers in India which provide such services but even most of these centers do not have all the components required for evaluation and intervention in a holistic way. In a typical medical Hospital, the parents are

forced to move from one place to another to access the services. However, in absence of quality services for such small children they are advised to come later when they become older, thus missing the critical period of development. It would be important to mention here that there more than 600 districts in the country having functional SNCUs which will act as target groups for each of such Early Intervention Centers (EICâ&#x20AC;&#x2122;s).

The need of the hour is to bring together trained professionals from different disciplines, who had been working individually so far, in the intervention setting to meet the needs of these special children. At this point of time, when India is making sincere efforts to strengthen Health Systems for Publicly provided care (Rashtriya Bal Swasthya Karyakram (RBSK), 2013), there arises an acute need to establish a center at the district level with age appropriate and specific equipmentâ&#x20AC;&#x2122;s

and

with

specific

trained

specialistsâ&#x20AC;&#x2122;

providing

comprehensive services under one roof with a holistic approach to children with special needs

Early Intervention Centre for children with special needs, Aurangabad

ABBREVIATIONS

This page is left blank intentionally

XII

Early Intervention Centre for children with special needs, Aurangabad

CONTENTS Acknowledgements ..................................................................................VII Abstract .....................................................................................................IX Abbreviations .........................................................................................XVI CHAPTER 1. Introduction .....................................................................1 1.1. Purpose of study……………………………………….......................3 1.2. Significance of study…………………………………………………4 1.3. Variables……………………………………………………………...4 1.4. Assumptions and Limitations………………………………………...4 CHAPTER 2:Research Methodology……………………………………6 CHAPTER 3:Literature Review…………………………………………8 CHAPTER 4. Primary Data Collection…………………………….….35 4.1. Visit to Icon Center of Assisted Learning, Aurangabad……………...36 4.2. Visit to Deenanath hospital Child Morris Centre, Pune…...................38 4.3. Visit to KEM TDH Morris Center, Pune…………………..................40 4.4. Interviews of experts in the field…………………………..................42 4.4.1. Madhura Anvikar: Child Psychologist……………………..43 4.4.2. Dr. Anjali Bangalore: Neurodevelopmental specialist……..44 4.4.3. Dr. Prachi Patel: Pediatrician……………………………….46 4.4.4. Dr. Roshni Sodhi: Pediatrician…………………………..…47 4.4.5. Dr. Priya Bhale: Hearing and speech specialist…………….48 4.4.6. Dr. Ambika Takalkar: Pediatric Psychiatrist……………….49 4.4.7. Kshipra Rohit: Specialist in Specific learning difficulties………………………………………………..50 4.4.8. Rani Yangad: Parent and Psychologist…………..................51 4.4.9. Sheetal Gaikwad: Special Education Teacher……………...52

4.4.10. Mamata More :Social Worker (Msw.)…………………….53 4.5. Interviews of parents………………………………………………....54 4.6.Important Conclusions from interviews of parents…………………...56 CHAPTER 5. Facts about Developmental Disability.............................57 5.1. Definition of Developmental Disability …………………..................58 Early Intervention Centre for children with special needs, Aurangabad

XIII

5.2. Developmental milestones……………………………………..….....58 5.3. Developmental monitoring…………………………………………...58 5.4. Causes, Risks and Factors……………………………………………58

CHAPTER 6. Prevalence of Disability in India ....................................63 6.1. References from the Census 2011 ......................................................64 6.2. State-wise disabled population according to age group……………...70 6.3. Population of disabled children in age group 0-6 in all states………..71 6.4. Prevalence of Intellectual disability in India………………………....72 6.5. Disability in state of Maharashtra and Aurangabad district…………73 CHAPTER 7. Early Intervention Programme in India and Abroad ...75 7.1. California Early Start ........................................................................76

7.2. Early Intervention in Singapore ..........................................................82 7.3. Guidelines for District Early Intervention Centers (RBSK) ..............85 CHAPTER 8. Learning Styles and Education Systems .....................111 8.1. Patterns of Learning .........................................................................114 8.2. Educational Program for slow learners……………………………..115 8.3. Key elements for successful education……………………………..118 8.4. Maria Montessori and Montessori Education system ......................120 8.5. What Schools and centers practice today?.........................................124 8.6. Relationship Development Institute (RDI) ………….......................126 CHAPTER 9. Technology that can be used for treatment of various developmental/Learning Disability .....................................................129 9.1. Importance of technology and Advantages .....................................132 9.2. Pretend Play: Augmented Reality Experiment ...............................136 9.3. Let’s Play! Project: A project using assistive technology………….139 9.4. Sequential Messaging toys: Augmentative and Alternative Communication ………...........................................................................142 9.5. UC Davis Mind Institute …………………………………………...145 9.6. Communication Technology Education Center ……........................146 9.7. Projection Mapping and its types…………………………………...147

XIV

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 10. Architectural Design Strategies Adopted for Building Design for special needs Children ………………………………….....159 10.1. Planning and Design Principles …………………………………...160 10.2. Use of colours and its effects on physical environment…………...172 10.3. Design of Sensory Gardens/Healing Gardens…………. …………177

CHAPTER 11. Case Studies…………………………………………....187 11.1. Examples for good Architectural Environment……………………188 11.1.1. Structured Corridors……………………………………..190 11.1.2. Curved walls……………………………………………..194 11.1.3. Safe Reliefs………………………………………………198 11.1.4. Natural Light……………………………………………..202 11.2.Children Treatment Centre at Canada………………………………206 11.3. The Corridors………………………………………………………210 CHPATER 12. Research Conclusions…………………………………217

CHAPTER 13. Site Analysis ..................................................................221 11.1. Why Aurangabad?.............................................................................222 11.2. Site choice........................................................................................224 11.3. Land use of the surrounding ...........................................................225

11.4. Famous Schools and Hospitals……………………………………226 11.5. Key Considerations while choosing the site………………………228 11.6. Proximity to Hospitals and schools..................................................229 11.7. Site Plan ..........................................................................................230 11.8. Site Accessibility and Roads………………………………………231 11.9. Photographs of the edges of the site……………………………….232 11.10. SWOT Analysis…………………………………………………..233

11.11. Climate Data of Aurangabad……………………………………...234 CHAPTER 14. Design Proposal ............................................................235 CHAPTER 15. Bibliography .................................................................240 CHAPTER 16. Appendix………………………………………………246 Early Intervention Centre for children with special needs, Aurangabad

ABBREVIATIONS AAC- Augmentative and Alternative Communication. ADHD- Attention Deficit Hyperactivity Disorder. AR- Augmented Reality

AT- Assistive technology CEDD- Centre for Excellence in Developmental Disability. CP- Cerebral Palsy. CTEC- Communication Technology Education Centre. CWC- Child Welfare Committee.

DDS- California Department of developmental services. DEIC- District Early Intervention Centre. DIRC- Disability Information and Referral Code. DQ- Developmental Quotient. FRC- Family Research Centre. HVAC- Heating Ventilation and Cooling. ICON- Integrated Centre for Child Neurodevelopment. IDDRC- Intellectual and Developmental Disabilities and Research Centre. IEQ- Indoor Environment Quality. IFSP- Individualised Family Service Plan. NHM- National Health Ministry. RBSK- Rashtriya Bal Seva Karyakram. RDI- Relationship Development Intervention. SEN- Students with Special Education Needs. SI- Sensory Integration. SNCU- Special New-born Care Unit

XVI

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 1 INTRODUCTION The chapter talks about the aims and objectives, significance and limitations, target group for research of the project. Steps taken to take research further, variables and the limitations that are considered for deriving to proposal are mentioned. Early Intervention Centre for children with special needs, Aurangabad

INTRODUCTION The World Health Organization’s reframing of disability in terms of the restrictions that social environment places upon the person’s capacity to participate in life activities (WHO, 2002) speaks volumes about the way in which we view disability has changed significantly in recent decades.

Society has changed dramatically over the past few decades, with significant impacts upon, children, families, communities and services. At the same time as these changes have been occurring, our knowledge of child development and the significance of the early years have been growing, and our views about disability and difference have been changing. This confluence of social change and new knowledge has led governments and service systems around the world to seek latest ways of configuring and delivering services. At the societal level, it becomes very critical to integrate service systems and multilevel interventions. At the early childhood intervention level, there is a need to promote the development of children with developmental disabilities.

There is an unacceptably high incidence of birth defects and developmental disorders including disabilities in India and it is high time we start paying attention to their early detection and intervention. In a vast country like India, the need for ensuring a healthy and dynamic future for a large population and creating a developed society, agile and able to compete with the rest of the world, stands as of utmost importance.

To create such a healthy and developed society can be achieved through efforts and initiatives undertaken in a systematic manner at all levels. Equitable child health, care and early detection and treatment can be the most pragmatic initiative, or rather solution, at this point of time by creating a center at the district level with age appropriate and specific equipment’s and with specific trained specialists’ providing comprehensive

services under one roof with a holistic approach to children with special needs.

Early Intervention Centre for children with special needs, Aurangabad

I believe that architecture has severely excluded its responsibility to developmentally disabled population. When I remember my relative struggle to find the nearest therapy center which was in Mumbai, roughly around 230 Km away from Aurangabad. I could not help but think of Architecture as the problem and solution. Developmental Disability has unique and complex treatment that requires specific architectural proposition. Seeing my mother proactively involved in the partnership

between SAKAR (Society for Adoption Knowledge and Resource, Aurangabad) and ICON center for assisted learning, conducting programs in schools on awareness and identification of slow learners which made me realize the low awareness amongst parents and lack of teacher training programs. I choose to idealize architecture as a mean to facilitate treatment in the form of early Intervention for children with special needs. Therefore, it is my desire to propose a proactive, user-based architecture meant to

enhance treatment quality and experience. It is the family struggle that has been my inspiration.

1.1. PURPOSE OF THE STUDY The purpose of this study intends to provide ample opportunities to meet the growing needs of developmental disabilities in Aurangabad region of Maharashtra through analytical application of architecture and the built environment. The project aims to address the major voids in current development disability understanding and acceptance while initiating a cohesive dialogue between the public and the special needs community. Furthermore, the study proposes architecture as a means of perceptive change through which the facility is designed as a center for continual research and treatment methodology. Treatment primarily relies on rigorous teaching techniques and therapy

sessions where the children are engaged in one-on-one/many-on-one learning environments to produce long term results. Architecture should not only advance parental and community involvement but facilitate positive and constructive relationship throughout the childâ&#x20AC;&#x2122;s treatment.

Early Intervention Centre for children with special needs, Aurangabad

1.2. SIGNIFICANCE OF THE STUDY The significance of the study addresses the impact upon future design initiatives. The study means to circumvent any debate of comparable treatment methods and instead proposes adaptable architecture for early intervention. The outcome establishes architectural connectivity between the medical profession and special needs community. The primary initiative is based on architecture’s role as an efficient means of change and promotion for those diagnosed with developmental disability. 1.3. VARIABLES Variables to be considered but are not limited to the following: 1. Age of the child 2. Treatment period 3. Acceptance and involvement of public to specific treatment methods 4. Involvement and participation of parents 5.Advancement in medical research 6.Availability of aides and trained professionals 7. Increase or decrease in the cases of developmental disabilities diagnosed per year 1.4. ASSUMPTIONS AND LIMITATIONS Presently the primary limitation of the proposal is the scope of treatment available for various special need children from the age group 0-10 years

of age. This age group is currently stated as those with highest rate of success for early implementation due to their early developmental stages of basic communication and interaction skills. Another limitation is the changing disability demographics and medical professional and specialists that are available in the region to identify and provide appropriate treatment to these special children. Assumptions within the proposal are based upon the generally accepted axiom that “Special needs can be treated.” Evidence for the same has been mentioned in number of research papers and books. It is also assumed that early intervention in children is not only advantageous but also highly effective.

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 2: RESEARCH METHODOLOGY â&#x20AC;&#x153;How Architecture by providing necessary infrastructure, bridge the gap between Medical profession and the special needs community?â&#x20AC;? To

address this research question the research methodology approach was holistically categorized into three main stages.

The first stage involves study of Early Intervention Facilities and gaining in-depth information on it. The study of the topic involved a study of news articles, published reports, information from books and movies, documentaries and virtual media. Since the topic revolves around a specific user group, talking to people associated with special children was important in setting out clear facts, understanding the current issues and problems faced and the demands and necessities of the special needs children.

Interviews of experts in the field like pediatric doctors, developmental pediatricians, child psychologists, special educators etc., parents of special children and teachers apprehend the petty things that create comfort and ease of access and numerous other things that an architect should keep in mind while designing for special needs. Visits to various centers in Aurangabad, Pune and Mumbai have been instrumental in triangulating material learned through online research.

The second stage concentrates on the need and justification for an Early Intervention Centre. This was done by analysis of the prevalence of disabilities in India and the studying the advantages of Early Intervention facilities across the world. The third stage focuses on EICâ&#x20AC;&#x2122;s in context with architecture design. The stage largely comprises of details on various design elements relating it to case studies in India and abroad. The stage concludes with an understanding and identifying of key design principles employed, which largely influences the design brief proposed. Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 3: LITERATURE REVIEW The process involved, in depth literature research and case studies by theorist, architects, doctors or thinkers. It has helped me in supporting the idea or design and understanding the project in depth. The site visits have been largely instrumental in triangulating material learned through online research. A combination of online research and regular site visits has guided me to the literature reviewed in this research. All the theories or approaches from the literature are relevant or coherent to the project methodology, approaches and strategies.

The literature review has been categorized into 6 distinct parts. The first part contains the reviewed literature related to the prevalence of disability in India. The second part includes data on Early Intervention Programs in India and Abroad. The third part deals with the various education systems and learning styles that can or have been adopted for these special Children. Part four talks about technology that can be used for treatment of various developmental disabilities and learning disabilities. The next

part is about various architectural design strategies adopted for a building design for disabled children which intern has been divided into 5 parts for better understanding of the topic. The sixth part includes the various TED talks and movies that have helped in closely understanding the problems of these differently-abled people through their own experiences. This helps in clear understanding of every aspect step by step.

ABOUT PREVALENCE OF DISABILITY IN INDIA

1.1. Census of India 2011 data on Disability: Office of the Registrar General & Census Commissioner, India. New Delhi, 27-12-2013. The table C-20- â&#x20AC;&#x2DC;Disabled by age-group and type of disabilityâ&#x20AC;&#x2122; contains information 8 types of disabilities. It also specifies the change in definition of various disabilities from Census 2001 and

Census 2011.

Early Intervention Centre for children with special needs, Aurangabad

It also includes statistics on the percentage of disabled people in Rural and Urban area, percentage share of disabled population by sex, map of proportion disabled population state wise, Disabled population by type of disability, disability by type and sex, disabled by type and residence (rural/urban) and disabled population by Age and Sex. This document helps in understanding the real-time figures of disability in India.

1.2. First Country Report on the Status of Disability in India (Submitted in pursuance of Article 35 of the UN Convention on the Rights of Persons with Disabilities) Ministry of Social Justice and Empowerment Department of

Empowerment of Persons with Disabilities Government of India New Delhi, 16th June 2015. This presents the major initiatives taken by India so far. It highlights the main concerns, challenges and opportunities to improve the lives of persons with disabilities. In the Article 7: Children with disability, talks about the percentage of children with disabilities in the various age groups from 0-4,

5-9 and 10-19 years, provisions by PWDA, principles in governing Child Rights Policy and enactments for Care and protection of children. 1.3. Intensity of disabled population in Maharashtra State of India â&#x20AC;&#x201C; Census 2011 Misrilal Bhadu Chavan Pratap College Amalner. Dist. Jalgaon (M.S), India.

Journal of Geography and Regional Planning, Vol. 6(4) pp. 110-116, 28th March 2012 As per the census of India about 1.62% population of Maharashtra state is found disabled. It also includes the population of different disabled population in rural and urban areas of Maharashtra State.

Early Intervention Centre for children with special needs, Aurangabad

1.4. Disability in Aurangabad district of Maharashtra. Census Data 2011 The excel sheet obtained from data.gov.in an open government Data (OGD) Platform India, A digital India initiative by government of India

includes information on the disability statistics in the district of Aurangabad. The data is categorized in various columns like age group, total number of disabled population, No. of disabled population for male and female, No. of disabled population according to eight diverse types of disabilities, No. of disabled Male/Female suffering from multiple disabilities in both Urban and Rural context of Aurangabad.

1.5. Learning Disabilities: Government of India The document consists of definitions of LD along with detailed description of 4 disorders that is: Dysphasia/Aphasia - Speech and language disorders, Dyslexia, Dysgraphia and Dyscalculia. It also includes areas of concerns and magnitude of the problem with respect to the situation in India. Early Identification and assessment plays a very important role to bridge the functional gap in the child. It also talks about

relation between LD and ADHD. Learning styles that can be adopted for better childâ&#x20AC;&#x2122;s learning and various indexes to assess children developed by NIHMHANS and Lokmanya Tilak M.G. Hospital, Sion. It also provides an insight on various interventions and modification in the learning environment. Social aspects discussed in the document help in understanding the crucial and formative spheres of cognitive, language, emotional, social and moral development of a child. The government and policies adopted by them talks about the historical development of LD, Legislative actions taken by the Maharashtra Government and Goa Government. A few organizations like Alpha to Omega Centre, Chennai, and The Nalanda Institute for Learning Disabilities, Mumbai provide remedial education and assessment services. Schools donâ&#x20AC;&#x2122;t wait for formal identification of a learning disability, but instead start providing targeted interventions early on. (Government of India)

Early Intervention Centre for children with special needs, Aurangabad

1.6. PARENTS FAILING SLOW LEARNERS, STUDY FINDS

By Kushala S, Bangalore Mirror Bureau | Sep 14, 2014 The author gives examples of two children who are slow learners and are facing one or the other learning disability. In such a case parents of child 1 took him to the hospital for a checkup whereas the parents of child 2 threatened him to send him off to a residential school, hesitate to take him for family functions etc. The states that parents use 75 mind-numbing forms of psychological coercion tactics and this only have a negative

impact on the child. In some cases, children retaliate in a violent form/becoming an introvert/preferred to be alone etc. are some of the responses of the children. The author advocates use of non-aggressive, positive parenting practices and discipline strategies for children with different needs.

1.7. 10% of kids in India have learning disability: Experts TNN CHENNAI| Jan 27, 2012, 01.39 AM IST At least 10% of children in the country have a learning disability; said by the experts at Learn 2012, an international conference on inclusive education and vocational options. Organizers said that one in 200 people in India have autism, while an estimated 30 million children are known to be dyslexic. The only way to handle the situation is early detection and intervention by which the symptoms of unacceptable language and behavior can be minimized. 2. ABOUT EARLY INTERVENTION PROGRAMS IN INDIA AND ABROAD: 2.1. Early Intervention and Education for Children with Special Needs, Singapore. The paper talks about “A quality early intervention and education

programme” which is very critical for the child’s adult years and to maximize his/her ability. It has helped me in understanding the current scenario in Singapore and the importance of providing Early Detection and Intervention for Children with Special Needs. Early Intervention Centre for children with special needs, Aurangabad

2.2. California Early Start It is statewide interagency system of coordinated early intervention services for infants and toddlers with or at risk of disabilities or developmental delay and their families. The information on the website gave me an insight upon the necessity and urgency of Early Intervention, services that need to be provided for the various significant developmental delays and the evaluation and treatment processes.

2.3. Early intervention and inclusion for young children with developmental disabilities Tim Moore, Senior Research Fellow, Centre for Community Child Health, Melbourne, Australia. This paper explores nature and significance of the early years, the implications of changes for mainstream and specialist early childhood services, developments in early childhood intervention services and considers how we can create fully inclusive environments for all children.

2.4. The Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families: The National Early Childhood Technical Assistance Center (NECTAC). The paper mentions about â&#x20AC;&#x153;The Infants and Toddlers with Disabilities Program (Part C) of the Individuals with Disabilities Education Act (IDEA) 1986â&#x20AC;? and how there is an urgent and substantial need to identify as early as possible those infants and toddlers in need of services to ensure that intervention is provided when the developing brain is most capable of

change. High quality early intervention programs for vulnerable infants and toddlers can reduce the incidence of future problems in their learning, behavior and health status. Intervention is likely to be more effective and less costly when it is provided earlier in life rather than later. (The Science of Early Childhood Development; Centre on developing Child, Harvard University)

2.5. The Impact of Early Adversity on Childrenâ&#x20AC;&#x2122;s Development: National Scientific Council on the Developing Child.

Early Intervention Centre for children with special needs, Aurangabad

The paper states that early experiences influence the developing brain, chronic stress can be toxic to developing brains; significant early adversity can lead to lifelong problems, early intervention can prevent the consequences of early adversity and Stable, caring relationships are essential for healthy development.

2.6. Special Needs and Early Intervention: Douglas Silas Solicitors. The website provides information on the basics of Early Intervention like what are special children needs, Theory behind Early Intervention, Core features involved in approach to Early Intervention and a conclusion on various researches done on the topic.

2.7. Setting up Early Intervention Centers: Operational Guidelines: Rashtriya Bal Swasthya Karyakram (RBSK), Child Health Screening and Early Intervention Services under NHM Ministry of Health & Family Welfare, Government of India, May 2014. The official document published by the Government of India regarding the Guidelines on District Early intervention Centre and the aim to provide essential information about its operationalization, processes involved,

convergence, support for capacity building for DEIC staff and linking children screened for 4 ‘D’s with necessary interventions that would be made available at the district level. The guidelines also include a set of details regarding “Typical design and Sections of a DEIC, the equipment’s required and has special emphasis on Sensory Integration through Sensory Lighting, tactile stimulations through sensory wall panels etc. Sensory gardens play a vital role in stimulation of

hyper sensitive and hypo sensitive children through hard and soft landscaping.

2.8. Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK: Rashtriya Bal Swasthya Karyakram (RBSK), Ministry of Health & Family Welfare, Government of India, 2016. The Manual describes services to be provided by a DEIC for different age

groups: Early Intervention Centre for children with special needs, Aurangabad

1. Children below the age of 6 years 2. Children above the age of 6 years It also gives a brief about the area requirements for every function of the

DEIC, plans of the proposed DEIC at Aundh Hospital, Pune.

3. ABOUT EDUCATION SYSTEMS AND VARIOUS LEARNING STYLES 3.1. Clustering of slow learnerâ&#x20AC;&#x2122;s behavior for discovery of optimal patterns of learning

Author: Thakaa Z. Mohammad and Abeer M.Mahmoud Department of Computer Science, Faculty of Computer and Information Sciences, Ain Shams University, Cairo, Egypt International Journal of Advanced Computer Science and Applications, Vol. 5, No. 11, 2014 The paper talks about an urgent need for considering the learning environment design by using several different ways like classification, Clustering and visualization. It also states the benefits and drawbacks of traditional versus E-learning. There needs of a special curriculum which is particularly suited to a slow learner and are more effective methods and techniques in teaching. In the other hand, knowledge discovery and data mining techniques certainly can help through the discovery of hidden valuable knowledge to understand more about these students and their educational behaviors.

3.2. Position Paper National Focus Group :Education of Children with special needs National Council of Educational Research and Training, 2006 The main focus of this position paper is on learners with visual disabilities (blind and low vision), speech and hearing disabilities, loco motor disabilities, and neuro musculoskeletal and neuro-developmental disorders, including cerebral palsy, autism, mental retardation, multiple disability, and learning disabilities and various educational provisions for children

Early Intervention Centre for children with special needs, Aurangabad

with special needs. The changing role of special schools for children studying in special schools/centers can be transferred to general schools

once they are ready to make the shift. The benefits of Inclusive Education for Student with and without SEN are also thoroughly described in the paper. It also includes details about “Early Intervention and Preschool Programme for children with SEN” and Staff Development factors and its importance and recommendations for making this focus group like “Make all early education and care programme (from 0–6 years) sensitive and responsive to the special needs of children, including training of

Anganwadi workers in identification of needs of the children with disabilities, use of age-appropriate play and learning materials and the counseling of parents.”

3.3. Slow Learners: Their Psychology and Educational Programme Ms. Sangeeta Chauhan Assistant Professor, Department of Education, S.S.V.V., Varanasi;

International Journal of Multidisciplinary Research Vol.1 Issue 8, December 2011 The author categorizes students into three broad categories. The first category consists of those students who are very backward because of retarded mental developments which are often accompanied by additional handicaps. The second category consists of under achievers whose ability is not quite so limited but who nevertheless have more difficulty in learning than average children. The third category consists of the slow learners who have very limited cognitive ability. These slow learners are typically divided into 2 types: a) The Children requiring separation or segregated setup b) The children served in an integrated general setup The characteristics of slow learners are systematically listed down which help in holistic understanding of educational programme for slow learners like Motivation, Individual attention, restoration and development of selfconfidence, Elastic curriculum, Remedial instruction, healthy environment, periodic medical checkups, special methods of teaching and peer tutoring.

Early Intervention Centre for children with special needs, Aurangabad

3.4. Slow Learners: Role of Teachers and Guardians in Honing their Hidden Skills Rashmi Rekha Borah Assistant Professor, Dept. Eng., AVIT, Paiyanoor International Journal of Educational Planning &Administration Volume 3, Number 2 (2013), pp. 139-143 The paper consists of various characteristics of slow learners and ideas that will help them. Author also writes about the examples of interventions that are required for slow learners like “Environment: Reduce distractions, change seating to promote attentiveness, have a peer student teacher, and

allow more breaks.” (Borah, 2013) 3.5. Teaching To Kids’ Learning Styles The website time4learning talks about seven different learning styles i.e. Visual (spatial), Aural (auditory-musical), Verbal (linguistic), Physical (kinesthetic), Logical (mathematical), Social (interpersonal) and Solitary (intrapersonal). With different learning styles there are different ways to

assist students towards educational success. It is very important to understand the way the children perceive the surroundings, their connections to memory, personality patterns that focus on attention, emotion and values, social interactions and how they engage with others and lastly interest of the child plays a very critical role in learning. In today’s world children love using computer to learn.

3.6. About Maria Montessori and Montessori education systems http://www.dailymontessori.com/dr-maria-montessori/ The article on the above website includes information on Dr. Maria Montessori who is the founder of Montessori methods of education. The article begins with early years of Dr. Montessori and how she developed the Maria Montessori theory and later developed school where she believed that free choice is the most important mental process.

3.7. Biography of Dr. Maria Montessori https://montessori.org.au/biography-dr-maria-montessori

Early Intervention Centre for children with special needs, Aurangabad

The article from the above website shows the list wise event information about life of Dr. Maria Montessori. She believed in the principle of Individual Development i.e. every child is peculiar in himself and he should progress at his own rate. The most striking feature about her style of learning was that she added different activities and other materials into children environment that engage the children. Another part of the article talks about Montessori Classrooms which were designed to meet the physical and psychological needs of child at different stages of development. The key principles of how the environment should be are explained with examples. The article also states the differences between

Montessori and Traditional Education Methods.

3.8. NCERT book on Slow Learners Subramanian The introduction chapter consists of 8 sections which highlight key aspects of importance to slow learners. Section I highlights the meaning of slow learners; Section II discusses the ways of classification of slow learners

and their general characteristics; Section III deals with necessity of focusing on slow learners academic performance; Section IV highlights theoretical backdrop of learning processes and academic Achievement which emphasis the ways of accelerating learning process in different perspectives; Section V covers key supporting factors facilitating learning process of students such as parental involvement, teachers support, inclusive education system etc. Section VI deals with nature of intervention

facilitating learning process relating to slow learners; Section VII covers key psychological factors influencing the learning process of slow learners Section VIII outlines the conceptual frame work and the need for the present study and highlighting the key objectives.

4.ABOUT

TECHNOLOGY

THAT

CAN

USED

FOR

TREATMENT OF VARIOUS DEVELOPMENTAL DISABILITIES AND LEARNING DISABILITIES 4.1. The Impact of Technology on Child Sensory and Motor Development: Cris Rowan, OTR. Early Intervention Centre for children with special needs, Aurangabad

The author talks about how the technology is causing a disintegration of core values that used to hold families together.

Rapidly advancing

technology has contributed to an increase of physical, psychological and behavior disorders that the health and education systems are just beginning to detect. According to the author there are 3 critical factors for healthy physical and psychological development of a child: Movement, Touch and Connection to other humans. The sensory imbalance created due to under and over stimulation of certain systems which is highly dangerous for overall neurological development of the child. The author urges everyone to see the devastating effects of technology and use this to sustain personal and family relationships.

4.2. Through the Looking Glass: Pretend Play for Children with Autism Zhen Bai, Alan F. Blackwell, George Coulouris University of Cambridge International Symposium on Mixed and Augmented Reality 2013 Science and Technology Proceedings 1 - 4 October 2013, Adelaide, SA, Australia This paper reports an experiment evaluating the proposal, involving children between the ages of 4 and 7 who have been diagnosed with ASC. Pretend play is a familiar childhood behavior, in which aspects of the real world are interpreted symbolically relies on dual representations of reality and pretense. The conclusion from the experiment was that the AR system results in a higher level of engagement for children with ASC than the non-augmented alternative. This clearly indicated how technology when applied in the right context with moderations can be used to treat children with special needs.

4.3.

The

Communication

Technology

Education

Center

(Communication Technology Development Institute) CTEC website information on the kind of services rendered by the organization in Augmentative & Alternative Communication (AAC), which is the use of personalized methods or devices to increase a person's ability to communicate. This is another technology based innovation

Early Intervention Centre for children with special needs, Aurangabad

that can be in the treatment process. It is also stated that the Assistive technology (AT) options for people with disabilities have also greatly increased however in India most people are completely unfamiliar with them. 4.4. LETâ&#x20AC;&#x2122;S PLAY! PROJECT: University at Buffalo/ Center for Assistive Technology Susan Mistrett, MS Ed; Amy Goetz, MS, OTR/L The Let's Play Project is a model demonstration grant funded by the US Department of Education, Office of Special Education Programs, and Early Education Programs for Children with Disabilities. Using switches with toys is a great place to start for children with disabilities. For various different children this has different advantages. There is a variety of toys available for different kind of movement with different positions of switches, different kind of switches that enhance play with language. Young children with disabilities are often limited in opportunities to explore pretend/fantasy play, hence no. of toys have been developed to facilitate these children.

4.5. Sequential messaging toys; Augmentative and Alternative Communication (AAC) http://slpzone.blogspot.in/2013/10/list-of-augmentative-andalternative.html A blog for parents of disabled children giving a list of various sequential messaging devices that can be used to tackle different kind of disabilities in individual child. There are about 85 different varieties mentioned on this website. These provide me an insight on the rate of advancement of technology, how we Indians fall short on using these technologies based interventions for the treatment.

4.6. UC DAVIS MIND INSTITUTE http://www.ucdmc.ucdavis.edu/mindinstitute/resources/early_interventi on.html

Early Intervention Centre for children with special needs, Aurangabad

The

Davis

MIND

Institute

(Medical

Investigation

Neurodevelopmental Disorders) is a collaborative international research center, committed to the awareness, understanding, prevention, care, and cures of neurodevelopmental disorders. In 1998, families of children with autism helped found the UC Davis MIND Institute. The research

Centre has three internal organizations. UC Davis MIND Institute is the administrative home for the Intellectual and Developmental Disabilities Research Center (IDDRC). The Center for Excellence in Developmental Disabilities (CEDD) was established in 2006. CEDD brings added resources to expand the activities and impact of the MIND Institute; with the online resources, they provide on-site Resource Centre. After going through the website of this organization it

made me understand the different ways in which the other countries in the world approach towards these developmental disabilities.

5.ABOUT VARIOUS ARCHITECTURAL DESIGN STRATEGIES ADOPTED

FOR

BUILDING

DESIGN

FOR

DISABLED

CHILDREN

5.1.

Design strategies for Physical environment

In this section, each piece of information has been analyzed to understand the nature of physical environment for the children with special needs.

5.1.1. Learn for Life: New Architecture for New learning Text and preface by Sofia Borges Edited by Sven Ehmann, Sofia Borges, Robert Klanten Published by Genstalen, Berlin 2012 ISBN 978-3-89955-414-4 This book showcases a collection of most recent examples of inspiring educational architecture from all corners of the world and all socioeconomic levels. The book highlights both industrial and rural projects that cater to everyone from infants to senior citizens. The architectural approach that engages senses and intellect simultaneously should be preferred over just execution and passive learning.

Early Intervention Centre for children with special needs, Aurangabad

The first chapter of the book “First Steps First” talks about new architectural approaches driving the design of early learning facilities. Providing spaces that facilitate free play, individual exploration and communal activities are some factors that make sure the first experience of lifelong education is exciting and engaging. The projects those are included in this chapter range from Kindergartens/nurseries, schools, education centers, after school day care, playground buildings and learning centers.

5.1.2. Quality Environments for Children: A Design and Development Guide for Child Care and Early Education Facilities Tara J. Siegel The Low-Income Investment Fund (LIIF) This guide serves as a reference tool for planning, designing and building early childhood spaces that are safe, healthy, nurturing, developmentally

appropriate and aesthetically pleasing for the children in the age group 0 to 5 years who participate in preschool and child care programs in a centerbased facility and adults who use them. The most interesting part about this guide is that it includes references for early childhood operators, developers, architects and contractors that explain how decisions regarding program size, age groups served, financing, project schedules, space design, systems and materials, and construction practices have an impact both on a child’s development. One part of the guide is specifically dedicated to “Sustainable Design” where they have described each aspect in greater detail like materials, Air quality etc. The orientation and shape of rooms, Lighting, Materials and finishes, Paint and furniture and equipment’s have been elaborated further. Design criteria for external spaces are also mentioned in the guide. This guide gives a holistic understanding on the design for children in the age group 0-5years.

5.1.3. Adapting building design to access by individuals with intellectual disability L. Castell (Department of Construction Management, Curtin University of Technology, Perth, Western Australia) 2007 The document talks about the situation in Australia where the Australian Early Intervention Centre for children with special needs, Aurangabad

standards contain detailed specification for design of facilities for physically disabled/sensory disabled but nothing for intellectually disabled. Then the author talks about the effects of ID on building access and some possible design solutions. He also lists and describes aspects of building design that can affect the ID personâ&#x20AC;&#x2122;s ability to obtain information and

suggests how these aspects may be improved and the benefits of the same. 5.1.4.Arranging the Physical Environment of the Classroom to Support Teaching/Learning Catherine Hoffman Kaser, M.A. According to the author the classroom environment and physical arrangement can affect the behavior of students and teachers and a well-

structured classroom improves the academic and behavioral outcomes of the students. Author has enlisted various attributes related to well-arranged classrooms. The strategic placement of students requiring special help near the teacher helps in monitoring the studentâ&#x20AC;&#x2122;s problems etc. Lastly the author concludes by saying that the physical arrangement of the classroom should reflect the cultural/linguistic characters of the students. 5.1.5. Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners Sabarinah Sh Ahmada, Mariam Felani Shaaria, Rugayah Hashimb, Shahab Kariminiaa 22 February 2015, Tehran, Iran Faculty of Architecture, Planning and Surveying, University Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia Faculty of Administrative Science & Policy Studies, University Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia The paper says that early detection of children disabilities is crucial, to make ways for the implementation of learning intervention programme at preschool level. The author talks about the slow learners - detection, special needs & requirements, management and conducive classroom

Early Intervention Centre for children with special needs, Aurangabad

environment - good classroom organization and management and an appealing. Physical environment to promote effective learning the following attributes namely human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and furnishing (including storage), and safety features. According to the author priority must also be given to ensure early detection of slow learners in society to avoid disintegration and isolation in the future. 5.1.6. Planning and Designing for students with disabilities Allen C. ABEND, R.A. 2001,

National

Institute

Building

Sciences;

National

Clearinghouse for Educational Facilities; Washington, D.C The document contains the Planning and design requirement for students with disabilities like design of classroom spaces/furniture, making it a universal design, Minimum travel Distances etc. The author also describes the future challenges like outdoor play areas, natural environments for study, indoor air quality and classroom acoustics. 5.1.7. Designing for disabled children and children with special education needs BUILDING BULLETIN 102 Department for Children, schools and families (DCSF) Government of UK This building bulletin helps designing schools, to produce good quality, sustainable school premises. The bulletin is divided into 6 parts each of which has significant importance. Part A Is background which sets out the

primary information on design for children with SEN. Part B talks about the design approaches towards â&#x20AC;&#x153;inclusiveâ&#x20AC;? design principles etc. Part C deals with the details at specific places. Part D focuses on building construction, environmental services and furniture details. Part E illustrates various case studies and the last part F talks about the legal aspects of the building.

Early Intervention Centre for children with special needs, Aurangabad

5.2.

Design strategies especially for Autism/LD/ADHD

In this section, each piece of design guidance in relation to the autism spectrum is examined, establishing of the source and its specificity and relevance in relation to autism.

5.2.1. An Architecture for Autism: Concepts of Design Intervention for the Autistic user Magda Mostafa International Journal of Architectural Research Archnet-IJAR, Volume 2 - Issue 1 - March 2008 - (189-211) The author had conducted research in two phases and this research paper

consists of findings from both phases. The findings include the most influential architectural design elements on autistic users and design strategies for autism in 3 points. The author has developed â&#x20AC;&#x153;sensory design matrixâ&#x20AC;? which matches architectural elements with autistic sensory issues and was used to generate suggested design guidelines. She has also presented a group of specific design guidelines resultant from the intervention study. These provide me a basis for the understanding autistic

specific design standards, and help me in designing conducive environments for autistic individuals. 5.2.2. Designing learning spaces for children on autism spectrum Iain Scott, Edinburgh GAP, 10, 1, 2009; Published in partnership with The University of Birmingham, Autism West midlands and Autism Cymru In this paper, the author sets out the key criteria which need to be borne in mind when designing learning environments for children on the autism spectrum. He illustrates these points by looking in detail at four newly created units and schools. The author also mentions about Simon Humphreys, an architect with a wide range of experience in designing for autism and his design principles. The author explains all the design criteriaâ&#x20AC;&#x2122;s through images and case study examples.

Early Intervention Centre for children with special needs, Aurangabad

5.2.3. Interior Design for Autism: From birth to early childhood A.J. Pardon-Wiles 2014; American Society of Interior Designers The author in the book has given an overview of rise of autism disorders, relationship of toxins and neurological impairments and neuro functions of Autism and how they relate to the design environment. Then she has given a detailed description about how various environments like Home, school, therapy, clinic and residential environment should be. Her main goal was to integrate such children into society and how they can independent and have the freedom to do what they want to. 5.2.4. Optimizing lighting in schools for students with specific learning disabilities and ADHD September 20, 2016. Interview of Brent E. Betit, Pd.D., head of school and director of The Rankin Institute at The Fletcher School in Charlotte, North Carolina Dr. Betit helped found Vermont’s Landmark College, the world’s first college for students with learning disabilities. In the 1980s, he led a team

that redesigned the college’s campus to serve its students’ unique challenges. Through a variety of questions asked by the interviewer it is very evident that the observations made by Dr. Betit were based on practical experiences. He talks about various natural/artificial lights, their intensity and kind of windows that are preferable. The most important aspects are the acoustics and lighting that create a visually comfortable place for them.

5.2.5. A Learning Disability Centre Bachelor Architectural Thesis Submitted by Jones C. McConnell, Jr. Texas Tech University; Fall Semester, 1972 The thesis gives a comparative analysis of the resources that were available in that time to the resources and technology available 45 years later. Although some of the functional requirements overlap with today, the use of technology for needs, the treatment receives Early Intervention Centre for children with special Aurangabad

25author’s major attention today. The

design concept “Flexibility” is very sensitive towards the design topic and has a very futuristic approach to design. The design also addresses the issue of security for children and includes both individual and group modules. The furniture and its compatibility with special education facilities have also been addressed through the design. On a whole the project highlighted

the way architecture could provide better learning atmospheres to children who need special help.

5.2.6. Relationship Development Intervention (RDI®) http://www.rdiconnect.com/ RDI® is a next generation approach to autism and developmental disability intervention that is based on the latest scientific research into the human

brain. RDI® programs teach parents how to guide their child to seek out and succeed in truly reciprocal relationships, while addressing key core issues such as motivation, communication, emotional regulation, episodic memory, rapid attention-shifting, self-awareness, appraisal, executive functioning, flexible thinking and creative problem solving.

5.3.Use of Colours and how it affects the physical environment In this section, each piece of design guidance in relation to the colours and its relation to the physical environment for children

5.3.1. Colour, Environment and the Human response Frank H. Mahnke President

International

Association

colour

consultants/Director of American Information Centre for colour and environment in San Diego, California The author states that the current sensory physiology and phenomenology describes the human-environment relationship as being based on twelve senses. He has divided the human body into three dimensions namely Physical dimension; mental dimension and spiritual dimension and has categorized the senses as per these three dimensions. The next part includes the functions of colour; definition of colour and how we humans perceive the colours. The author has derived his own “Colour experience Pyramid”

Early Intervention Centre for children with special needs, Aurangabad

and symbolism of assorted colours. The author specifically writes about over stimulation and under stimulation due to use of colours/visual patterns. He concludes with concepts of colour to remember. Since design for kids always involves variety of colours these points are very helpful for designing.

5.3.2. Colors in Kindergarten

Viviane Lee Meyerhofff; Bachelor thesis - June 2016 Faculty of Behavioral Science, Psychology University of Twente This paper intends to explore the effects of a colourful wall design on mood and creativity because colors are a salient and powerful factor in children's lives having a beneficial impact on the psychological condition and on the cognitive development. Study of the author shows the impact of different

hues in educational setting. The role of colors among young children in the interior environment profoundly by controlling for effects of other particular hues and their characteristics such as saturation, brightness and the interrelationship of contiguous colors is very important.

5.3.3 Color Psychology: Child Behavior and Learning Through Colors http://www.color-meanings.com/color-psychology-child-behaviorand-learning-through-colors/ The website most often used by designers to understand the colours and how they affect the child talks about various child learning patterns and has cited work of famous scientific studies. It specifically talks about how the colours appear to LD and ADHD students. In the next part, the physical reactions of children and how these colours can impact learning and memory has been analyzed. The guidelines for educational institutes for choosing colours based on the age of kids have been mentioned.

5.4. Multi-sensory Architecture In this section, each piece of design guidance in relation to the multisensory architecture design strategies and its relation to the physical environment for children. Early Intervention Centre for children with special needs, Aurangabad

5.4.1. Understanding Multi-Sensory Architecture: A look at why it is important to include a person’s complete body in the spatial experience, making it unique. Sona CN, College of Engineering, Trivandrum, Kerala Shailaja Nair is Associate Professor, Department of Architecture,

College of Engineering, Trivandrum, Kerala August 2014 ARCHITECTURE - Time Space & People According to the author perception of spaces is always mediated by the senses. ‘Traditionally, there are 5 main senses—the sense of sight, hearing, touch, taste, and the sense of smell. Other senses can be added to the list, such as the sense of temperature, pain, and what is sometimes called the kinesthetic sense, which informs us about the movement and position of the various parts of our bodies. The authors also write about the role of disability in understanding multisensory architecture.

5.4.2. Exploring Sensory Design in Therapeutic Architecture By Yvonne Osei Thesis submitted to Faculty of Graduate and Post-Doctoral affairs; 2014; Master of Architecture (M. ARCH) Carleton University, Ottawa Ontario This thesis explores how multi-sensory architecture can optimize the healing process through the senses. The author talks about Application of the senses in a clinical setting, to create a therapeutic environment. The concept of the thesis revolves around a healing space can be space which is not just experienced visually but through all the sense. The author wants to demonstrate that health care design should not be dictated only by its function, but by the experience and wellbeing of patients, through sensory design. In the part 1 the author gives an overview of sensory design and various factors associated with different senses. The author says that “Space and material, light and shadow, sound and texture, are all combined in our everyday experiences”. In the part 2 the author talks about integration of senses in healthcare design where he explains the concept of an healing environment and relation between natural and built environments. He also describes about the Social Environment where all

Early Intervention Centre for children with special needs, Aurangabad

the people involved in treatment play a very important role. He quotes works of Roger Ulrich; a Professor of architecture at the Centre for Healthcare Building Research led many studies on how hospitals can affect healing with evidence-based healthcare design. Thus, he concludes by saying that Multisensory spaces have the potential to make rehabilitation more effective and reduce the amount of time spent in care and sensory design should serve as a typology for the design of significant spaces and

should contrast the visually dominant model which dominates architecture today.

5.5. Design of Sensory Gardens In this section, each piece of design guideline is related to sensory gardens and their impact on children.

5.5.1. The Influence of Sensory Gardens on the Behavior of Children with Special Educational Needs. Hazreena Hussein; 2010 Department of Architecture, Faculty of Built Environment, University of Malaya, Kuala Lumpur, Malaysia Published in Asian Journal of Environment-Behavior Studies, Volume 2, No.4, January 2011 The author starts with the definition of sensory gardens and the historical background. The concept of affordances and its use in design of sensory gardens has been closely discussed in the paper. The research methodology involved a survey the results of which are combined and showed that rainbow walk, water garden and green space had varied frequency of time spent there depending upon the sensory experiences offered in that area. Accessibility through this garden i.e. good pathway design that promotes the ability to move around plays a vital role on the design of a sensory garden.

5.5.2. Sensory Gardens Eva C. Worden and Kimberly A. Moore March 2003; revised on May 2016 Early Intervention Centre for children with special needs, Aurangabad

ENH 981; Environmental Horticulture Department, UF/IFAS

Extension, University of Florida, Gainesville The paper consists of different design approaches for sensory gardens like sensory gardens are devoted specifically to one sense, such as a fragrance garden. Second approach is focus on several senses, with separate sections devoted to each sense. A third approach is a blend that addresses all the senses. The author has listed various Hardscape elements, use of signage, plant

selection criteria, and sense of sight, sound, smell, touch and taste.

5.5.3. Healing by Design: Healing Gardens and Therapeutic Landscapes Jean Larson; Coordinator of Therapeutic Horticulture Services Mary Jo Kreitzer; Founder and director of the Center for Spirituality and Healing (CSH) at the University of Minnesota

Implications Vol. 2 Issue 10 A Newsletter by InformeDesign a Web site for design and human behavior research created by University of Minnesota. It is stated in the article that hospitals and healthcare institutions often keep up extensive gardens and landscapes as an important part of healing, but over the last 50 years with the rapid growth of medical technology and economic pressure, this ancient concept has been neglected. Successful garden design principles and elements have also been mentioned. In the second part of the article they talk about Healthcare Costs and Environmental Design. From the studies, it can be concluded that â&#x20AC;&#x153;In the competitive market of healthcare; it is to the advantage of the healthcare administrator to provide an environment that is welcoming to patients as it improves quality of life and supports familiesâ&#x20AC;?

TED TALKS AND MOVIES In this section, each movie/video is an experience of people who have found their true potential and celebrate their disability as an advantage to make them what they are today.

Early Intervention Centre for children with special needs, Aurangabad

6.1. “It’s not fair having 12 pair of legs”: A Ted talk by Aimee Mullins. 6.2. “Changing my legs - and my mindset”: A Ted talk by Aimee Mullins Aimee Mullins is an American athlete, actress and a fashion model who was born with a medical condition which resulted in amputation of both her lower legs. Aimee broke all records in the Paralympics in the year 1996 after which she retired from sports and started her career as successful model/actor. She has been named one of the fifty most beautiful people in the world by “People”. In this talk, she inspires many to discover their true potential and celebrate

those heart-breaking disabilities. Her story shows us that the bearer of a so called “disability” has the power to create what he wants and can be architects of their own identities. She doesn’t regard disability as a deficiency but she feels it is about augmentation and potential. She also very firmly believes that children can only fight their differences only when some adult influences them to behave that way. She says, “Stop compartmentalizing form, function and aesthetics and assigning them

different values, make them all go hand in hand.” 6.3. “ADHD as a difference in cognition, not a disorder”: A talk by Stephen Tonti at TEDxCMU Stephen Tonti is a freelance writer, director, photographer and a public speaker based in New York City. He is the cofounder of Vin Fiz Productions and is an associate producer at third space theatre.

In this Ted talk, he talks about growing up with ADHD. He says that ADHD stands for Attention Different and not Attention Deficit. He acknowledges the support he had from his parents who supported his obsession over petty things and his teachers who opened him to an entire different world where he was exposed to a hundred different activities he could do. He took that as an advantage to decide the right career path for him. The attention spans of children with ADHD depends on whether the things they are doing really excite them or no. If they do then they get obsessed over it, like he says he can sit an edit clips for 12-18 hours a day only because acting/directing is his true passion. He also talks about Early Intervention Centre for children with special needs, Aurangabad

healthier relationship with medication by teaching the children to teach

themselves. He concludes the talk with a beautiful saying “We are all given a little spark of madness, we mustn’t lose it”. 6.4. “When we all design for Disability, we all benefit.”: A talk by Elise Roy at TEDxMidatlantic Elise Roy is a deaf lawyer, artist, artisan and a human rights advocate who works in a vanguard of a social design environment. Deaf from an age of

10, Elise Roy has been design thinker from early on, constantly adapting her environment and its tools to serve her extraordinary abilities. She was recognized as a nation’s elite soccer goal keepers. In her talk, she highlights how profoundly design shapes the social, emotional and physical environment. She propagates the application of social impact and human centered design. She says that designers have the capacity and responsibility to address and resolve human problems on

micro scales and contribute to the social wellbeing. She also says that “when we design for disabilities first, we often develop solutions that are better than when we design for norm”. She gives as example of “text messaging” which was originally developed for the deaf but now is widely accepted and used all over the world. At the end of the talk she also talks about how her deafness was advantageous for her sports and improved her observation skills. 6.5. “The beautiful reality of autism” – A talk by Guy Shahar – TEDxWandsworth Guy Shahar is an author and autism consultant. His Transforming Autism project raises awareness of the positive aspects of the condition and empowers other parents to understand and value their autistic children, and to dramatically improve their experience of life by creating an environment of trust and love around them. In this talk, Guy uses the experiences and insights that he has gathered in his years as the father of an autistic boy to propose a radically unique perspective on autism. Far from being a disability characterized by a set of accepted difficulties, he suggests that the underlying condition that gives

Early Intervention Centre for children with special needs, Aurangabad

rise to what we call autism is in fact one to be cherished.

6.6. Inclusion, belonging and the disability revolutionA talk by Jennie Fenton at TEDxBellingen Jennie Fenton is a parent, a disability advocate, an environmental scientist and founder of local social inclusion project, Bello Belonging. She is also an Ambassador for the NSW government's program, Living Life My Way,

which is about sharing empowering stories around disability. In this talk, she presented a moving and challenging presentation about the experience of parents discovering that their child has a disability. She also challenges viewers to check their words, head and actions to ensure a fully inclusive community becomes a reality. She shares the story of her family's journey from disability to possibility and all the dark and light places in between. She also looks at the broader changes happening in the world for

people who live with disability and outlines some of the ways that Bellingen, as a community, as well as people, as individuals, can do their part for this revolution. 6.7. The ASPECTSS™ of Architecture for Autism –A talk by Magda Mostafa - TEDxCairo Magda Mostafa is a one of the world’s pre-eminent researchers in Autism and a pioneer of Autism Design. She has developed The Autism ASPECTSS™ Design Index which is a first set of evidence based set of autism specific design guidelines worldwide. She begins this talk with a statement that “With great power come greater responsibilities and we as designers have the power to design for “people”, to decide how they will sit/communicate etc. Hence we should always design for everyone.” She then conducts a small experiment with the audience to make them understand the meaning of being different . In the next experiment, she exposes the audience to a variety of sounds and shows them this is situation of an autistic child and the reason why he behaves differently. She then talks about identification of autistic children and explains the ASPECTSS Design Index that she has developed. She concludes by saying that Accommodate, escape, and sequence it, transitions, calm it down. Early Intervention Centre for children with special needs, Aurangabad

6.8. Margarita with a Straw (2014): A movie directed by Shonali Bose,

starring Kalki Koechlin who plays Laila, a teenager with cerebral palsy. This movie is a mind-boggling mix of all of lifeâ&#x20AC;&#x2122;s problems thrown into two hours. One witnesses cerebral Palsy, sexual repressions, lack of infrastructure for the differently-abled in India, some cultural insensitivity to differently-abled in India, lack of understanding homosexuality in conservative societies, India vs. Pakistan, Racism against coloured people

in USA. The journey of Laila, with cerebral palsy goes through obstacles in life, through divergent phases of love, different orientation of sexuality and music that encircles her life like a bunch of flowers and her exhilarating journey of self-discovery. The movie revolves around very delicate aspects of this modern life and teaching society how it is better to adhere and accept changing rituals. One a whole, â&#x20AC;&#x153;Margarita with a strawâ&#x20AC;? dares to be different and it feels great. This movie got me in total admiration for Kalki

and Shonali.

CONCLUSION The literature review which was split into 6 categories gave me an understanding of the evolution of the treatment for developmental disabilities and learning disorders from the time they were diagnosed in the first patient to current situation today. The TED talks, movies and the books made me understand the situation or problems of a person because you hear it from that person himself. After going through the various policies adopted by different countries the scenario of Early Intervention Concept in India and abroad could be analyzed and compared. The next step helped me understand the immediate necessity of a center which bridges that technology gap in the treatment that is available currently in India with what is being used in the other parts of the world. The further primary data research will focus on a number of site visits and interviews of parents and experts in the field. A combination of secondary literature research and regular site visits will guide me towards creating a more inclusive environment for an early intervention programme. The chapters further ahead hold detail explanation of every part of literature review.

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 4 PRIMARY DATA COLLECTION The chapter talks about the various site visits conducted, interviews with experts and inferences from the discussions with parents and relatives of special children. Early Intervention Centre for children with special needs, Aurangabad

4.1. VISIT TO ICON CENTRE,AURNAGABAD ICON is trans-disciplinary center offering Neuro-developmental, Psychoeducational Assessment and Interventional Services for children ; to assist and optimize their development. ICON Centre was founded in 2008 with the intention of providing help and care to the 'Different' or Special children in the society. ICON is an attempt to integrate all the

services needed for these children under one roof. Under the roof of ICON, the team

works

together

and

provides

wholistic care and support through early diagnosis,

individualized

OPD Room

Play therapy area

intervention,

parent counseling and training activities and community awareness programs. The center is on a very small scale due to which specified areas are not provided for all therapies and the parents have to wait outside etc. but the patient no. is about 50-100 each day.

Entrance of the building

The plan and the zoning diagram clearly shows

the

separation

among

various

activities. The physiotherapy room and testing rom are kept away from each other. The testing room is near the special educators

room.

OPD

cabin

the

neurologist is kept to another side which is well connected to the play therapy room. The

child psychologistâ&#x20AC;&#x2122;s room is placed wrongly Zoning diagram of the center

near the PT room which is quite noisy. Early Intervention Centre for children with special needs, Aurangabad

Assessment, Awareness Building, Therapy &

Monitoring

Communication

for

Autism

Disorders

(AATMAN

PROGRAM) •

Behavior modification program to improve communication & Verbal behavior of

children with Pervasive development or communication problems. Assessment,

Counseling

Assistance

Recourses

Concerns

Parent

for

Behavioral

Children

(AAKAR

PROGRAM) •

A Program for identification, assessment, counseling

Diagnostic Services provided:

therapy

Neurological Problems

concerns

Developmental Disorders Behavioral Problems

for

behavior

children

•

Special

which

provides

Physiotherapy and Occupational Therapy

interventions

Speech and Communication

services.

Remedial Education

behavioral

Academic Inclusion (ABHA PROGRAM) Preschool

Early Intervention

with

Aiming for Bridging over the Hurdles in

Educational Difficulties

Special Education Program

modification

and

Education

Program

comprehensive special

education

Assessment & Assistance for Developmental

Delays, Handicaps And Mental Retardation (ADHAR PROGRAM) •

A Program for Screening, Evaluation &

Early Intervention Programs

Interventional services for children with

Remedial Education Methods for Dyslexia

Neurodevelopmental

Difficult Child - Screening and Intervention

Handicaps.

disabilities

and

“At Risk Newborn” Care & Follow Up Resources” (ANKUR PROGRAM) •

A Program for identification, evaluation, early

stimulation,

intervention

monitoring of NICU graduates at risk for developmental problems. Assessment, Guidance for School Health & Remedial

Education

(AKSHAR

PROGRAM): A Program for Identification, evaluation & remedial assistance for children with learning difficulties.

Early Intervention Centre for children with special needs, Aurangabad

4.2.SMALL STEPS MORRIS CHILD DEVELOPMENT CENTRE,PUNE The Small Steps Child Development Centre

caters

needs

various

challenges in child development like

attention deficit, hyperactive, disorder, learning difference, mentally challenged children,

spasticity,

communication

disorder & autism. It is been functional since September 2011 Purpose

Small

steps

Early

intervention, Diagnosing developmental lag if any, Guidance and counselling to have better quality of life, in future Multidisciplinary

approach

developmental problems in children It has

Team

Pediatrician,

Developmental

Clinical

Physiotherapist,

Speech

Entrance of the Small steps CDC at Deenanath hospital, Pune

Psychologists, Therapist

Special Educator. The center also helps empower parents to enhance the potential of their children and a parent support group, where parents meet twice a month to counsel each other.

Key plan showing the layout of the center

The plan and the zoning diagram clearly shows the separation among the small

steps

center

and

the

neuro-

developmental center. The central portion of the plan has common utilities like the reception, staff head area and the Child phycologists. The staff area is not centralized and is located at one end of the plan. A small meeting/conference Zoning diagram of the center

room has been designed for parent meets. Early Intervention Centre for children with special needs, Aurangabad

OPD Cabin

Profile of patient managed • Prematurity

Corridor space

• Autism & ADHD • Mental Challenges • Cerebral Palsy • Behavioral Problems • Learning Disabilities Prematurity after care, early intervention programs, therapy,

physiotherapy, sensory

occupational

integration

Waiting Area

therapy,

psychological testing, behaviour therapy, parent counselling, play and speech therapy are some of the services offered at the center. Adolescent Clinic: Nine-to-Nineteen clinic Play Therapy area

is a special clinic for adolescents (Children between 10 and 19 years). The clients include adolescents as well as their parents with issues such as parent-child conflicts, poor

scholastic

performance,

anxiety,

depression, body image issues, relationship issues, addictions etc. Early Intervention Centre for children with special needs, Aurangabad

Physiotherapy Room

4.3. TDH MORRIS CHILD DEVELOPMENT CENTRE,KEM HOSPIATRL,PUNE KEM Hospital has committed itself to

the care of challenged children in 1979, with

the

inception

the

TDH

Rehabilitation Centre. Over the years, the Centre has grown into a multidisciplinary unit providing diagnostic and therapeutic services to mentally and physically challenged children under one roof. While investigating the causes of disabilities, it was soon realized that a large number of these arise from problems in the prenatal period. The focus in the High Risk Clinic is early prediction of outcome and selection of infants who would benefit from early interventions. In 2007, through the generosity of Dr. Anjali Morris and Dr. Don Morris, the entire TDH

Centre has been redesigned and re-equipped into a child friendly integrated unit.

Entrance of the TDH Morris child development Centre, Pune

Key plan showing the layout of the center

The plan and the zoning diagram clearly shows that all the functions required are given proper areas. The circular rooms act as a interesting design element but hamper the visual connectivity between outside to inside. The concept of waiting area for parents along with a small play area for children works really Zoning diagram of the center

well to keep them engaged. Early Intervention Centre for children with special needs, Aurangabad

Big Ears center

Services offered: • Developmental assessment • DQ, IQ and emotional IQ assessment • Assessment of Learning Disabilities

• Hearing assessment • Assessment and management of autism spectrum disorders

Waiting Area

• Developmental counselling • Behavioral counselling • Genetic counselling • Occupational Therapy • Physiotherapy • Speech Therapy • Big Ears

OT Room

Waiting Area Early Intervention Centre for children with special needs, Aurangabad

4.4. INTERVIEWS AND CONCLUSIONS The methodology used for research is by Interviewing various experts like developmental pediatricians, special needs teacher or a special educator or people related to this field through telephonic conversations and meetings.

On site visits were also made to various institutes that provided knowledge

about the topic. This helped me to understand various special requirements that an architect should keep in mind while designing for special needs. Also they provided an insight on the current situation, treatments available and problems faced by them. Also interaction among parents revealed the other side of story where the I got to know about the end user and the problems faced by them.

The early Intervention team usually comprises of the

developmental

pediatrician, child psychologists, neurodevelopmental specialists, pediatric psychiatrist, specialists in Learning difficulties, Special educator, social worker and various therapists like occupational therapist, physiotherapist, speech and hearing specialist etc. Thus it was very important to understand the views of above mentioned experts to understand the background of the topic. The following list shows the number of people who were interviewed and their field of expertise. • Madhura Anvikar: Child Psychologist • Dr. Anjali Bangalore: Neurodevelopmental specialist • Dr. Prachi Patel: Paediatrician • Dr. Roshni Sodhi: Paediatrician • Dr. Priya Bhale: Hearing and speech specialist • Dr. Ambika Takalkar: Paediatric Psychiatrist • Kshipra Rohit: Specialist in Specific learning difficulties • Rani Yangad: Parent and Psychologist • Sheetal Gaikwad: Special Education Teacher • Mamata More :Social Worker

Early Intervention Centre for children with special needs, Aurangabad

4.4.1 MADHURA ANVIKAR Mrs. Madhura Anvikar an eminent neuro-developmental psychologist practicing at ICON Integrated Centre for Child Neurodevelopment in

Aurangabad since the past 10 years. She has also worked at Child Assistance Clinic at MGM Hospital in Aurangabad. She has been an on board member of the Child Welfare Committee (CWC) in Aurangabad. She has pursued her masters in Clinical Psychology from the Pune University. Her skills include Remedial Teaching, Developmental assessments and psychoeducational assessment. She has her expertise in Dyslexia. Important Points raised during the discussion: ▪ Children usually spend about 1.5-2 hours at the center everyday. ▪ A set of experiential learning should be designed for children with intellectual and learning disabilities. ▪ The choice of materials used in the buildings has to be precise and sensitive to the problems faced by the child. ▪ Use of steps in various forms, shapes, colours plays a important role in the therapy process. It is important because it gives an idea about depth, balancing estimation. ▪ Sensory problems, tactile, movement and Argo metrics are some of the most common problems observed in the children coming to the centre. ▪ “Bridges” play a very important role to learn about depth. These children usually fear heights. A movable and height adjustable bridges are a key to good learning among children. It also gives flexibility to adjust according to requirement of each child. ▪ Therapy Rooms should have provisions for one-on-one teaching as well as group teaching exercise. ▪ Staff Areas are very crucial in such buildings because the staff is continuously working with the

children. So some space for them to relax, have discussions becomes essential. ▪ Provide adequate waiting areas for parents to wait because some of the therapies go on for a longer duration. Sometimes one way mirrors can be installed where the parent can see the child but the child cannot see the parent. ▪ To address sensory problems a Sensory Integration Room is required which usually is a dark room where the child is exposed to different senses. This usually should be away from the other noisy areas of the building.

▪ Facilitating adequate services for them like Ramps, No claustrophobic environments, lot of colours, washbasins and toilets are per their requirements. Early Intervention Centre for children with special needs, Aurangabad

4.4.2. DR. ANJALI BANGALORE Dr. Anjali Bangalore an eminent neuro-developmental pediatrician at Icon Integrated center for child Neurodevelopment in Aurangabad from

past 10 years. She runs her independent Icon Centre for Assisted Learning also located in Aurangabad. She was associate Professor at Bhartiya Vidyapeeth University Medical College from 2001-2008. She is also an independent researcher and her subjects of interest are Developmental psychology, Neurology and Educational psychology. She has formulated the 6 programs like AAKAR,ABHA etc. conducted at the Icon Centre. She has also taken a course at the Alpha to Omega School in

Chennai. Important Points raised during the discussion: ▪ Centers like Early Intervention Centre are the requirement of every city especially in cities where the socio-economic growth is slow. ▪ There is a lot of social stigma associated with this and due to which a lot of parents do not want to accept that their child has a problem. ▪ There are two ways in which rehabilitation can take place: Learning Centre and complete schooling. ▪ Usually classroom should accommodate 10-12 students at a time. This is a more handle able size and

groups are made according to age group. ▪ Walls should be interactive. The child should see a variety of things on the walls like jungle theme wall or fish aquarium theme wall where they can touch and experience. ▪ Speaking cartoons are the best methods for engaging the child in the activity. ▪ The center should be divided into two parts: Primary i.e. Development Wing and Secondary i.e. Academic wing. ▪ Ball pool, water therapy areas and mud bath areas are the most important therapy areas.

▪ Sleek and light furniture which is safe for children should be used. ▪ Activity should be based on multisensory approach. ▪ Appreciation of the child is very critical to boost the self confidence of the child. A appreciation corner for every child where skills of the week etc. are displayed. ▪ Sensory wall panel should be installed for the child to be exposed to variety of different senses. ▪ Timetables, goals and individual schedule should be put on the wall because these children like to have an organized and known things for them. ▪ Storage area is required to have drawers for each specific activity. Even the storage should be child specific where the child can access the material.

Early Intervention Centre for children with special needs, Aurangabad

▪ The therapy areas should be big enough to accommodate the equipment's and also outdoor play areas which are safe for the child are important.

▪ Toy library should be included in every center. ▪ Testing room should specially have space to store all the test materials plus a digital setup. ▪ For the staff and teachers special provision for them to have multiple file storage , working area and a relaxing area is important. ▪ Visual stimulation program specified by the WHO on their website is ideal to follow. ▪ Many different kind of classrooms are required like one-on-one, two-on-one, four on one, ten on one and many on one. ▪ Enough number of cabins should be provided with adequate furniture. ▪ There should be a clear separation between the developmental center and secondary center. This is because the parents of the baby get stigmatized to see older patients and refuse to bring the baby for regular stimulation.

Early Intervention Centre for children with special needs, Aurangabad

4.4.3. DR. PRACHI PATEL Dr. Prachi Patel an eminent pediatric physician having her own clinic Mishra child hospital in Aurangabad and also who is a doctor at very

famous Varad Child hospital in Aurangabad. She has received her education from Sion Hospital in Mumbai. She is also a visiting doctor at SAKAR a adoption institute for babies from 0-6 age group.

Important Points raised during the discussion: ▪ Awareness about developmental disabilities and other problems associated with small babies is really low and are usually identified when the baby fails to accomplish the developmental Milestones. ▪ These developmental milestones are recorded and observed by a pediatrician where the doctor is then able to direct to a specialist according to the problem in each case. ▪ These disabilities are more common in the weaker sections of society and should be directed towards them for their better development. ▪ Early stimulation is very important for a baby for his future developments. Lack of adequate stimulation is the major reason for the problems arise when the child grows up. ▪ ADHD, Hypothyroidism, medical conditions like anemia, autism are identified majorly in the children today. ▪ Medical intervention is the best option for the better development of the child. ▪ Parent counselling and creating awareness is the major concern for today. ▪ Colour stimulation, movement, touch, various sounds and multi sensory approaches should be used which can be interpreted in the architecture as well. ▪ Another condition called as “Lazy Eye syndrome” is found in children and is not very easily identified by the parents and can be identified once the child is brought to the pediatric clinic. ▪ Some things such as baby friendly and toddler friendly architecture is what an architect should always keep in mind. ▪ Some conditions like Dyslexia are only identified when the child starts going to school. These problems are very difficult to be detected at an early stage. ▪ Developmental Milestones which are also called as the stepping stones are the measures used by doctors to understand and compare the progress made by the child with respect to others.

Early Intervention Centre for children with special needs, Aurangabad

4.4.5. DR. ROSHNI SODHI Dr. Roshni Sodhi an eminent pediatrician practicing in Aurangabad. Her clinic name is Dr. Sodhi’s Kewl. She is also the member of Aurangabad

branch of Indian institute of pediatrics. She is a certified EQ Fellow from a renowned US-Based institution. She has a her expertise on Neonatal pediatrics. She is also associated with SAKAR and adoption institute for babies from age 0-6 years. She has expertise on Emotional quotient and also about the tests which are conducted for the same.

Important Points raised during the discussion: ▪ The diagnosis of a special child can happen at three levels by the doctor, in school or the parent himself. ▪ The best method of intervention is Centre based where there are experts on methods of teaching for a particular age group. ▪ The education today has become very computer based. It lacks the manual touch to it. Due to which physical activities have turned into play zones in front of the computer. ▪ User friendly architecture is always preferable.

▪ When any patient comes to a hospital then the development of the child is assessed along with family history, birth history and then DQ is analyzed after 3 months. ▪ Usually behavioral issues and CNS(brain related disorders) are usually combined. ▪ Child Development centers are a necessity in the current day where computer systems and technosavy systems should be placed in every district of the country. ▪ Waiting area for parents is the most critical issue because of long waiting hours for the therapy. ▪ Colours are an integral part of children's life hence design should involve a lot of colours.

▪ Change in both school education systems and the way we look at disability should change for a better society. ▪ Conscious efforts towards knowing EQ of the child and developing it further will help the child and be able to choose the way to respond to various situations and build better relationships with the family as well as society. This helps the parents understand in which skill the child is lacking and they can work on it to improve and prevent possible future issues. It is basically an ability to perceive, recognize, understand, manage and regulate emotions in self and others and utilize these to

make right choices and cope with situations and promote emotional and intellectual growth.

Early Intervention Centre for children with special needs, Aurangabad

4.4.5. DR. PRIYA BHALE Dr. Priya Bhale an practicing audiologist and speech pathologist in Aurangabad. She is the director at Rajeev speech and Hearing clinic in

Aurangabad. She has studied from All India Institute of speech and hearing. She has also received the WIMA award. She has attended CME at Hinduja Hospital in 2016. The clinic is the only center in entire Marathwada where all the internationally available speech and hearing aids and treatment are available.

Important Points raised during the discussion: ▪ Awareness about hearing difficulties and the available treatment is very low in Aurangabad. ▪ Hearing problems are usually associated with speech troubles. ▪ Borderline slow children cannot differentiate between 2 letters and are usually weak at Mathematics. ▪ Tactile and Auditory therapy are usually given to children. ▪ Nearly about 40% patients that come to the clinic are children from the age group 0-9 years. Which shows a relevantly high ratio of children. ▪ In the tactile therapy writing numbers like 6-9 or letters B-D using a sand paper or in sand are practiced to help the child learn faster. ▪ Writing 6 no in various format is the most common exercise which is done by these children. ▪ It is very important to use tactile sensation and visual sensation for children with hearing problems or etc. For an example soft boards, sandpits etc. should be utilized. ▪ For the hearing tests the room should be acoustically treated and usually consists of two different room attached with a glass or see through mirror and both the rooms are acoustically treated. More use of sound absorbing materials like curtains, carpets etc. are utilized. ▪ Grade B cities or the two tier cities which have urbanized but still lack facilities for early intervention for children with special needs is something that should change. Aurangabad is an ideal place to start. ▪ Various speech and voice therapies that are provided at the center are as follows: • Speech and Language Therapy • Voice Therapy • Articulation Therapy • Auditory Verbal Therapy • Fluency therapy • Aphasia Therapy

Early Intervention Centre for children with special needs, Aurangabad

4.4.6. DR. AMBIKA TAKALKAR Dr. Ambika Takalkar is founder and director and managing trustee of the AARAMBH. She is also principal of AARAMBH, managing special education and daily activities of AARAMBH Center for the autistic and slow learner children Aurangabad with devotion and commitment. She is B.Sc. B.Ed. in ( special education ) and also done M.A.(Psychology ) .She has attended number of workshops, seminars and conference on the Autism spectrum Disorder at Mumbai, New Delhi, Chennai, Bangalore and Pune. In the year of 2014,she has attended one week global conference on What to do about Brain Injured child at New Delhi conducted by Institute for the Achievement for the Human Potential U.S.A. Important Points raised during the discussion: ▪ The age of the child is very important when we look at the concept of early Intervention. ▪ The children in the AARAMBH School which is the first of its kind of and initiative in Aurangabad which is a school Autistic Children usually spend about 5-6 hours in the school itself. ▪ The system followed in the center is IEP: Individual Education Program where IQ and the educational assessment of the child is done which is compared to the age of the child and then a plan is proposed for every student. ▪ Teacher training and awareness is a primary concern and should be given importance and equal importance should be given to the infrastructure for it. ▪ Music Dance are two forms of therapy which students enjoy the most. Many students from the school are acquainted to table and they enjoy the table classes conducted for them. ▪ The classroom structure depends upon the severity of the disorder among the children. Some children require individual attention whereas some require group setting. It depends upon the no. of students and the disorder like autism, cerebral palsy, mental retardation etc. ▪ Usually in the interior regions of Maharashtra students with difficulties are removed from the school after class 8 because the school wants to secure 100% results in class 10 exams. So for such students the National Open schools are functional by the Govt. of India.

▪ In this system concessions are given to the child and the exam structure is also different from the one of normal schools. ▪ What architecture can facilitate is the Mobility, Safety and child friendly atmosphere. ▪ Each classrooms should min be 10 by 20 sq. ft. ▪ For Autism individual self relief corners and shelf for each students is very important. Early Intervention Centre for children with special needs, Aurangabad

4.4.7.KSHIPRA ROHIT Kshipra Rohit has completed her course in remedial teaching from Alpha to Omega, Chennai & a Certificate course in Learning Disability from

Spastic Society of Karnataka. She has completed the course conducted by Rehabilitation Council of India. At present she is pursuing her M.Phil. in Learning Disability from University of Pune. She is founder trustee and secretary of the Dr. Shanta Vaidya Memorial Foundation Pune. She was the coordinator and successfully completed a project with National Brain Research Centre of Govt. of India Important Points raised during the discussion: ▪ The usual problems faced by the parent whose child faces learning difficulties are group teaching cannot be understood, writes slowly, does not write or read on his own, cannot write more than one line, can understand what the teacher is teaching but cannot understand what to write, very shy in class, cannot remember date/day or etc. , word problems in mathematics , concentration and attention problem etc. These are all symptoms of Learning Difficulties faced by the child. ▪ For the wholistic development of the child the school, the family, the home and playground all should be given equal priority. Because in todays world playgrounds have been forgotten.

▪ The root cause of these learning difficulties is not because the brain is weak it is because the fine motor skills haven’t been developed because the Gross motor skills of the child are weak. ▪ So for the treatment of learning difficulties the it is important to develop, understand and exercise for the development of gross motor skills. ▪ Along with center the diet of the child plays a equal role in the levels of concentration the child will show. Also more sugar intake can reduce the attention levels of the children. ▪ Sleeping schedule of the child needs to be regulated. Minimum 8 hours of sleep is required by the

child. ▪ Yoga, meditation, Suryanamaskar and pranayama and omkar are very beneficial to improve the concentration of the child. This theory has been proved in USA as well. ▪ Age into 2 is the minimum attention span of a child and age into 6 is the maximum attention span of a child. ▪ Reading writing listening and learning are all the pillars of education. Only writing is not the one that means the child is adequately learning. All four should go hand in hand.

▪ Minimum use of gadgets should be allowed. The change in colour every 4 seconds will decrease the pace of development. Gadget/TV use should be restricted to 1-2 hours and not more than that.

Early Intervention Centre for children with special needs, Aurangabad

4.4.8. DR. RANI YANGAD Dr. Rani Yangad is a budding psychologist who has pursued her under graduation in Ayurvedic medicine and her post graduate diploma in emergency medicine from Pune University.. She has done her masters in counselling from Dallas University USA. She is currently established her own NGO named “MAHASEVA PRATISHTHAN” where she works on Nutrition and diet for HIV positive Women and Children. She is currently pursuing her masters in social work and has an experience of 5 years. She takes counselling for sexually abused woman and children. She is parent of a dyslexic daughter. Important Points raised during the discussion: ▪ The children are embarrassed and don’t want to know that they have a problem. That is why a separate place for an early intervention center is very important. ▪ Her daughter learns faster through music. It is very important for the parent to know the learning style of the child so that using the same technique for teaching the child. ▪ In USA the playgrounds or gardens outside the church were made for all ag groups and every part of the garden has some sensory benefit or a learning experience for the child. For an example, for a 2-4 year old there were snakes or turtles statues which they could touch. There were different kind of stone walls with different textures for them to feel and identify. For the age group 5-10years ropeways with safety nets, tunnels, walls with stubs which the children could climb on. So the infrastructure provided should be very age specific. ▪ In children's parks the flooring used would be sponge and opportunities to explore by touch or visually or by listening etc. ▪ Play areas should always have a glass wall for the parents to see the child play and keep a watch on him/her. Cleanliness should be maintained by providing hand sanitizers at the exit and entrances. ▪ Provision of an early intervention center would make the life of parents easier since they have to visit

only one place where they get all services at the same place. ▪ Sand boxes and Mini homes are the most attractive toys which the children usually love to play in. ▪ Water therapy in swimming pools and splash boards where the child and just simply go and sit and feel refreshed by just allowing the water to splash on his body enough to not make him wet. ▪ The most ideal way of teaching is by hands on experience. This is why the education system is USA focuses more on practical learning than one by hearting everything. ▪ The gap between short term and long term memory needs to be filled for a dyslexic child and that

can be done using the music and poem learning methods according to the liking of the child. Early Intervention Centre for children with special needs, Aurangabad

4.4.9. SHEETAL GAIKWAD Sheetal Gaikwad is a special education teacher and a psychologist at the Icon Integrated Centre for assisted Learning. She has done her studies in

psychology from the Aurangabad University. She also has a Gyan Prabodini diploma in school psychology. She was also working as a counselor at YS Khedkar International School, Aurangabad.

Important Points raised during the discussion: ▪ The teaching should be very interactive for an example having the snakes and ladder on the floor or scrabble on the wall or tic tac to on the wall mix and match puzzles or any game made of ropes which challenge all the senses of the child are very important. ▪ Adequate space for the child to play is very important. ▪ Furniture should be child friendly so that the child does not get hurt and can reach out to the play equipment’s. ▪ Locker space for teachers and staff is very important.

▪ Toy library and waiting room are necessary for an architect to keep in mind while designing for special needs. ▪ Ease of movement from one place to the other and for two things to happen simultaneously and using the same space for another activity i.e. multifunctional use of space is very important. ▪ It is very important to keep separate entrances for both development and learning wing of the center. ▪ The teacher requires immense patience to deal with these kids a breakout space for the teacher to relax is also very crucial.

▪ It is very important to challenge the requirements of the child even through architectural design. ▪ Prevalence of disability is more in case of semi-urban and rural areas and are directly linked to the social strata. ▪ In Neuro therapy the in the non medico type of a treatment there are two types normality and subnormality. In the normality category it is of two types aptitude and intelligence and in sub normality category it is divided into therapy doctor and special education. ▪ Activities like Gardening, vermicomposting or making of paper bags or paper flowers to even

making tea to understand the right proportions help the child to learn while doing something productive.

Early Intervention Centre for children with special needs, Aurangabad

4.4.10. MAMATA MORE Mrs. Mamata More a very dedicated social worker who has worked on a number of social projects throughout her 15 years of experience. She has done masters in social work from Aurangabad. She was the founder member of “MAHILA ARMY” a organization which reaches where any domestic violence is reported and help resolve the issue in the year 2004. She has submitted her thesis on “Disabled Women” which was sent at the National level where it was referred to make new laws and amend the existing one. She is currently Manager at SAKAR which is a adoption institute for age group 0-6 years based in Aurangabad. She is also a parent whose daughter suffers from slight learning difficulties. Important Points raised during the discussion: ▪ The CBR that is community based rehabilitation and a policy government made in the year 2006 for prevention of disabilities is basically to involve disability in the surrounding. ▪ Policy of Inclusive society should reach every strata of the society only then the social stigma associated with it will fade away and lead to public acceptance of disabilities. ▪ Every Medical hospital in all the districts has the facility of Home therapy and a focus on reducing disabilities. ▪ The child with special needs should be taught ADL Activities for daily living which could contain a house section where little things like hangers how to fold clothes etc. need to be taught for the independent living of the child. ▪ Usually the disability is first identified at home and learning disabilities can be identified once the child starts going to school. ▪ The most common difficulties in language are regarding: spellings, grammar, pronunciation, reading writing, punctuation marks and capital letters etc. ▪ For a better grasping of the child equal focus should be there on listening, speaking, reading and writing. Distraction free classrooms, obstructions in looking at the teacher(usually true when the strength of the class exceeds 60-70), average speed of teaching, style of giving instructions together compile to make the problem worse for the child to grasp. ▪ The teaching methods should involve: VAKT. Visual, Auditory, Kinesthetics and Tactile. In the present day classrooms attention is only paid to Visual and Auditory experiences due to which the child lacks the stimulation required. ▪ Sometimes the child can identify the problem on her own and solving that problems boosts the self confidence of the child. Early Intervention Centre for children with special needs, Aurangabad

4.5. INTERVIEW OF PARENTS

Early Intervention Centre for children with special needs, Aurangabad

4.5. INTERVIEWS OF PARENTS

Early Intervention Centre for children with special needs, Aurangabad

4.6. IMPORTANT CONCLUSIONS FROM INTERVIEWS OF PARENTS The interviewing of parents was a difficult task because a lot of parents did not want to answer of reveal any information about the child. Every parent had a different perspective towards their child and the treatment. Following are the conclusions from the interviews: • Majority of the parents seen in the center were women. So the mother plays a greater role in the life of the child. • Majority of the parents identified the problem of the child at home where they felt that the child was not doing what he/she should do at that particular age. • Learning difficulties are identified in older children when they start going to school. • Most of them have to travel to the center for the therapy. On an average 2-3 times a week. These therapies usually go on for about 35-40 mins per therapy. • Many of the parents do not want to take the child out in public places fearing that people will laugh at them or talk ill about them. The social stigma is felt by a lot of parents. • An independent Early Intervention Centre will help the parents by saving their time to travel from one place to the other for various therapies. Also it gives them privacy where they don’t have to be worried about being judged and away from the social stigma. • Some parents of the opinion that there should tie ups established between such early intervention centers and schools for better mobility of the child since in todays world all the parents are working have very less time for the child.

• Having an independent center ensures treatment, counseling all under one roof. So it becomes easier for the parent to avail the treatment. • One particular parent brought up a very important point regarding siblings who are normal and have to accompany the parent and the other sibling for therapy, there should be something engaging for them too. Such places are ideal for sibling-sibling interaction and parent-parent interaction and family resource groups.

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 5 FACTS ABOUT DEVELOPMENTAL DISABILITIES The chapter talks about the developmental disability, developmental Milestones and the identification process and causes/ risk factors of developmental disability. Early Intervention Centre for children with special needs, Aurangabad

FACTS

ABOUT

DEVELOPMENTAL

DISABILITIES

(Centres for Disease control and Prevention, 2015) 5.1. Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. (Centres for Disease control and Prevention, 2015) 5.2. Developmental Milestones Skills such as taking a first step, smiling for the first time, and waving “bye-bye” are called developmental milestones. Children reach milestones

in how they play, learn, speak, behave, and move. 5.3. Developmental Monitoring and Screening A child’s growth and development is followed up through a partnership between parents and health care professionals. At each well-child visit, the doctor looks for developmental delays or problems and talks with the parents

about

any

concerns

the

parents

might

have.

This

called developmental monitoring. Early identification and intervention has a significant impact on a child’s ability to learn new skills, as well as reduce the need for costly interventions over time. Hence the Early Intervention Centre facilitates both the Developmental Monitoring and screening and provide intervention services. 5.4. Causes and Risk Factors (Centres for Disease control and Prevention,

2015) Developmental disabilities begin anytime during the developmental period and usually last throughout a person’s lifetime. Most developmental disabilities begin before a baby is born, but some can happen after birth because of injury, infection, or other factors. Most developmental disabilities are thought to be caused by a complex mix of factors. (Centres for Disease control and Prevention, 2015)

Early Intervention Centre for children with special needs, Aurangabad

These factors include genetics; parental health and behaviors (such as smoking and drinking) during pregnancy; complications during birth;

infections the mother might have during pregnancy or the baby might have very early in life; and exposure of the mother or child to elevated levels of environmental toxins, such as lead. For some developmental disabilities, such as fetal alcohol syndrome, which is caused by drinking alcohol during pregnancy, we know the cause. Following

are

some

examples

specific

developmental

disabilities:(Centres for Disease control and Prevention, 2015) •At least 25% of hearing loss among babies is due to maternal infections during

pregnancy,

such

cytomegalovirus

(CMV)

infection;

complications after birth; and head trauma. •Some of the most common known causes of intellectual disability include fetal alcohol syndrome; genetic and chromosomal conditions, such as Down syndrome and fragile X syndrome; and certain infections during

pregnancy, such as. •Children who have a sibling are at a higher risk of also having an autism spectrum disorder. •Low birth weight, premature birth, multiple birth, and infections during pregnancy are associated with an increased risk for many developmental disabilities.

•Untreated newborn jaundice (high levels of bilirubin in the blood during the first few days after birth) can cause a type of brain damage known as kernicterus. Children with kernicterus are more likely to have cerebral palsy, hearing and vision problems, and problems with their teeth. Early detection and treatment of newborn jaundice can prevent kernicterus.

Early Intervention Centre for children with special needs, Aurangabad

Development Issues

*Text Source: Autism Society; COC; Solution for learning

Early Intervention Centre for children with special needs, Aurangabad

Strategies to help

Visual Aids Students with special needs learn better with visual aids. They can see what is going on throughout the day. With this, they know what to prepare for and what activity they will be doing next.

Communicate By paying attention to a childâ&#x20AC;&#x2122;s behaviour, a teacher can see how they are feeling or what they are trying ton say. Teach the child ways to be flexible and use stories to show appropriate behaviour in social situation

Structure Structure reduce stress, confusion, anxiety and behaviour problems by making things predictable. This can lead to independence and build on childâ&#x20AC;&#x2122;s strength

*Text Source: Autism Society; COC; Solution for learning

Early Intervention Centre for children with special needs, Aurangabad

Maharashtra comes in the category of containing the largest no. of disabled population

Image Source: C-Series, Table C-20, Census of India 2001 and 2011

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 6 PREVALENCE OF DISABILITY IN INDIA The chapter talks about the statistics of disability in India according to the census of 2011 and presences of rural and urban numbers of developmental disability in the district of Aurangabad, Maharashtra. Early Intervention Centre for children with special needs, Aurangabad

6.1. ANALYSIS OF DATA FROM CENSUS REGARDING THE DISABILITY IN INDIA: As per the Census 2011, • In India out of the 121 Cr population, 2.68 Cr persons are ‘disabled’ which is 2.21% of the total population. • Among the disabled population 56% (1.5 Cr) are males and 44% (1.18 Cr ) are females. In the total population, the male and female

population are 51% and 49% respectively. • Majority (69%) of the disabled population resided in rural areas (1.86 Cr disabled persons in rural areas and 0.81 Cr in urban areas). In the case of total population also, 69% are from rural areas while the remaining 31% resided in urban areas.

• The percentage of disabled to the total population increased from 2.13% in 2001 to 2.21% in 2011. In rural areas, the increase was from 2.21% in 2001 to 2.24% in 2011 whereas, in urban areas, it increased from 1.93% to 2.17% during this period. The same trend was observed among males and females during this period.

All Table and Information Source: Disabled persons in India : A Statistical profile ; Social statistics division; Govt. of India; http://www.mospi.gov.in

Early Intervention Centre for children with special needs, Aurangabad

• In India, 20% of the disabled persons are having disability in movement, 19% are with disability in seeing, and another 19 % are with disability in hearing. 8% have multiple disabilities.

As per Census 2011, •

The number of disabled persons is highest in the age group 10-19 years (46.2 lakhs).

•

17% of the disabled population is in the age group 10-19 years and 16% of them are in the age group 20-29 years.

•

Elderly (60+ years) disabled constituted 21% of the total disabled at all India level.

All Table and Information Source: Disabled persons in India : A Statistical profile ; Social statistics division; Govt. of India; http://www.mospi.gov.in

Early Intervention Centre for children with special needs, Aurangabad

• The percentage of disabled is highest in the age group 10-19 years followed by age group 20-29 years for both the male and female disabled persons.

• Out of the total disabled in the age group 0-19 years, 20% are having disability in hearing followed by 18% with disability in seeing. 9% has multiple disabilities.

▪ Disabilities among children (0-6 years) The Census 2011 showed that, in India, 20.42 lakhs children aged 0-6 years are disabled. Thus, one in every 100 children in the age group 0-6 years suffered from some type of disability. • 1.24% of the total children (0-6 years) are disabled. The percentage of male disabled children to total male children is 1.29% and the corresponding figure for females is 1.19%. • The proportion of disabled males to total males is higher than the corresponding proportion for females at all India and at rural and urban areas. The same pattern has been observed in the case of children (0-6) All Table and Information Source: Disabled persons in India : A Statistical profile ; Social statistics division; Govt. of India; http://www.mospi.gov.in

years.

Early Intervention Centre for children with special needs, Aurangabad

• The proportion of disabled to the total population for all ages is higher in rural areas for both males and females, while for children, the same is higher in urban areas.

• 23% of the disabled children (0-6 years) are having disability in hearing, 30% in seeing and 10% in movement. 7% of the disabled children have multiple disabilities. A similar pattern is observed among male and female disabled children.

▪ Educational attendance of disabled children (5-19 years) The Census 2011 showed that, • 61% of the disabled children aged 5-19 years are attending educational institution.

All Table and Information Source: Disabled persons in India : A Statistical profile ; Social statistics division; Govt. of India; http://www.mospi.gov.in

Early Intervention Centre for children with special needs, Aurangabad

• 54% of the disabled children with multiple disabilities never attended educational institutions. Also, 50% of the children with mental illness never attended educational institution.

STATE WISE COMPARISON: • The highest number of disabled persons is from the State of Uttar Pradesh. Nearly 50% of the disabled persons belonged to one of the five States namely Uttar Pradesh (15.5%), Maharashtra (11.05%), Bihar (8.69%), Andhra Pradesh (8.45%), and West Bengal (7.52%). • At all India level, 7.62% of the disabled persons belonged to the age group 0-6 years. Bihar (12.48%) has the highest share of disabled

children in the population of disabled persons of the State followed by Meghalaya (11.41%). In Kerala, only 3.44% of the disabled persons belonged to the age group 0-6 years, which is the lowest among the State/ UTs.

All Table and Information Source: Disabled persons in India : A Statistical profile ; Social statistics division; Govt. of India; http://www.mospi.gov.in

Early Intervention Centre for children with special needs, Aurangabad

The Census 2011 showed that, â&#x20AC;˘ The State of Uttar Pradesh has the highest number of disabled persons (16% of the total disabled in the Country) followed by Maharashtra (11%). :

â&#x20AC;˘ The States of Uttar Pradesh, Bihar, Maharashtra and West Bengal together contributed more than 50% of the disabled children (0-6 years) of the Country.

All Table and Information Source: Disabled persons in India : A Statistical profile ; Social statistics division; Govt. of India; http://www.mospi.gov.in

Early Intervention Centre for children with special needs, Aurangabad

6.2. STATE WISE DISABLED POPULATION BY AGE GROUP

Table and Information Source: Disabled persons in India : A Statistical profile ; Social statistics division; Govt. of India; http://www.mospi.gov.in

Early Intervention Centre for children with special needs, Aurangabad

6.3. DISABLED CHILDREN (0-6) YEARS

Table and Information Source: Disabled persons in India : A Statistical profile ; Social statistics division; Govt. of India; http://www.mospi.gov.in

Early Intervention Centre for children with special needs, Aurangabad

6.4. PREVALENCE OF DEVELOPMENTAL AND

INTELLECTUAL DISABILITY IN INDIA Age is an important factor for ID in rural children, and among adults in both rural and urban populations in India. ID is linearly positively associated with age in rural children. The cumulative prevalence of ID in the overall population was found to be 10.5 cases/1000, with 10.08/1000 in rural, and 11/1000 in the urban population. (Lakhan R, Ekúndayò OT, Shahbazi M. 2015;pg. 523) The prevalence rate of ID was higher among urban children until the age of 14

years after which it peaked higher in rural children than urban in the 15–19 years age group. Despite that the urban population has better health facilities and awareness of disabilities while rural population suffers with poor facilities, lack of identification, referral, health, and low level of awareness, the reasons for observed differences in prevalence rates are unclear. Prevalence of ID gradually drops in adults from the age of 20 years in both rural and urban population. There are significantly higher prevalence rates of ID in children compared to adults. Other developmental disabilities, such as Autism, Attention Deficit Hyperactive Disorder, and Tourette syndrome closely match with ID in characteristics and features and also show high comorbidity. Other neurological, genetic metabolic, and psychiatric disorders such as cerebral policy, Down syndrome, William Syndrome, Prader–Willi syndrome, FragileX syndrome, Klinefelter syndrome, mucopolysaccharidosis, and childhood schizophrenia in children, vascular dementia originated from stroke,

Alzheimer and Parkinson's disease in adults often show some features of ID. (Lakhan R, Ekúndayò OT, Shahbazi M. 2015;pg. 525) Prevalence among children is significantly higher than among adults, correlates and contexts of ID among children in both rural and urban settings should be studied to identify areas for intervention. (Lakhan R, Ekúndayò OT, Shahbazi M. 2015;pg. 528) Hence an Early Intervention Centre will facilitate in easy identification of the disability at a younger age. This not only saves resources spent later for treatment but also improves the quality of life of the person with disability when he grows up. This is why Early intervention center is very essential in today’s day.

Early Intervention Centre for children with special needs, Aurangabad

6.5. STATISTICAL DATA ABOUT PREVALANCE OF

DISABILITY IN THE DISTRICT OF AURANGABAD.

Table and Information Source: http://data.gov.in/census2011/maharashtra20%Aurangabad?page=1

â&#x20AC;¢ From the table it is very evident that the city of Aurangabad acts a center for the entire Marathwada region where the disability ratio is quite high. Hence the Early Intervention Center is required.

Early Intervention Centre for children with special needs, Aurangabad

6.5. STATISTICAL DATA ABOUT PREVALANCE OF DISABILITY IN THE DISTRICT OF AURANGABAD.

Table and Information Source: http://data.gov.in/census2011/maharashtra20%Aurangabad?page=1

The table gives information on the disability according to the type. The map on the right side shows the ante-natal checkups by districts which

indicate

the

lowest

amount

them

Aurangabad. This is the reason why we need more awareness and Intervention Centre where both the mother during pregnancy and the child can be given good Health treatment.

Image Source: Maharashtra health care data https://makanaka.wordpress.com/district-level-health-care-data/

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 7 EARLY INTERVENTION PROGRAMME IN INDIA AND ABROAD The chapter talks about early intervention its necessity, advantages. The facilities adopted in Singapore, California and Australia are described. It also includes analysis of guidelines for setting up of early intervention centers under RBSK. Early Intervention Centre for children with special needs, Aurangabad

7.1. ABOUT CALIFORNIA EARLY START PROGRAM: Source: http://www.dds.ca.gov/EarlyStart/index.cfm California Early Start: It is a statewide interagency system of coordinated early intervention services for infants and toddlers with or at risk of disabilities or developmental delay and their families administered by the Department of Developmental Services in collaboration with the California Department of Education.

o What are the Early Intervention Services?

Image Source: California Early Start Central Directory of Early Intervention Resources 2016

▪ Early intervention services to eligible children and families are federally mandated by the Individuals with Disabilities Education Act and in California by the California Early Intervention Services Act. California Early Start provides many necessary early intervention and related services based on assessed need of the child. ▪ Services may be provided in the home, child care or other community settings where typically developing children participate. The local education agency, regional center, family resource center, and health care provider work together to provide these services to eligible children and their families. o Services that are provided: ▪ Assistive technology devices/services

▪ Psychological services

▪ Medical services, for diagnostic or

▪ Occupational therapy

evaluative purposes only ▪ Family training, counseling and home

▪ Social work services ▪ Speech-language pathology

visits ▪ Audiology services ▪ Nutrition counseling

▪ Special instruction ▪ Vision services

▪ Transportation services

▪ Nursing

▪ Physical therapy

▪ Health services

Early Intervention Centre for children with special needs, Aurangabad

o Who is eligible for early intervention services ? Infants and toddlers from birth to 36 months may be eligible for and benefit from early intervention services if one of the following factors is present:

Significant developmental delay in one or more of these areas: ▪ Cognitive development, e.g., limited interest in environment, limited interest in play and learning. ▪ physical and motor development, e.g., hypertonia, dystonia, asymmetry and other orthopedic impairments. ▪ communication development, e.g., limited sound repertoire, limited responses to communication with others. ▪ emotional-social development, e.g., unusual responses to interactions, impaired attachment, self injurious behavior

▪ adaptive development, e.g., feeding difficulties.

Established risk conditions of known etiology or those conditions expected to result in significant developmental problems such as ▪ chromosomal disorders ▪ neurological disorders ▪ inborn errors of metabolism, or

▪ vision and hearing, and severe orthopedic impairments.

High risk of having a substantial developmental disability due to a combination of risk factors such as ▪ prematurity (less than 32 weeks gestation and/or low birth weight of less than 1,500 grams), ▪ asphyxia or need for ventilator assistance,

▪ central nervous system infection or abnormality, ▪ biomedical insult (including, but not limited to, injury, accident or illness which may seriously or permanently affect developmental outcome), parent with a developmental disability

Early Intervention Centre for children with special needs, Aurangabad

o What is the process for making a referral to Early Start?

Image Source: California Early Start Central Directory of Early Intervention Resources 2016; page no. 5

o California Department of Developmental Services: The California Department of Developmental Services (DDS) provides leadership and direction to nonprofit corporations to ensure that infants, toddlers, children, and adults with developmental disabilities receive the services and supports they need as envisioned by the California Early Intervention Services Act and the Lanterman Developmental Disabilities Services Act. DDS contracts with 21 regional centers that provide, arrange, or purchase services and supports at the local level.

Early Intervention Centre for children with special needs, Aurangabad

REGIONAL CENTERS Infants and toddlers, from birth up to 36 months, who have a developmental delay or established risk, or who are at high risk may be eligible to receive services through Californiaâ&#x20AC;&#x2122;s 21 community-based

regional centers. Source: http://www.dds.ca.gov/EarlyStart/index.cfm Regional centers are the single point of entry into the service system that serves people with developmental disabilities across all ages. Regional centers provide intake, evaluation, and assessment to determine eligibility and service needs. They also provide service coordination, advocacy, information, referral, and an array of other services to eligible infants and toddlers and their families.

The disabilities of the children and adults served include intellectual disability, cerebral palsy, epilepsy, autism and related conditions and, for infants and toddlers under age 3, established Image Source: California Early Start Central Directory of Early Intervention Resources 2016; page no. 10

risks, developmental delays, or disabilities.

Early Intervention Centre for children with special needs, Aurangabad

EARLY START FAMILY RESOURCE CENTERS Families of infants and toddlers, from birth up to 36 months, who have a developmental delay or established risk, or who are at high risk can receive parent-to-parent support from family resource centers (FRCs) Source: http://www.dds.ca.gov/EarlyStart/index.cfm Early Start FRCs contracted by DDS may provide: • Parent-to-parent and family support • Peer counseling and home visits • Information and referral • Public awareness • Parent education • Support services in many languages • Transition assistance Some

FRCs

have

newsletters,

resource

libraries, and websites, as well as parent and/or sibling support groups.

Early Start FRCs are staffed by parents who have children

with

special

needs

and

provide

information and parent to- parent support. Each FRC is unique, reflecting the needs of its community. Image Source: California Early Start Central Directory of Early Intervention Resources 2016; page no. 18

Some

FRCs

have

newsletters,

resource libraries, and websites, as well as parent and/or sibling support groups. Early Intervention Centre for children with special needs, Aurangabad

SPECIAL EDUCATION LOCAL PLAN AREAS Infants and toddlers who have vision, hearing, and severe orthopedic impairments (or a combination of these disabilities) receive individually designed early intervention services from local education agencies (LEAs) such as school districts and county offices of education. Across the state, special education local plan area (SELPA) administrators coordinate early childhood special education programs, which include early intervention services. For children who are dually served by a regional center and an LEA, basic special education and related services are usually provided by the LEA. Either LEAs or regional centers may be designated to provide service coordination.

Image Source: California Early Start Central Directory of Early Intervention Resources 2016; page no. 29

Since 1980, state law included a partial requirement for early education programs to serve the number of infants and toddlers with disabilities that they served in 1980-81. LEAs also provide services to a number of additional children in order to continue to qualify for their current level of state funding. LEAs provide early intervention services in the home, community settings, and centers. These services include special instruction, service coordination, family support, and other early intervention services identified in the childâ&#x20AC;&#x2122;s Individualized Family Service Plan (IFSP). LEAs also coordinate with regional centers and other local agencies and organizations in evaluation, assessment, and development of IFSPs. Early Intervention Centre for children with special needs, Aurangabad

7.2. EARLY INTERVENTION AND EDUCATION FOR

CHILDREN WITH SPECIAL NEEDS IN SINGAPORE Current Situation: Across all age groups ▪ In response to the increasing number of children identified with special needs in Singapore, several key initiatives have been launched by MCYS, MOH, MOE and NCSS in the last five years. Efforts had been primarily directed to addressing the critical issue of capacity shortfall in the sector. ▪ In terms of governance, a key feature is the tripartite arrangement under the ‘many helping hands’ approach. A tripartite relationship amongst VWOs, NCSS and MOE/MCYS forms the basis of how these services are provided. (Early Intervention and Education for Children with Special Needs, 2010)

Services

essential

for

Providing Early Detection and

Intervention

Children

with

for

Special

Needs:

▪ NCSS is the primary overseer of VWOs in children disability services, managing the Early Intervention Programme for Infants and Children (EIPICs) and special schools with its Programme Evaluation System. ▪ Most key initiatives related to the early intervention and education of special needs children, except for those in mainstream schools, are run by VWOs. These initiatives include the Disability Information and Referral Centre (DIRC), EIPICs, therapy hubs and all special schools.

Early Intervention Centre for children with special needs, Aurangabad

â&#x2013;Ş Early Intervention is the major and the first step in the identification of disabilities and for proper guidance for further education and life of a child. This ensures that the future of the child is well secured due to a channelized path available for the child. Early Intervention Centre for children with special needs, Aurangabad

INTEGRATION MODELS For those who need special support, research has shown best education results in integrated models where these students reap the best of both mainstream and specialized settings. (Early Intervention and Education for Children with Special Needs, 2010)

Early Intervention Centre for children with special needs, Aurangabad

7.3. ABOUT DISTRICT EARLY INTERVENTION CENTRE (DEIC): Rashtriya Bal Swasthya Karyakram (RBSK) is a new initiative aimed at screening over 27 crore children from 0 to 18 years for 4 Ds Defects at birth, Diseases, Deficiencies and Development Delays including Disabilities. Children diagnosed with illnesses shall receive follow up including surgeries at tertiary level, free of cost under NRHM. Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India; May 2014; page no. 1

The early intervention centers are established at the District Hospital level across the country as District Early Intervention Centers (DEIC). The purpose of DEIC is to provide referral support to children detected with health conditions during health screening, primarily for children up to 6 years of age group. A team consisting of Pediatrician, Medical officer, Staff Nurses, Paramedics are engaged to provide services. (RASHTRIYA BAL SWASTHYA KARYAKRAM: Child Health Screening and Early Intervention Services under NHM, 2014)

The Referral and Management Matrix

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India; May 2014; page no. 11

DEIC is the hub of all activities, acts as a clearing house and also provide referral linkages. There was an acute need to establish a center at the district level with age appropriate and domain specific equipmentâ&#x20AC;&#x2122;s and with specific trained domain

specialists

such

Dentist,

Optometrist,

Audiologist,

Psychologist, Physiotherapist etc. Such a center would act as the apex center of the district. Considering the entire scenario, the Ministry of Health & Family Welfare launched the Rashtriya Bal Swasthya Karyakram (RBSK) which ensures the comprehensive services under one roof with a holistic approach to Early Intervention Centre for children with special needs, Aurangabad

children with special needs. Under RBSK, Early intervention centers at district level provide the much needed early intervention services which l is easily approachable, adaptable, user friendly and above all cost effective.

â&#x2013;Ş After screening and identification of any of the 4Ds i.e. Defects at Birth, Deficiencies, Diseases and Developmental delays including disabilities, the cases referred to DEIC assesses, investigates, evaluates

and EI

planned and executed in a comprehensive manner. It was envisaged that the DEIC will be equipped with all dedicated health professionals, materials, tools, etc. to execute the activities. â&#x2013;Ş DEIC aims at early detection and early intervention so as to minimize disabilities among growing children. WHO has stated that defect or developmental delay leads to functional disability and these functional disability in turn lead to handicap if not addressed adequately. RASHTRIYA BAL SWASTHYA KARYAKRAM: Child Health Screening and Early Intervention Services under NHM, 2014)

Process flow of Referral to District Early Intervention Center

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India; May 2014; page no. 21

Early Intervention Centre for children with special needs, Aurangabad

▪ The broad goals and services for DEIC include: • Screening of Children from Birth-18 Years for 4D’s • Early Identification of Selected Health Conditions • Holistic Assessment • Investigations • Diagnosis • Intervention • Referral • Prevention • Psycho-social Interventions ▪ Services Provided by a DEIC:

(RASHTRIYA BAL SWASTHYA KARYAKRAM: Child Health Screening and Early Intervention Services under NHM, 2014) A. CORE SERVICES : o Medical services – for diagnostic or evaluation purposes. Medical treatment of children suffering from diseases and deficiencies. (Doctor: Pediatrician/ Medical officer) o Dental services – for problems of teeth, gums and oral hygiene in children from birth to 6 years esp. “Early Childhood Caries” (Dentist) o Occupational therapy & Physical therapy – services that relate to selfhelp skills, adaptive behavior and play, sensory, motor, and postural development i.e. services to prevent or lessen movement’s difficulties and related functional problems. Sensory Integration, ore-motor and feeding difficulties. (Physiotherapist/Occupational therapist) o Psychological services – administering and interpreting psychological tests and evaluation of a child’s behavior related to development, learning and mental health as well as planning services including counseling, consultation, parent training, behavior modification and knowledge of appropriate education programs. (Rehabilitation Psychologist/Clinical Psychologist) o Cognition services – identifying cognitive delays and providing intervention to enhance cognitive development, adaptive and learning behaviors. (Clinical Psychologist and Early Interventionist)

o Audiology – identifying and providing services for children with hearing loss among children from birth to 6 years for both congenital Early Intervention Centre for children with special needs, Aurangabad

• deafness and also acquired deafness. (Audiologist cum speech and language pathologist) o Speech-language pathology – services for children with delay in communication skills or with motor skills such as weakness of muscles around the mouth or swallowing. (Audiologist cum speech and language pathologist) o Vision services – identification of children with visual disorders or delays and providing services and training to those children. (Optometrist). Retinopathy of Prematurity (RoP) – for premature or preterm children. (Optometrist and ophthalmologist) o Health services – health-related services necessary to enable a child to benefit from other early intervention services.(Doctor) o Lab services – for routine blood investigations among children to begin

with but slowly would develop services for confirming congenital hypothyroidism, Thalassemia and Sickle cell anemia or other inborn error of metabolism depending on the prevalence of such diseases. (Lab technician) o Nutrition services – services that help address the nutritional needs of children that include identifying feeding skills, feeding problems, food habits, and food preferences. (Nutritionist/ Dietician or Nursing staff)

o Social support services – preparing an assessment of the social and emotional strengths and needs of a child and family, and providing individual or group services such as counseling. Socio economic evaluation of the family and linkages with the need based social services. (Social Worker /Psychologist) o Psycho-social services – includes designing learning environments and activities that promote the child’s development, providing families with

information, skills, and support to enhance the child’s development. (Special Educator) o Transportation and related costs – providing or reimbursing the cost of travel necessary to enable a child and family to receive any tertiary level services. (DEIC Manager) o Service coordination – (DEIC Manager) • Referral services following referral guidelines – children who are

Early Intervention Centre for children with special needs, Aurangabad

• diagnosed for any of the selected health conditions would receive followup referral support and treatment including surgical interventions at tertiary level. (DEIC Manager) •

Documentation and maintenance of case records, data storage for service delivery, follow up and research. (Data entry operator)

• Training

and

enhancing

capability of multi-skilled

community

personnel's B. SUPPLEMENTARY SERVICES : o „Disability certificates : with other members of the disability board (DEIC Manager) o „Liaison with other departments under various ministries: (DEIC

Manager) a) Assistive technology devices and services – equipment and services that are used to improve or maintain the abilities of a child to participate in such activities as Hearing, Seeing (Vision), Moving, Communication and learning to compensate with a specific biological limitation. b) Special Education services for School age groups from six to sixteen, Pre- Vocational training for age 16-18 years and Vocational training for the

age of 18 c) Aids and appliances: Assistance to Disabled Persons for Purchase / Fitting of Aids and Appliances under the “Assistance to Disabled Persons for Purchase/ Fitting of Aids/Appliances (ADIP)” Scheme, with the objective of assisting needy persons with disabilities in procuring durable, sophisticated and scientifically manufactured standard aids and appliances that can promote their physical, social and psychological rehabilitation.

d) Rehabilitation of the differently abled child above 6 years of age at the Rehabilitation centers in that state e.g. District Disability Rehabilitation Centers (DDRCs) for the districts where they are functional or Composite Regional Centers (CRCs) or National Institutes/Regional Centers etc. e) Family support services esp. for children having Autism, Cerebral palsy, Mental retardation, multiple disabilities. These Services would be to support those children who would require long term support and would

focus on supporting the child in their natural environments and in their everyday experiences and activities. Early Intervention Centre for children with special needs, Aurangabad

TYPICAL DESIGN AND SECTIONS OF A DEIC DEIC comprises of the following space/ rooms: (Ideal size of DEIC would be approx. 4900-5000 sq. feet): (RASHTRIYA

BAL

SWASTHYA

KARYAKRAM:

Child

Health

Screening and Early Intervention Services under NHM, 2014) 1. Waiting space 2. Play/ therapy area

3. Reception space for Registration including anthropometry 4. Pediatrician and Medical officer room 5. Dental examination room (Dental Doctor/ Dental technician) 6. Vision testing room 7. Hearing testing room: sound proof room with room having two partitions. One smaller one and separated by an one way looking glass with carpeted and double doors 8. Speech room with looking mirror extending from almost the floor to one and half feet above the level of the table 9. Early intervention room cum occupational therapy room 10. Psychological testing room 11. Laboratory (Lab tech)* 12. Nursing /nutrition room cum Feeding room 13. Sensory integration room 14. ECG cum Echo room 15. Computer room (Manager/ DEO) including Store 16. Pantry and space for drinking water and washing 17. Toilets (male, female, staff - all equipped with facilities for handicapped) 18. Open space/ corridor 19. Outer sensory garden (desirable) * Lab technician would be seated in the Special Newborn care Unit (SNCU) and support existing Lab tech provided under FBNC operational

guidelines.

Early Intervention Centre for children with special needs, Aurangabad

TYPICAL DESIGN AND SECTIONS OF A DEIC

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India. May 2014; page no. 30

Early Intervention Centre for children with special needs, Aurangabad

TYPICAL REQUIREMENTS OF VARIOUS ROOMS IN DEIC

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India. May 2014; page no. 30

Early Intervention Centre for children with special needs, Aurangabad

TYPICAL REQUIREMENTS OF VARIOUS ROOMS IN DEIC

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India. May 2014; page no. 30

Early Intervention Centre for children with special needs, Aurangabad

TYPICAL REQUIREMENTS OF VARIOUS ROOMS IN DEIC

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India. May 2014; page no. 30

Early Intervention Centre for children with special needs, Aurangabad

COMMON PROBLEMS THAT ARE EVALUATED AND TREATED AT THE DEIC IN CHILDREN FROM BIRTH TO 6 YEARS (RASHTRIYA BAL SWASTHYA KARYAKRAM:

Child

Health

Screening and Early Intervention Services under NHM, 2014) ▪ Motor: Cerebral Palsy, Neuromuscular disorders, Progressive Degenerative disorders ▪ Speech and Hearing: Hearing Impairment, Autism spectrum disorders (ASD), Cleft lip & palate, childhood aphasias, specific language disorders, functional speech disorder, voice / fluency disorders, articulation disorder ▪ Cognition:

Cognitive developmental delay, Mental Retardation. ▪ Vision: Amblyopia, Squint, cataracts, refractory errors, Nystagmus, Vitamin A deficiency, congenital glaucoma, cerebral visual impairment, total blindness, ROP, Degenerative disorders. ▪ Behavioural / Learning: ASD, Attention deficit hyperactivity disorder (ADHD), Specific learning

disability (SLD), and other childhood behavioural disorders. ▪ Dental: Early childhood carries or gingivitis. ▪ Other Childhood Disabilities The DEIC promptly responds to and manages all issues related to developmental delays, hearing defects, vision impairment, neuro-motor

disorders, speech and language delay, autism and cognitive impairment. Beside this, the team at DEICs is also involved in newborn screening at the District level. This Center has the basic facilities to conduct tests for hearing, vision, neurological tests and behavioral assessment.

Early Intervention Centre for children with special needs, Aurangabad

SPECIFICATIONS FOR ESTABLISHING DISTRICT EARLY INTERVENTION CENTRE (DEIC) WITH DOMAIN SPECIFIC AREAS *If also to be used for teaching and training: provision of teaching rooms

at least two such for a batch of 40 students, a small library and a staff sitting room should be there.

PLAY AREA

CABINS -Special educator -Nutrition -MSW -Manager

Vision related

RECEPTION AND ANALYSIS Area -OPD cabins -labs

Entrance

EARLY INTERVENTION SECTION -Sensory Integration -speech Therapy -Occupational Therapy Plan obtained from Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016

TOTAL AREA OF DEIC IN SQ FT: 6300 sq. ft. Floor Plan Carpet Area= 585.76 sq. m

Early Intervention Centre for children with special needs, Aurangabad

REQUIREMENTS

*Table obtained from Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016

Early Intervention Centre for children with special needs, Aurangabad

SPECIFICATION OF DESIGN OF IMPORTANT ROOMS Sensory Integration: “Sensory integration refers to neural processes through which the brain receives, registers and organizes sensory inputs for use in generating the body’s

adaptive

responses

the

surrounding

environment”-Jean

Ayres,1989. a) SI is necessary in order to able to use the body effectively within the environment. b) SI is the foundation that allows for complex learning and behavior. c) SI is founded on the following 7 senses: Visual, auditory, touch, smell, taste, vestibular (pull of gravity) and proprioception (body awareness and movement) d) Our brain takes in the information from the senses and uses it to form a full picture of who we are, where we are, and what is going around us. This picture can only be formed through the critical process of SI. (RASHTRIYA BAL SWASTHYA KARYAKRAM: Child Health Screening and Early Intervention Services under NHM, 2014) According to **Jean Ayres, sensory integration can be defined as “the ability to take in

information

through

senses, to put it together with prior information, memories, and knowledge stored in the brain,

and

make

meaningful response”. Sensory integration is the process

that

organizes

sensations received through the senses which come to the central nervous system, that should provide their processing and enable our

usable functional outputs.

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India; May 2014; page no. 62

Early Intervention Centre for children with special needs, Aurangabad

▪ Brain’s inability to process the information received through the senses is called Sensory Integration Dysfunction. ▪ It manifests differently in each person. Therefore sensory integration therapy varies and adapts to each user individually. ▪ The treatment is carried out in sensory room and is based on stimulation of the senses. ▪ Sensory integration dysfunction is often associated with: a. Autism spectrum b. ADHD c. Behavioral disorders d. Learning disability Sensory Integration Room: ▪ Sensory integration room is a special room designed and equipped to stimulate the senses of hearing, sight, touch and smell. It is a place where children with sensory integration disorder can explore and develop their sensory skills, but also where they can relax and relieve

their

stress

and

anxiety.

(RASHTRIYA

BAL

SWASTHYA

KARYAKRAM: Child Health Screening and Early Intervention Services under NHM, 2014) ▪ A Sensory Room is a therapy space designed to stimulate the senses of children who have some neurological impairment or neurobehavioral disorders. It is a controlled space where light, sound, texture and even color are manipulated to reach certain areas of the brain to calm, focus

or awaken the individual. ▪ Sensory Rooms use colors to acclimate people to changing stimuli and to elicit predictable responses to certain colors. One way to conduct the therapy is to shift or change colors against a neutral background. ▪ The sensory room has been adapted for use in calming and retraining children with an array of sensory disorders. The rooms have proven helpful for complex-needs individuals.

▪ Sensory room design ideas may be also useful at home to administer the prescribed therapy. ▪ The child is not told or shown what to do, but encouraged to have a natural response to stimuli from the environment. Early Intervention Centre for children with special needs, Aurangabad

o What does sensory room look like? What kind of equipment can be found in this room? Sensory Rooms should have soft padded floors and walls, mattresses and pillows in order to create the environment where children can not hurt

themselves. Atmosphere in the room should be such that every child feels safe and is given the opportunity to explore the space along with his abilities and limitations. Minimum space should be 15 feet by 8 feet. The walls, floor and the Roof. ▪ Walls: • Sensory Wall Panels: should have a multitude of colors. On one side of the room the color should be light Blue (Sky color) or light green

(garden color) on the other end of the room it could be bright yellow or bright red. • The wall should have wooden paneling at places, mirrors at places, carpet and other clothes of various texture ranging from smooth to rough. • On one side of the room, the wall should have only smooth textures and on the other side, both rough and bristly. • Care should be taken that we need two different sensory panels- one for the hypersensitive child where we require smooth colors, smooth textures, soft lights while on the other, for hypo-sensitive child, where we require bright walls, rough bristly textures, bright colored lights and with tactile discs on the walls. • Wall mirrors to be used on both side walls. Wall must have tactile disc. (Rashtriya Bal Swasthya Karyakram (RBSK), 2013, page 63)

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India; May 2014; page no. 64

100

Early Intervention Centre for children with special needs, Aurangabad

▪ Roof: Roofs should have neutral color with mirror at places . It will have multiple hooks hanging from the ceiling for swings including chair swings, bolster swings, simple hammocks, tube and tyre swings, rope swings etc. The roof of the sensory room will be having three areas for different sensory components separated by curtains, though the whole room will function as a whole unit. This is to address the needs of both hypo and hyper sensitive children. ▪ To understand the placement of hooks and other mounting devices the

roof has been conceptualized into three zones:(Rashtriya Bal Swasthya Karyakram (RBSK), 2016, page 65) a. Vestibular zone with different type of swings. b. Sensory Lighting or visual stimulation zone with roof mounted LED Mirror Ball, Pin spot and Mirror Ball, Mirror ball motor –mains, Fire ball, sound activated light ,Wall painted with neutral color, Wooden panel, Mirror mounted wall for both hyper-sensitive and hypo-sensitive children,

Bubble tube (with LED light and vibrator) and speakers connected to the sound player (prerecorded sound of water fall, wind chimes, birds sounds and soft instrumental music) c. Tactile and proprioceptive zone: Ball pool with the corresponding ceiling or roof just above it should be mounted with Light Pod – 3 /6 way or a rotating mirror ball with changing colors to give the balls of the pool an added color effect. Other items in this zone are mini trampoline, sensory

tunnel, therapy balls, big floor pillows, bean bag chairs and hammocks..

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India; May 2014; page no. 66

Roof of Tactile and proprioceptive zone : Roof above the Ball pool has Light Pod 6 way or a rotating mirror ball with changing colors Early Intervention Centre for children with special needs, Aurangabad

101

▪ Floor: • SI Rooms should have soft padded floors, mattresses and pillows in order to create the environment where children can not hurt themselves. Atmosphere in the room is such that every child is safe and is given the opportunity to explore the space along with his abilities and limitations. • Floor should have soft mattress, Pillows, bean bags, small chairs, wooden rocking horse, rope ways, soft toys, therapeutic balls, ball pools, textured tiles. • Similarly Floor again has been conceptualized into three zones:(Rashtriya Bal Swasthya Karyakram (RBSK), 2016, page 75) 1. Vestibular zone 2. Sensory Lighting or visual 3. Tactile and proprioceptive zone • A good sensory room will have controllable light sources and light

therapy. Most importantly, make sure there are absolutely no fluorescent lights (they are bothersome even to people without sensory processing disorders). ▪ Sensory Lighting: • Sensory environments can assist with mood enhancement, behavior management and emotional well-being. One can use them for intensive interaction, sensory integration, cause and effect, exploring choice,

improving hand/eye co-ordination and developing language skills. • One may have a choice of sensory environments to specifically meet their requirements. Sensory lighting is especially effective when used in storytelling or theming, helping create the desired atmosphere to bring the story to life. • Sensory lighting is also great to use for teaching color recognition to children with sensory disabilities. • Sensory Room Projectors: Sensory projection units are one of the three essential components of a sensory room, used to promote relaxation as well as encouraging social interaction skills. A wheel rotator and projector to use this wheel. • Just above the ball pool on the celling one can have Light Pod – 3 /6 way or a rotating mirror ball with changing colors Other items on the walls & floor include Bubble tube, audio speakers with Player etc.

102

Early Intervention Centre for children with special needs, Aurangabad

SCHEMATIC ARRANGEMENT OF THE SENSORY LIGHTENING OR VISUAL STIMULATION ZONE WITH ROOF MOUNTED MIRROR BALL, PROJECTOR:

Projector Mirror Box Fibre Optical Source

Bubble Tube Bean Bags

Cause and Effect Toys

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India; May 2014; page no. 79

The room has a) Mirror Ball and Motor or b) Fire ball c) Projector d) Bubble tube with changing colors and you feel vibration when you touch. e) Fiber optic lights. f ) Bean bag. g) Soft mat. h) Coarse and soft toys. ▪ Sensory Walls: • Built to the highest standard, Experian’s sensory wall panels offer a multitude of colors and patterns ideal for creating either a calming or interactive environment while developing a number of life skills. • Effective additions to any room, these sensory wall panels produce mesmerizing and striking effects that enhances the sensory experience. • It comprises a number of textures which are soft, hard, smooth, rough, cool, and warm and various material including metal, plastic, wood, carpet, mirror and more. ▪ Curtains: • Curtains are useful for quickly creating a sensory environment in any room without the need for expensive partitions or extra walls. They can be easily pushed back out of the way when not needed, giving added versatility. • Black is great for creating a dark space for UV sensory work, while

cream gives an ideal surface onto which to project images. Early Intervention Centre for children with special needs, Aurangabad

103

SCHEMATIC ARRANGEMENT OF THE DENTAL ROOM

Plan obtained from Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016

1. Consultation Table

2. Over head storage

3. Work station

4. Under table drawer’s

5. Toy Display and wall mounted TV

▪ Essentials (Rashtriya Bal Swasthya Karyakram (RBSK), 2016):

• Space for dental room: 15 Ft by12 Feet (minimum) • Water supply ( for dental chair, basin ) • Electrical connections ( For dental chair, autoclave, X-ray unit) • Wooden cabinets ( storage of dental materials) • Wall painting • Toy display ▪ Fundamental treatment room design guidelines:

To gain maximum productivity in combination with healthy working posture it is important that the clinic design allows: 1. Allows the dentist to work in all positions between 9 and 12 o’clock in order to see all surfaces of all teeth 2. The dental assistant to reach materials etc. easily. 3. Both dentist and assistant to have easy access to hand instruments 4. There should be minimum2 feet space between the work station and

the head rest of the chair for movement of the dentist. 5. X-ray unit has to be wall mounted on solid wall and should not be facing window or door.

104

Early Intervention Centre for children with special needs, Aurangabad

Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 19

An ideal pediatric dental chair should satisfy not only the criteria of the pediatric dentist, but also that of the dental staff, parents, and patients. From the perspective of the parent and patient, the pediatric dental chair should be comfortable, stable, clean, and pleasant in appearance. Furthermore, the form and function of the chair should hasten all steps of patient care before, during, and after treatment; optimize the health of the dental team, internal marketing and risk management. (Rashtriya Bal Swasthya Karyakram (RBSK), 2013)

Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 19

Early Intervention Centre for children with special needs, Aurangabad

105

SCHEMATIC ARRANGEMENT OF THE VISION ASSESSMENT ROOM

Vision room should have gray color walls and furniture also of gray

color.

Vision Rooms: 1) One 21 ft. X 11 ft. 2) Second 10 ft. x 11 ft. 3) Stimulation room 10ft. X 11ft. Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 26,27.

106

Early Intervention Centre for children with special needs, Aurangabad

SCHEMATIC ARRANGEMENT OF THE HEARING ASSESSMENT ROOM • Room 1: One way Looking glass to observe the activities in Room 2; entry is through room • The thick door with double handles separates the two rooms. Both the rooms are sound proof. • The larger room is separated by a door from the smaller room. Once the door is closed, one can isolate the testing room and can carry on the tests through observing from the looking window

Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 28

• Speakers are situated to the child's right and left side. The speakers have toys (usually mounted inside boxes) hung below or above, which can be animated by the tester. • The child is then "conditioned" to turn his or her head toward the side from which the sound is presented. • When the child turns to the correct side, the toy is lit up, providing positive reinforcement

that

encourages the child

continue

participating in the task. • Children will instinctively turn toward a novel sound without having to think about the response, which is why this test is effective for children as young as 5 months of age. T • his method can also be used with small insert earphones, which allow the hearing of each ear to be tested individually. Below is a diagram of

the setup for the VRA test. • VRA is a behavioral audiometric test obtained in a sound-treated room. (Rashtriya Bal Swasthya Karyakram (RBSK), 2013) Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 29

Early Intervention Centre for children with special needs, Aurangabad

107

Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 31,34

Sound proof room with one way

Sound proofing materials used

looking glass.

for the walls.

Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 28,30

108

Early Intervention Centre for children with special needs, Aurangabad

SPECIFICATION OF AUDIOMETRY ROOM ▪ Partition Wall with acoustical treatment • The room should be converted into two room set up by constructing partition walls using Gypsum sheets suitably placed at the cavity. • The walls consist of connecting door and observation window wherever required. • The Partition walls will have 150mm thickness with 12.5mm thick

gypsum boards to both sides encased supported by GI framework as per IGL's specifications or equivalent aluminum frame using conventional hardware. • The frame work is to be adequately anchored in the wall/floor. Acoustic insulation in partition frame work shall be 100mm thick glass wool / rock wool of designed density, tied to the frame forming high frequency absorbers.

• For band extended treatments air-gaps should be generated. The entire treatment should be finished to receive paint. (Rashtriya Bal Swasthya Karyakram (RBSK), 2013) ▪ Wall treatment : • Existing supporting walls should be acoustically treated using gypsum based acoustical treatment.

• The treatment shall consist of 75mm thick partition with 12.5mm thick gypsum acoustical aperture board made out of GI framework as per IGL's specifications with glass wool / rock wool material. • The frame work should be adequately anchored in the wall/floor. Acoustic insulation in partition frame work shall be 50mm thick glass wool / rock wool of designed density, tied to the frame etc. forming high frequency absorbers. • The partition framework shall be covered from all sides with bass traps / low frequency absorbing treatment and entire treatment should be finished to receive paint. • Bass Traps: Gypsum wall frame work shall be covered from all sides with bass traps / low frequency absorbing treatment. The entire surface should be painted. Early Intervention Centre for children with special needs, Aurangabad

109

▪ Ceiling treatment with Gypsum boards: • The treatment would consist of gypboard false ceiling suspended using GI

frame work and 12.5mm thick gypsum Quattra / line board with glass wool / rock wool insulation of designed density. • This includes all necessary cutouts for electric fixtures, AC fixtures etc., to get an even smooth surface to receive paint with corner /J beads as required getting straight and truing edges. • Gypsum boards would be joined and finished so as to have a flush look which includes finishing the tapered and square edges of the gypsum board with joining compound, paper tape and the surfaces shall be prepared and finished to receive paint. ▪ Sound treated Door - Appx. 6’6” x 2’6” - 2 No Door of desired size should be created using plywood frame. Multiple layers of medium should be created using fiber material, Plywood, Air gaps, etc. • The closing mechanism consists of heavy duty door closer provided on the back side of the door. • Compression material having more than 30% compression ratio will be provided across the closing edge of the door. Entire good quality hardware shall also be provided for operation. The surface should be covered with industrial laminate. ▪ Acoustically treated window: Appx. 3’x3’- 1 no. The breathing window consists of two glass panes (bubble free) of variable thickness with suitable angles to stave off possibility of resonance and to improve (TX) transmission loss.

• Both are fixed using plywood and compression material having minimum of 30% compression ratio. • The glasses are placed apart and moisture-absorbing chemicals are provided in between to restore good view for long time. • Flooring: Acoustical mat should be provided over the entire surface of the floor and extended 6” along the skirting. The mat should be pasted using good adhesive material. • Painting: This includes preparing the surface if necessary. The entire surface should be painted using putty, one coat of oil based primer and two coats of Luxury Emulsion paint. (Rashtriya Bal Swasthya Karyakram (RBSK), 2013)

110

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 8 LEARNING STYLES AND EDUCATION SYSTEMS The chapter talks about various learning / teaching styles that can be adopted for better understanding of a special child. It also includes the provisions made in the current Education system in India and Abroad. These learning methods can be adopted in form of an architectural design. Early Intervention Centre for children with special needs, Aurangabad

111

Learning styles

Tactile Learner

Auditory Learner

112

Early Intervention Centre for children with special needs, Aurangabad

Visual Learner

Early Intervention Centre for children with special needs, Aurangabad

113

8.1. VARIOUS LEARNING STYLES Original research on learning styles by Dr. Richard Bandler and Dr. John Grinder in the field of Neuro-Linguistic Programming identified the following characteristics of different learners: ▪ Those who prefer a visual learning style will look at the teacher’s face intently, like looking at wall displays, books etc. They will often recognize words by sight, use lists to organize their thoughts and recall information by remembering how it was set out on a page. ▪ Those who prefer an auditory learning style like the teacher to provide verbal instruction, like dialogues, discussions and plays, solve problems by talking about them and use rhythm and sound as memory aids.

▪ Those who prefer a kinesthetic learning style: learn best when they are involved or active, find it difficult to sit still for long periods and use movement as a memory aid. (Time4Learning Educational Panel, n.d.) ▪ Additional learning styles In addition to the styles listed above, McCarthy (1980) also developed four additional learning styles: innovative, analytical, common sense

learners and dynamic learners. (Time4Learning Educational Panel, n.d.) • Innovative learners have a strong sense of social justice and want their work to have meaning and reflect their values. They enjoy social interaction and like to cooperate with others. • Analytical learners like learning activities that are based on facts and always take time to reflect on their learning activities. Children with this learning style also want the work they do to contribute to helping

the world in some shape or form. • Common sense learners are very practical and are eager to set things in motion. They enjoy activities or learning that has a practical application. These learners are also kinesthetic. • Dynamic learners: children whose predominant learning style is dynamic will use their gut instincts to guide their actions. They are also adept at bringing together information from a variety of sources. These learners are naturally inquisitive and curious and look for the hidden meaning behind concepts.

114

Early Intervention Centre for children with special needs, Aurangabad

8.2.EDUCATIONAL PROGRAMME FOR SLOW LEARNERS Psychologists and educationists have recommended various educational

programme to surmount the problem of slow learners in the mainstream. The following are the remedial measures which constitute the educational programme for slow learners. (CHAUHAN, 2011) ▪ Motivation • Children taught by a teacher using motives in a sensible, individualized way will always learn more quickly and better, even if the method used

is faulty. ▪ Individual attention • “Individual attention” refers to the attention given by the teacher to a particular student. Of all students it is the slow learners who need individual attention from the teachers. ▪ Restoration and development of self-confidence • Constant lack of academic success, rejection by other children, faulty instruction and mismanagement by parents lead to emotional disturbance, feelings of inadequacy and personality and conduct disorders. ▪ Elastic curriculum • Pratt (1980) identifies two basic assumptions that underlie all curricula: 1- that knowledge should be pursued for its own sake 2- that curricula should be designed to meet the immediate and long term needs of students. ▪ Remedial Instruction • To generate interest social skills and confidence in slow learners, stress may be laid on effective use of art, music and drama. ▪ Healthy Environment • Poor environmental factors should be adequately tackled or removed at the earliest so that congenial atmosphere can created for the effective learning of slow learners ▪ Periodical Medical Check-up • If a particular anomaly is detected and correctly diagnosed, then a slow learner can become a normal learner after remedial treatment. Early Intervention Centre for children with special needs, Aurangabad

115

▪ Special Methods of Teaching The e following special methods will be very effective for slow learners:a- Audio and visual instructions b- Mastery learning strategy with extra corrective instruction c- Modular instruction d- Computer assisted instruction(Banerjee, 2006)

A) Audio and Video Instruction(Banerjee, 2006) • Slow learners need extra time for remedial and enrichment activities. • They can listen to the audio instruction based on their subject units in the evening hours. • The video instruction provides unique experience to the slow learners in the presentation of instructional content. It penetrates more deeply into human character with an immediate excitement than any other single medium. B) Mastery Learning Strategy(Banerjee, 2006) ▪ Mastery learning is a system of instruction that emphasizes the achievement of instructional objectives by all students by allowing learning time to vary. ▪ The basic idea behind mastery learning is to make sure that all or almost all the students have learned a particular skill to a pre-established level of mastery before moving on to the next skill. C) Modular Instruction(Banerjee, 2006) ▪ Module is a self contained auto instructional package dealing with a single conceptual unit or subject matter. ▪ Instruction through modules has been found very effective for all levels of students and it is found more effective with regard to low achievers and slow learners. It may be used individually or in small learning groups. ▪ It accommodates instruction to individual differences. The learning materials presented in the module enable the slow learners to surmount the problem of abstract thinking and to understand the possible association which will, ultimately tell upon their retention.

116

Early Intervention Centre for children with special needs, Aurangabad

D) Computer Assisted Instruction • Computer assisted instruction is a kind of individualized instruction administered by a computer and its roots has in programmed instruction and in the behavioral theories of learning. • It gives instant knowledge of results and provides immediate feed back which are very essential for slow learners to ameliorate their learning process.

• In this method every student can learn at his own rate. Students will have no pinch of inhibition when they learn through CAI. • The feeling that they are not preyed upon by the supervisors and the free and relaxed readiness to learn themselves at their own rates, give the slow learners an impetus to learn and to manifest their best. ▪ Learning Contracts and Peer Tutoring:(Banerjee, 2006) A) Learning Contracts

• A learning contact is an agreement between the teacher and the student to study and share information about a specific topic. • It helps the classroom teacher organize the instructional programme for some exceptional students. Dunn and Dunn (1974) describe the contracting process they suggest that the contract include a list of media or resources and activities the students will use, as well as any methods the students will use to report what has been learned.

B) Peer Tutoring • Long ago educators realized that students could help one another learn. When one student teaches another, this is called peer tutoring. •

There are two types of pee tutoring: cross age tutoring where the tutor is several years older than student being taught, and same- age peer tutoring where one student tutors a classmate.

• When implementing peer tutoring, it is important that the rules for tutors be quite explicit; that is tutors show or tell their students what to do then watch as the students perform, they repeat the demonstration or instruction if the student makes an error, and then praise the student when the response is correct. • This makes it more relevant to slow learners who are in dire need of additional instructional time Early Intervention Centre for children with special needs, Aurangabad

117

Key Elements for successful Education

Specialised curriculum and teaching methods

Coordinated team approach and parental involvement

Functional approach to problem behaviour

Recurrent evaluation of inclusion procedures

*Text Source: Autism Society; COC; Solution for learning

118

Early Intervention Centre for children with special needs, Aurangabad

Structured and modified learning environment

Classroom and social support

Support and services for students and families

Collaboration and positive attitude

*Text Source: Autism Society; COC; Solution for learning

Early Intervention Centre for children with special needs, Aurangabad

119

8.3. MONTESSORI METHOD OF EDUCATION ▪ Dr. Maria Montessori is the founder of the Montessori method of education. She was born in Anacaona, Italy on August 31, 1870. ▪ Dr. Maria Montessori worked tirelessly observing children, analyzing results and developing new materials. Her knowledge of children mostly originated form this 2 years of closely observing children. ▪ In a lecture she talked about schools which had two main points. One was that teachers should help rather than judge. She believed the teacher should be there to direct, guide and help children to learn with the attitude of love and acceptance. Secondly, she believed that true

Image Source: https://montessori.org.au/biography-drmaria-montessori

mental work is not exhausting but gives nourishment for the soul. (Montessori Education, n.d.) ▪ Her beliefs and observations: • Montessori believed in the ‘secret of childhood’ that all are born with

potentials and the adult should help that potential. The adult is there to create the environment to stimulate the child and fulfil their needs. • She observed the child’s need for repetition which fulfilled a child’s need. She then decided to give children the liberty to be able to accomplish their task. • She also observed that children had a profound sense of order. Children put things back to where it belonged.

• She respected this and allowed them to do it by placing the materials in an open cupboard rather than locked cupboards as it was initially done. This paved the way for the freedom of choice for the child to choose their work. ▪ Montessori Classrooms • Montessori classrooms, or Prepared Environments, are designed to meet the physical and psychological needs of the child at each stage of

development. ▪ In Montessori, the curriculum is embedded within a learning environment or classroom, in the form of a carefully designed and sequenced range of hands-on learning materials and activities. Montessori materials are designed to stimulate the child into logical thought and discovery.

120

Early Intervention Centre for children with special needs, Aurangabad

KEY PRINCIPLES OF THE PREPARED ENVIRONMENT (Montessori Education, n.d.) (MAF Team, n.d.)

▪ Independence – the environment must be prepared to enable the child to become physically independent of the adult. Because he is able to do things for himself he starts to be able to choose and decide things for himself. ▪ Order – order is something that pervades a Montessori environment. For the small child in the Children’s House the physical order of the prepared environment is obvious but order also underlies all of the less tangible aspects of the environment ▪ Choice – the environment must give the child the opportunity to choose what he does from a range of activities that are suitable to his developmental needs. ▪ Freedom – essential to the prepared environment is the child’s freedom – to choose, to work for as long as he wants to, to not work, to work without being interrupted by other children or by the constraints of a timetable etc. ▪ Mixed Age Range –This allows for children to learn from each other in a non-competitive atmosphere and directly prepares the child for living in society. ▪ Movement – the environment must allow the child’s free movement so that he can exercise his freedom to bring himself into contact with the things and people in his environment that he needs for his development. ▪ Control of Error – the environment and in particular the materials should be prepared in a way that allows the child to become aware of his mistakes and to correct them for himself. ▪ Materials – the materials that we choose for the environment must act as keys to the child’s development and we need to prepare the environment with this in mind.

▪ Role of the Adult –The role of the adult in a Montessori environment is to facilitate the child to teach himself by following his own internal urges that will lead him to take what he needs from the things. Early Intervention Centre for children with special needs, Aurangabad

121

DIFFERENCE BETWEEN TRADITIONAL EDUCATION AND MONTESSORI METHOD OF EDUCATION

122

Early Intervention Centre for children with special needs, Aurangabad

▪ Impact Of Montessori Method On Modern Education • Scientific Concept Of Education. Today we treat education as a science. We depend upon experimentation, observation and other scientific methods for improvement in the field of education. Montessori gave a scientific approach to education and laid emphasis on observation and experimentation. • Emphasis On Individual Teaching: In the modern system of education, individual is given due weightage. Montessori held that individual attention should be paid to each child. Opportunities should be provided to each child to develop in his own way. The emphasis on individual teaching is an improvement upon the old methods of group teaching. • Psychological Approach To Education: In the modern system of education, we lay much emphasis on psychology of the child. Today we attach importance to needs, interest, motives and potentialities of the child. play way spirit is also encouraged. Montessori psychology in education and recognized the importance of psychological principles.

Early Intervention Centre for children with special needs, Aurangabad

123

What are schools practicing today? Social Interaction

Imagine Academy, Brooklyn All students at Imagine Academy are emerged in an integrated model of literacy incorporating reading, writing, speaking, listening and communication, throughout their school experience. Students are introduced to poetry, music, fiction and non-fiction, along functional skills necessary to be successful, both in and out of school. The language arts literacy goals emphasize students interests while focussing on comprehension, word recognition and fluency.

Educational Technology

The Ivymount School, Rockville Currently, the autism programs serves students between ages 4-21. Students can learn functional life skills necessary to live work and engage in recreational activities in the community. Each studentâ&#x20AC;&#x2122;s daily schedule is individualised to focus on the specific content areas and skills where he or she can demonstrate need. Instruction occurs in one-to-one, two-to-two, and small group based on individual needs of the student and instructional content. *Text Source: Autism Society; COC; Solution for learning

124

Early Intervention Centre for children with special needs, Aurangabad

The Princeton Child Development Institute Individualised pre-academic and academic programs are offered to children and youths from age 3-21. Intensive, one-to-one sessions alternate with small group activities that teach children to relate to classmates and participate in social situations. Each childâ&#x20AC;&#x2122;s schedule of learning activities is especially designed to meet his or her needs, but all youngsters programs emphasize language development and social interaction.

The use of art

Kennedy Krieger Institute, Baltimore Technology is fully integrated into the instructional program. Each classroom is equipped with computers that allow for seamless student access to internet, as well as a large variety of motivational and instructional education software. Students can learn new applications, increase computer skills and work on special technology projects. Interactive display boards in classroom maximise opportunities for students to interact with technology.

Curriculum Specific

*Text Source: Autism Society; COC; Solution for learning

Early Intervention Centre for children with special needs, Aurangabad

125

8.4. RELATIONSHIP DEVELOPMENT INTERVENTION (RDI®) Source: http://www.rdiconnect.com/ ▪ It offers treatment programs for individuals and families that face Autism Spectrum Disorders and other developmental difficulties. ▪ RDI® programs teach parents how to guide their child to

Image Source: http://www.rdiconnect.com/

seek out and succeed in truly reciprocal relationships, while addressing key core issues such as motivation, communication, emotional regulation, episodic memory, rapid attentionshifting, self-awareness, appraisal, executive functioning, flexible thinking and creative problem solving. ▪ The RDI program was developed by the psychologist Steven Gutstein in the 1990s. Gutstein studied how typical children become competent in the world of emotional relationships. ▪ He looked at the research in developmental psychology and found that early parent-infant interaction predicted later abilities in language, thinking and social development. ▪ RDI is based on the idea that "dynamic intelligence" must be enhanced for autistic children to develop typical behaviors. ▪ Dynamic Intelligence means being able to think flexibly, take different perspectives, cope with change, and process information simultaneously (e.g. listen and look at the same time). These abilities are essential in the real world. ▪ Typical

children

develop

dynamic

intelligence

through

guided

participation, that is being guided and given challenges by their caregivers. ▪ Due to their social difficulties, this relationship breaks down in autistic children and so families must be supported to re-build it, in a slow and more deliberate manner.

▪ RDI® includes an intensive parent training component designed for both parents’ involvement from the beginning and real-life coaching that takes place in the home setting with the whole family. ▪ The goal is to guide them to develop new ways of thinking, perceiving and acting to know how to best use their precious time in facilitating the child’s mental growth.

126

Early Intervention Centre for children with special needs, Aurangabad

▪ The six objectives of RDI are to improve the following: 1.Emotional referencing: learning from the subjective and emotional experiences of others 2. Social coordination: controlling behavior and observing others to enable participation in social relationships 3. Declarative language: using language and non-verbal communication to

interact with others 4. Flexible thinking: adapting and altering plans when circumstances

change 5. Relational information processing: placing things in context and

solving problems lacking clear solutions 6. Foresight and hindsight: anticipating future possibilities based on past

experiences ▪ Key Elements of the RDI® Model 1. Learning as a life-long holistic process: lifelong process involving our body, brain mind, along with guide. 2. Learning requires exploration and experimentation: learners to take maximum advantage of opportunities to explore and experiment. 3. Learners

must

experience

Ownership:

Students

become

empowered ‘owners’ of the learning process. 4. Learners must be Actively Engaged: learning must be an active process, where learners actively transform when they are presented with any information.

5. Balanced Learning: a healthy balance between real-world application and ongoing development 6. Developing Personalized Experience-Based Knowledge: Knowledge, Skill, Habits and Mindsets Early Intervention Centre for children with special needs, Aurangabad

127

128

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 9 TECHNOLOGY THAT CAN BE USED FOR TREATMENT OF VARIOUS DEVELOPMENTAL/LEARNING DISABILITY The chapter talks about technological developments and the kind of facilities available for the treatment around the world which can be incorporated into the treatment available in India today. Early Intervention Centre for children with special needs, Aurangabad

129

Technology

BigMack

Talking Points

GoTalk

TechTalk

Prenke Romion co. accent

Tool Dynavox

Visual Technology- Virtual Reality Virtual Reality has proved effective at treating children with disabilities especially autism. It can help them learn social cues, Fine- tune motor skills or experiment with real-world lessons like waiting until its safe to cross the street. One reason behind the treatment efficiency could be that children with disability interact well with technology, specifically Virtual Reality. Text Source: UC DAVIS Mind Institute

130

Early Intervention Centre for children with special needs, Aurangabad

Communication Devices- Sequential Messages Augmentative and alternative communication

Zeiss VR

Early Intervention Centre for children with special needs, Aurangabad

131

9.1. THE IMPACT OF TECHNOLOGY ON CHILD SENSORY AND MOTOR DEVELOPMENT: POINTS FROM RESEARCH OF CRIS ROWAN Cris Rowan is an occupational therapist who has first-hand understanding and knowledge of how technology can cause profound changes in a child’s development, behavior and their ability to learn. She has designed Zone 'in, Move 'in, Unplug 'in and Live 'in educational

products for elementary children to address the rise in developmental delays, behavior disorders, and technology overuse. She has performed over 200 Foundation Series Workshops on topics such as sensory integration, attention and learning, fine motor development, printing and

Image Source: The Impact of Technology

Child Sensory and Motor Development the impact of technology on child development for teachers, parents and on by Cris Rowan, OTR

health professionals throughout North America. Following are the points enlisted by Cris Rowan about the impact of technology on children. ▪ The impact of rapidly advancing technology on the developing child has seen an increase of physical, psycho-logical and behavior disorders that the health and education systems are just beginning to detect, much less understand. Diagnoses of ADHD, autism, coordination disorder, develop-mental delays, unintelligible speech, learning difficulties,

sensory processing disorder, anxiety, depression, and sleep disorders are associated with technology overuse, and are increasing at an alarming rate. (Rowan, 2013) ▪ According to her there are three critical factors for healthy physical and psychological child development which are movement, touch and connection to other humans. These are integral for the development of a child’s motor and attachment systems.

▪ Young children require three to four hours per day of active rough and tumble play to achieve adequate sensory stimulation to their vestibular, proprioceptive and tactile systems for normal development. (Rowan, 2013) ▪ The use of safety restraint devices, such as infant bucket seats and toddler-carrying packs and strollers, have further limited movement, touch and connection, as have TV and video game overuse.

132

Early Intervention Centre for children with special needs, Aurangabad

▪ Connection is integral to that developing child’s sense of security and safety. Healthy attachment formation results in a happy and calm child. Disruption or neglect of primary attachment results in an anxious and agitated child. ▪ Family over-use of technology is not only gravely affecting early attachment formation, but also having a negative impact on child psychological and behavioral health.

▪ The vestibular (sense of balance), proprioceptive (sense of position and movement), tactile (sense of touch) and attachment systems are under stimulated, the visual and auditory sensory systems are in over stimulated. (Rowan, 2013) ▪ Rapid intensity, frequency and duration of visual and auditory stimulation results in a “hard wiring” of the child’s sensory system for high speed, with effects on a child’s ability to imagine, attend and focus

on academic tasks. ▪ In 2001 the American Academy of Pediatrics issued a policy statement recommending that children less than two years of age should not use any technology (27), yet toddlers up to two years of age average 2.2 hours of TV per day. Still today children use it for about average 8 hours a day. (Rowan, 2013) Image showing the negative impacts of technology on development of a child

Image Source: http://m.huffpost.com/us/entry/3343245

Early Intervention Centre for children with special needs, Aurangabad

133

Visual Technology

New Castle University Virtual Reality Room A Virtual Reality room (pictured) is being used to enable people with disabilities to experience the thing that terrifies them in a safe environment Image Source: http://www.dailymail.co.uk/health/article-2678267/From-scalingheights-going-shopping-virtual-reality-room-helping-people-autism-overcomecrippling-phobias.html

UC Davis Studies visual Reality for Autism UC DAVIS MIND INSTITUTE is using visual reality to learn how autistic adolescents manage to think, talk and interact at the same time. Image Source: https://education.ucdavis.edu/faculty-profile/peter-mundy

Text Source: UC DAVIS Mind Institute

134

Early Intervention Centre for children with special needs, Aurangabad

Using Augmented Reality to Elicit Pretend Play for Children with Autism PhD candidate, Zhen Bai, University of Cambridge, designed a system to help improve imaginative play within a child suffering from Autism spectrum disorder. Her system lets children see themselves on a computer screen as they would in a mirror. She then gives the children simple objects- foam blocks, for example â&#x20AC;&#x201C; that appears on the screen as a car, train or airplane. The systems computer vision program detects where and how the child moves the block and mimics the activity in the image on the screen. Image Source: Through the Looking Glass: Pretend Play for Children with Autism; IEEE International Symposium on Mixed and Augmented Reality 2013 ;Page no. 50

Augmented Reality relies on the built environment going beyond the screen Early Intervention Centre for children with special needs, Aurangabad

135

9.2. PRETEND PLAY FOR CHILDREN WITH AUTISM Lack of spontaneous pretend play is an early diagnostic indicator of autism spectrum conditions (ASC) along with impaired communication and social interaction. Zhen Bai, Alan F. Blackwell, George Coulouris have done an empirical experiment evaluating the proposal, involving children between the ages of 4 and 7 who have been diagnosed with ASC. Pretend play is a familiar childhood behaviour, in which aspects of the real

world

are

interpreted

symbolically or non-literally . Specific varieties of pretend play include: object substitution (e.g. pretending a banana is a telephone); attribution of absent properties (e.g. In reality the child holds a block in

pretending a toy oven is actually hot); or presence of imaginary objects (e.g. holding an imaginary toothbrush)

his hand. In the AR display, an imaginary car overlays on the block. Image Source: Through the Looking Glass: Pretend Play for Children with Autism; IEEE International Symposium on Mixed and Augmented Reality 2013 ;Page no. 49

▪ Augmented Reality (AR) combines real and virtual by overlaying virtual content on the real world. It naturally assists visualizing the intention of pretense in reality. (Zhen Bai,2013) ▪ Findings from the study stated a few facts:(Zhen Bai,2013) • AR system can be used for children between age group 4-7 years. • AR system promotes more episodes and longer duration of play for children with ASC than a nonaugmented alternative. • AR system results in a higher level of engagement for children with ASC than the non-augmented alternative.

▪ The AR system has been designed on the metaphor of a mirrored view of reality enriched with AR augmentations ▪ Advantages: • It allows interacting with the system without wearing or holding the display equipment • It is hands-free which allows for bimanual manipulation of the toys

136

Early Intervention Centre for children with special needs, Aurangabad

• Viewing oneself in the mirror is typically a familiar and comfortable experience for children • It provides a shared and consistent visual experience for all concurrent users.

A child is interacting with the AR system.

Image Source: Through the Looking Glass: Pretend Play for Children with Autism; IEEE International Symposium on Mixed and Augmented Reality 2013 ;Page no. 50

▪ Vehicles have been chosen as the play theme because researchers have observed that autistic children often show an obsessive interest in machinery . ▪ Three of the most popular vehicle types, car, train and airplane have been used to develop three play scenes. Each scene integrates three types

of augmentation intended to encourage successively more complex pretend play behaviors. (Zhen Bai,2013) Summary of AR objects augmented on blocks (Blk), box (Box) and in the environment (Evt)

Image Source: Through the Looking Glass: Pretend Play for Children with Autism; IEEE International Symposium on Mixed and Augmented Reality 2013 ;Page no. 50

Early Intervention Centre for children with special needs, Aurangabad

137

▪ Apparatus :(Zhen Bai,2013) The apparatus in the AR condition contains a 24-inch monitor, a Logitech webcam Pro 9000 (field of view 75 degrees), a mini Bluetooth keyboard, a table (45*90*45cm), and play materials. There are two types of play materials including AR objects (three foam blocks and a cardboard box with markers attached) and a set of non-AR physical props (three cotton balls, two paper tubes, three popsicle sticks, three pen tops, three strings and a piece of cloth). The physical setup of AR and non-AR conditions.

Image Source: Through the Looking Glass: Pretend Play for Children with Autism; IEEE International Symposium on Mixed and Augmented Reality 2013 ;Page no. 52

▪ The AR objects are located in area “A” and the non-AR props are located in area “B”. In addition, we taped out a trapezoidal area on the table to emphasize the range of the camera view. The computer connected to the monitor and webcam is located in another room next

door to avoid potential distraction to the participants. ▪ The experiment result supports that a positive effect of using the AR system to promote elicited pretend play for young children with ASC.

138

Early Intervention Centre for children with special needs, Aurangabad

9.3. LET’S PLAY PROGRAM: UNIVERSITY OF BUFFALO The Let's Play Project is a model demonstration grant funded by the US Department of Education, Office of Special Education Programs, Early Education

Programs

for

Children

with

Disabilities.

Source:

http://letsplay.buffalo.edu/ ▪ Children with disabilities may have difficulty interacting with objects and

Gearation (TOMY)

people due to the barriers that their disabilities present. ▪ Assistive Technology (AT) has been used to provide new opportunities for children with disabilities to interact with and control their environment.

▪ One way is to connect an adapter and a switch to a simple batteryoperated toy --this provides a way for a child to make the toy go “all by

Koosch Switch

himself”! ▪ For children with physical disabilities, a single, reliable movement can cause a toy to move. Children with sensory impairments learn that they can be the controlling source of sound, light and vibration; and those with cognitive impairments are able to interact with toys and computers with a single “button”, limiting the need for more complex directions.

TALKPAD

▪ A child’s physical, sensory and cognitive abilities impact on the selection of the switch and where it is positioned. ▪ Various types of switch Toy Movements: a. Stationary toys: The child can observe the reaction of the toy in a stationary placement. b. Horizontal toys : These move in a single direction. And encourage the Visual motor skills (focus, tracking, etc.) c. Vertical toys: These are those whose action resulting in going up and

Activity Centre

down, vertically and require visual tracking and head and neck movement. d. 3-Dimensional or Circular moving toys: These incorporate more demanding visual motor skills. e. Bump and Go toys: These are the most readily available category of switch toys. However, they are the hardest for children to anticipate their

Jumpy Crab

movement and to direct them.

▪ The child should have easy access to the switch and be able to observe the resulting movement of the toy. As a child develops, the switches can be Images Source: http://www.letsplayprojects.com

placed farther from the source of movement.

Early Intervention Centre for children with special needs, Aurangabad

139

Visual Technology

Projection Design The workshops were housed in an immersive,

Immersion SEEPER Workshop for children with Autism Spectrum Disorder

responsive environment that was specifically designed to engage individual people based on their educational needs. Included in the workshops was a performance based on work submitted by the

children who participated- The creators Project.

Image Source: http://www.seeper.com/work/immersion

140

Early Intervention Centre for children with special needs, Aurangabad

Image Source: http://www.seeper.com/work/immersion

â&#x20AC;&#x153;This Project is close to our hearts at Seeper. A real Opportunity. A way to reach out and improve lives through our technology and art.â&#x20AC;? http://www.seeper.com/work/immersion Seeper ran a week of workshops at Baskerville School for young people with autism spectrum disorders and complex difficulties. The workshops used technology to create immersive, responsive learning environment. The technologies were designed to respond to diverse needs of individual studentsencouraging interaction, communication and confidence. The workshops culminated in a performance at Lordswood girls school, using a combination of theatre and digital technologies to tell an imaginative story devised by young people themselves.

Visual Technologies meet the needs of autistic children and relies on the architectural Environment Early Intervention Centre for children with special needs, Aurangabad

141

9.4. SEQUENTIAL MESSAGE COMMUNICATION DEVICES ▪ What Are Sequential Message Communication Devices? These are simple devices that let you record messages in segments and

then replay them in that same order. The initial activation of the device speaks the first part of the message aloud and then stops. When you activate the device again, it plays the second part. And so on. Some sequential message communication devices have an added feature that make them even more valuable in busy classroom: various levels. Communicators with this feature allow to pre-record several sequences and switch to the appropriate level when needed.

▪ What Are the Advantages of Sequential Message Communication Devices? 1.

Easy to program and use

Flexible: Can be used in a million different ways

Relatively inexpensive

▪ What are Some Commonly Used Sequential Message Devices? These have been around for a long time and there are several companies

that make them. More recently, there have been a few apps for mobile devices designed expressly for this purpose, such as TapSpeak Sequence. Each one varies in terms of its characteristics, such as the length of recording time and availability of different levels. • BIG and LITTLE Step-by-Step Communicators • StepPad (Attainment) • Partner/Plus Stepper (AMDi) • Sequencer (Adaptivation) • Step Talking Sequencer (Enabling Devices)

Image Source: http://www.rehabmart.com/category/ Augmentative and Alternative communication devices.htm

142

Early Intervention Centre for children with special needs, Aurangabad

TABLE OF VARIOUS SEQUENTIAL MESSAGE COMMUNICATION DEVICES

Source: http://slpzone.blogspot.in/201 3/10/list-of-augmentativeand-alternative.html

Name

People used for

Description

Announcer with 6 levels (models 5015)

Speech or communication disabilities

Unit allows the user to first hear a series of words and then select one by simply activating its capability switch

Bigmack communicato r

Visual, range of motion and communication disabilities

Has a toy/appliance feature which enables any message in the sequence, or as many messages as desired

Go talk 4+

Little or no speech

Gives them the ability to communicate their needs, record words and messages which correlate to the picture

Gooshy step talking sequencer (model 673)

Cognitive, communication, or speech disabilities

It plays a series of pre-recorded messages and allowing a user with limited communication skills to carry on a simple conversation

Littlemack communicato r (formerly one-step)

Visual or upper extremity and communication disabilities

Device has an angled surface and a detachable base with a "snap track" extension

Medley

Communication disabilities

Customizable, natural-voice communication aid that can record and play back up to eight messages

NOVA chat 12

Individuals who are not able to use their natural voice to communicate

A variety of vocabulary configurations provides options for each individual that uses our "chat" systems.

Partner one / stepper

Communication or cognitive disabilities

Recorded sequence can also be played in reverse order. The unit is lightweight and portable

Randomizer

Cognitive, communication, or speech disabilities.

Offers 90 seconds of recording time per level

Sequencer

Communication disabilities

Enables the recording and play back of natural voice messages in sequence

Early Intervention Centre for children with special needs, Aurangabad

143

Name

People used for

Description

Sequential scanner (models 1380, 1380-8, 1390, 1390-8, 1397, 1397-8, & 1385)

Physical, communication, or cognitive disabilities.

Objects, words, pictures, etc. (Not included) can be placed in the compartments, creating numerous training, learning, and communication possibilities as objects are placed in or removed.

Speak A need (model 1254)

Speech or communication disabilities

Designed to be simple and fast to program and use, this five-level communicator allows the recording of five different categories of needs

Step talking sequencer switch plate (model 1355)

Cognitive, communication, or speech disabilities.

Uses include sequencing, testing, directions, multiplication, memorization, medical instructions, storytelling, and sing-alongs.

Tapspeak button

Cognitive, communication, or speech disabilities or autism

Allows the user to touch the image of a round button on a touchscreen to play an audio message created, edited and selected by the user

Tapspeak sequence

Cognitive, communication, or speech disabilities or autism

Program allows the user to tap or touch a series of images on a touchscreen to play a sequence of messages.

Some of the augmentative reality toys and sequential messaging devices

Image Source: http://slpzone.blogspot.in/2013/10/list-of-augmentative-and-alternative.html

144

Source: http://slpzone.blogspot.in/201 3/10/list-of-augmentativeand-alternative.html

Early Intervention Centre for children with special needs, Aurangabad

9.5. UC DAVIS MIND INSTITUTE Source:http://www.ucdmc.ucdavis.edu/mindinstitute/r esources/early_intervention.html The UC Davis MIND Institute (Medical Investigation of Neurodevelopmental Disorders) is a collaborative international research center, committed to the awareness, understanding, prevention, care, and cures of neurodevelopmental disorders. ▪ In 1998, families of children with autism helped Image Source: http://www.ucdmc.ucdavis.edu/mindins titute/resources/early_intervention.html

found the UC Davis MIND Institute. The research Centre has three internal organizations. ▪ UC Davis MIND Institute is the administrative home for the Intellectual and Developmental Disabilities Research Center (IDDRC). ▪ The mission of the MIND Institute IDDRC is to support interdisciplinary translational research on autism, fragile X syndrome, Down syndrome, and other neurodevelopmental disorders. ▪ The Center for Excellence in Developmental Disabilities (CEDD), established in 2006, is one of 67 federally designated university centers (UCEDDs) across the country. ▪ These centers are authorized by the Developmental Disabilities Assistance and Bill of Rights Act and funded by the Administration on Intellectual and Developmental Disabilities (AIDD), part of the Administration on Community Living within the U.S. Department of Health and Human Services. ▪ CEDD brings added resources to expand the activities and impact of the MIND Institute, serving as a resource in the areas of education, research and service, and providing a link between the university and the community to improve the quality of life for individuals with developmental disabilities. ▪ Along with other two centers there is a Resource Center located at the

MIND Institute where any individual or family can come to browse collection of books, DVDs, handouts, brochures, and utilize the computers for research. ▪ The mission of the Center for Excellence in Developmental Disabilities is to collaborate with individuals with developmental disabilities. Early Intervention Centre for children with special needs, Aurangabad

145

9.6. COMMUNICATION TECHNOLOGY EDUCATION CENTER CTEC provides services in Augmentative & Alternative Communication (AAC), which is the use of personalized methods or devices to increase a person's ability to communicate. CTEC showcases a wide range of AAC systems.

Image Source: (Communication Technology Development Institute)

▪ Functions of CTEC: • A place to see, touch and try out AAC technology, from light tech to

high tech • A place to get assistance with the assessment, trial, and funding process, • A place to learn how to use new technology, • A place for consumers, family members, and professionals to get the support they need to make appropriate technology decisions. ▪ CTEC’s guiding principles are: Technology creates opportunities for participation with and contribution to society. a) With communication comes power and connectivity. b) With rights come responsibilities. c) With education comes freedom and choice. ▪ The core CTEC team includes Speech-Language Pathologist, Mentor AAC User, Family & Training Coordinator, and Assistive Technology Specialist. Also Occupational Therapist, Physical Therapist and Vision Specialist as needed. The AAC user’s team joins the CTEC team to learn how to provide support. ▪ Background (Communication Technology Development Institute, n.d.) Assistive technology (AT) options for people with disabilities have also greatly increased however most people are completely unfamiliar with them. • Direct services for infant and adult populations • Training/consultation with school staff for preschool-grade 12 students

146

Early Intervention Centre for children with special needs, Aurangabad

9.7. PROJECTION MAPPING ▪ Projection mapping techniques vary through different types of surfaces and different types of image manipulation. Projection mapping allows for a stationery environment to change perceptions and trick the eye to see three dimensionally. ▪ Projection Mapping uses everyday video projectors, but instead of projecting on a flat screen( e.g.. To display a PowerPoint), light is mapped onto any surface, turning common objects of any 3D shape into interactive displays. More formally, “projection mapping is the display of an image on a non flat or non white surface”. ▪ The objects may vary from complex industrial landscapes, such as buildings, small indoor objects or theatrical stages. ▪ By using specialized software, a two or three dimensional object is spatially mapped on the virtual projection program which mimics the real environment is to be projected on. ▪ It was referred as video mapping, spatial augmented reality or shader lamps. And dates back to 1960’s.

Image Source: Projection mapping central

Early Intervention Centre for children with special needs, Aurangabad

147

VARIOUS TYPES OF PROJECTION MAPPING

Camouflage Disneyland Resort

Image Source: http://www.somewhereluxurious.com/category/destinations/north-america/california

Multi-surface Voyages

Image Source: http://www.projectionfreak.com/voyager-at-the-national-maritime-museum

Cylindrical

Image Source: https://www.ricoh.com/technology/tech/074_projection.html

Architectural Illusion Frank Gehry IAC Building

Image Source: https://www.pinterest.es/pin/474566879454370593/

148

Early Intervention Centre for children with special needs, Aurangabad

Camouflage Projection mapping is about projecting onto existing surfaces to create an entirely different surfaces through the use of colours, shapes and motion pictures. These Technologies require specific types of projection techniques with multiple projectors that create fantasy like illusions.

Multi-surface Projection Mapping requires mapping out each surface per projector and coordinating the screens onto different surfaces. Each surface requires manipulating the projection perspectives that fit onto the connecting surface.

This type of projection mapping requires multiple projectors placed at the bottom of the cylindrical surface. Since the surface is obscure, the projection becomes distorted which requires a specific technique to manipulate the projection to produce a seamless image.

This type of projection mapping is used as ab illusion technique to trick the eye and manipulate existing architecture through projections. This type of projection mapping pays closer attention to the surface on which it is projecting. Another type of architecture illusion is manipulating the projections to show depth which tricks the eye into viewing three dimensionally an object that is only two dimensional. Early Intervention Centre for children with special needs, Aurangabad

149

CAMOUFLAGE PROJECTION MAPPING In a process called as projection mapping a 3D model of a building is made; then this model or map is entered into special software that allows video designers to “wrap” images that are projected back onto the original surface. (Jeff Chaves, 2015) This requires very high resolution, high lumen projectors and more often than one projector to cover a large surface. The result is stunningly clear image and new levels of creativity. Disneyland’s

60th

anniversary

celebration

the

projection mapped the entire main street. Each block was a 4K shot, so the main street is a 16K video image. Chuck Davis says that there are 3 ways to think about the process,” we can project on the object like

Image Source: http://www.somewhereluxurious.com/category/destinations/northamerica/california

it is a flat screen. We put textures and things on there. Second, we can take a 2D image, project it onto the model detail and then we can start moving it around.” Additionally he says that they can add barriers within animation to make objects appear to follow building exteriors. Davis continues,” The third thing we can

do, that people are most amazed by, is that we can

Image Source: http://www.somewhereluxurious.com/category/destinations/northamerica/california

animate in 3D on a 3D and its looks like the building is doing something that it cant do.”

150

Image Source: http://www.somewhereluxurious.com/category/destinations/northamerica/california

Early Intervention Centre for children with special needs, Aurangabad

Image Source: Jung Von Matt Agency

“ The visible version is not far off. In March 2012, Mercedes Benz made one of their new vehicles nearly invisible by covering it with flexible LED panels that displayed images from camera on the other side of the vehicle. The aim of active camouflage in naval

applications would not be able to make a warship invisible, but rather to appear as a different kind of ship not worthy of the enemy’s attention. To promote the environmental ‘invisibility’ of the zero emission, hydrogen fueled Mercedes F-cell ad agency Jung Von Matt covered the car in LED sheets which display a live video image whatever was behind the

car, as filmed by a camera attached to the other side”Mercedes Benz, Digital Trends. (James Drennan, 2014)

Early Intervention Centre for children with special needs, Aurangabad

151

MULTI-SURFACE PROJECTION MAPPING “Voyagers” is a permanent audio video installation

by The Light Surgeons for the National Maritime Museum’s new Sammy Ofer Wing. It is a 20 meter wave-like structure that stretches the full length of the room. The installation is composed of three conceptual layers. The Visual Journeys layer consists of images that cascade across the surface, each set

relating to one of the museum’s themes. Beneath is the constant Ebb & Flow layer; a typographic ocean containing archival meta data and transcripts taken from interviews about the sea. Finally the Navigation layer is encased within the Puffersphere projector which continually collects relevant words

Image Source: http://www.flightphase.com/case-studies/case-study-voyagers

from the sea and prints them on its surface. As the images cascade across the surface of the structure, the Puffersphere projector seated at the end of the wave collects keywords that relate to each image and prints them on the surface of the sphere Voyagers’ features a wave-like projection surface

Image Source: http://www.flightphase.com/case-studies/case-study-voyagers

stretching the full width of the room. Made up of 26 triangular facets and a Puffersphere spherical projector placed at the end, the architecture acts as a

canvas

for

our

installation.

http://www.lightsurgeons.com/

Source: Image Source: http://www.flightphase.com/case-studies/case-study-voyagers

Image Source: http://www.flightphase.com/case-studies/case-study-voyagers

152

Early Intervention Centre for children with special needs, Aurangabad

Image Source: http://www.flightphase.com/case-studies/case-study-voyagers

Early Intervention Centre for children with special needs, Aurangabad

153

CYLINDRICAL PROJECTION MAPPING Cylindrical projection mapping uses multiple ultrashort-throw projectors to project a big image onto a cylinder. The image is projected as if it were appended

onto

the

cylinder.

Source:

https://www.ricoh.com/technology/tech/074_projection.html

▪ Projecting an image onto the outside of a cylinder produces a 360-degree digital signage. Projecting an image onto the inside produces a wide-angle immersive display for the viewer to get submerged in. ▪ To make cylindrical projection mapping easy, Ricoh has combined two technologies: 1) integration of separately measured 3D data 2) distortion compensation. ▪ The

combined

technology

simplifies

the

installation while enabling cylindrical projection

beyond 180 degrees without misalignment or distortion. ▪ Multiple projectors are positioned so that portions of the projected images overlap with one another. ▪ An off-the-shelf 3D sensor equipped with a camera is used to measure the shape of the cylinder. Image Source: https://www.ricoh.com/technology/tech/074_projection.html

Processing of calibration and projection

154

Image Source: https://www.ricoh.com/technology/tech/074_projection.html

Early Intervention Centre for children with special needs, Aurangabad

Image Source: https://www.ricoh.c om/technology/tech/ 074_projection.html

Projecting calibration patterns

Above and below images show the images projected from six Ricoh ultra-short-throw projectors onto a cylinder, 2 meters in diameter. The six projectors cover approximately 290 degrees inside the cylinder. As shown in above, the image is significantly distorted before calibration. Below shows the result of the processing to obtain a clear image without distortion or misalignment.

Image Source: https://www.ricoh.com/technology/ tech/074_projection.html

Early Intervention Centre for children with special needs, Aurangabad

Result of Projection

155

ARCHITECTURAL ILLUSION PROJECTION MAPPING Seeper introduces ‘Light Lining’ to the US: A technique of projection mapping 3D content. Seeper Working in collaboration with Vimeo to conclude

the Vimeo Festival and Awards, the Frank Gehry IAC HQ and its strange contours provided the perfect canvas for the transformation of sight and sound. Source: https://vimeo.com/album/2132189/rss Why should our urban environment be static? Seeper are paving the way for a world that is reactive. We are giving the world a pulse. Image source: https://www.pinterest.es/pin/474566879454370593/

- Seeper

156

Early Intervention Centre for children with special needs, Aurangabad

Image source: http://gmunk.com/BOX-DEMO

â&#x20AC;&#x2DC;BOXâ&#x20AC;&#x2122; uses a mix of technologies including large scale robotics, projection mapping and software engineering, and was captured entirely in camera. The Design Approach for the film was to have the Graphics be informed by Black and White Optical Illusion Art as the primary visual catalyst.. It was founded on the Principles of Magic and Illusionary, and the Graphics also fits into this Theory of Illusion This aesthetic was applied to all the artwork within the BOX and it's evolution throughout the piece as the Principles are explored, interchanging between shaded Source: http://gmunk.com/BOX-DEMO

Volumetric Graphics and Self-Illuminated Geometry..

Early Intervention Centre for children with special needs, Aurangabad

157

EXPERIMENTAL METHODOLOGY IN PROJECTION MAPPING

158

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 10 ARCHITECTURAL DESIGN STRATEGIES ADOPTED FOR BUILDING DESIGN FOR SPECIAL NEEDS CHILDREN The chapter talks about various principles of design that are applicable for Special Education needs and for creating a comfortable environment for children in the age group 0-9 years. It also includes the specific requirements for Autism, ADHD and Learning disabilities. Influences of colour have also been studied in detail. Sensory Gardens design is also one of the most important aspect of any healing environment. Early Intervention Centre for children with special needs, Aurangabad

159

10.1. PLANNING AND DESIGN PRINCIPLES ▪ Versatility means to providing greater variety in the classroom’s or learning physical environment and

provides the most flexibility for both teaching and

Create Versatile Learning spaces

learning. ▪ Modular furniture can also provide versatility. Student worktables that can be combined or separated to support a variety of activities such as individual work, small group projects, and full class discussions. ▪ Example, students with attention deficit disorders and

emotional disabilities often require greater physical and acoustical separation between activities to reduce distractions. appropriate arrangement consists of a large common classroom area and a small room adjacent to the classroom that is acoustically isolated but visible from the common classroom area. ▪ Furniture should maximize comfort and minimize the potential for injury, eye fatigue, and having rounded

Use Universal Design

edges and nonglare surfaces. ▪ Pedestrian walks, bus circulation, car circulation, service deliveries, and parking should be physically separated.

▪ Pedestrian routes, including those to and from parking areas and drop-off areas, should be well lit during dark hours. ▪ Points of transition such as steps, ramps, intersections, and entry doors need special attention ▪ The time taken by a child with disability to proceed from one location to another can be significantly greater than

Minimise Travel Distances

for nondisabled students. ▪ Physical education, music, art, the library, food services, and elevators should be centrally located and never placed at the far ends of the building. Multistory

buildings may require more than one elevator.

160

Early Intervention Centre for children with special needs, Aurangabad

PLANNING AND DESIGN PRINCIPLES ▪ Parent participation is required by special education

Provide spaces for parental involvement

regulations in decisions concerning their children. They

also spend time meeting with administrators and staff, observing their children, and volunteering. ▪ Provide a special room for parents so that they may relax between volunteer activities, plan for and participate in meetings, store their belongings, partake in refreshments, and socialize. ▪ Provide parking spaces specifically for parents this

distinguishes them from visitors. ▪ Playgrounds are generally not useable by students with disabilities because students with mobility problems or in

Outdoor play Areas

wheelchairs cannot easily traverse playground surfaces, and play equipment may not be easily accessed or used. Hence providing wheel chair friendly play equipment’s. and using appropriate materials is important. ▪ Pathways through the site should allow students to

Providing natural environment learning area

observe and actively study natural areas. Path surfaces should be stable, firm, and slip resistant while harmonizing with the surroundings. ▪ In wet areas, raised boardwalks can serve as an accessible

route. ▪ Some planting beds should be raised so students in wheelchairs may have access and these are constructed so children may plant vegetables, flowers, and other growth that supports the learning objectives. ▪ Physical discomfort and health problems occur among

Human Comfort

building with poor indoor environmental quality have been reported. As children spent most of their learning time indoors a comfortable indoor environment will undoubtedly help to enhance their learning process.

Early Intervention Centre for children with special needs, Aurangabad

161

furniture Provide spaces for Water should be made Muted colour in Modular furniture available for looking at, furnishing, lighting and pushing, jumping, pulling and hanging that can be moved touching and listening materials

Clear visual cues allow for an organised and controlled learning space

162

Visual cues Schedule

labels

Easy identification

Early Intervention Centre for children with special needs, Aurangabad

safety Use soft furniture like bean bag chairs

Soft surfaces reduce potential for injury

Provide children with a place of their own

Specified rooms for sensory-motor development

Multi-purpose space

Allow view into the learning spaces from outside

sensory Specified areas for sensory experiences

Early Intervention Centre for children with special needs, Aurangabad

Rubber foam play area

163

PLANNING AND DESIGN PRINCIPLES ▪ The careful placement of entries during the design process minimizes the risk of child going out of the site

Building security

and risking himself. ▪ Access to areas within the building that pose a potential threat of injury to these students is another building security issue. ▪ Areas such as mechanical and storage rooms with potentially dangerous equipment or supplies require special consideration. ▪ Consistency in the style of signs and symbols across various buildings on the same site doesn’t allow the user

Signs and Signages

to be disoriented. ▪ Signs should use an appropriate typeface, have sufficiently large text and have good colour contrast. ▪ Signs need to be placed at an appropriate height so that they can be read and in a location that avoids glare or reflections that could confuse or distract. ▪ Due to limited cognitive processing capability, persons with ID will find map reading a complex, difficult and sometimes impossible task.

▪ Colour could be used to direct the person to different floor or building locations, although some of the people will have a problem in differentiating the colours. ▪ Appropriate location of reception facilities and access to staff is essential for a good wayfinding system. For those with ID a reception counter gives opportunity to ask and obtain specific assistance.

▪ Landmarks have been recognized as important aspects for people with ID in their ability to navigate the interior of a building. ▪ Distance between signs in a long corridor should be no greater than 30 meters.

164

Early Intervention Centre for children with special needs, Aurangabad

PLANNING AND DESIGN PRINCIPLES ▪ Though child care and early education facilities require

Mechanical Systems: Heating, Cooling, Ventilation

efficient temperature control, adequate lighting and

ventilation, and excellent indoor air quality to avoid exacerbating the already-high levels of asthma among young children. ▪ Daylighting, high-performance glass, renewable energy systems and adequate ventilation have a significant impact on both indoor air quality (IAQ) and indoor environmental quality (IEQ).

▪ All child care and early education programs require space heating equipment. Depending upon weather conditions in the area, cooling equipment may also be desirable. The location should provide easy access for maintenance and repair, but the equipment should be entirely inaccessible to the children. ▪ Each room should be equipped with individual controls

for heating and cooling (central air conditioning may be required, depending on the local climate). ▪ Provide as much passive heating and cooling as possible in the form of natural ventilation (operable windows), insulation and low-emissivity glass. ▪ Provide good air circulation close to the floor, where children often play.

▪ Locate air intakes and returns away from streets with heavy traffic and garbage storage areas. ▪ Use

ceiling

fans

children’s

classrooms

and

multipurpose rooms, especially if rooms do not have operable windows. ▪ Minimize the need for recirculated air to reduce the spread of germs and illness. ▪ Choose quiet mechanical systems to reduce noise pollution classrooms.

Early Intervention Centre for children with special needs, Aurangabad

165

reduce distractions Simple and solid colour patterns

Sound absorbing materials

Use more natural light not fluorescents

Separate instructional stimulation and visual stimulation

Individual work stations Blinders all for individual learning

166

Individual learning environments

Cubbies, nooks or perched spaces

Design spaces for large or small groups

Early Intervention Centre for children with special needs, Aurangabad

Environmental cues Furniture should be specific for each activity

Keep bathrooms from being institution like

Furniture suits the curriculum

Environment is curriculum specific

Defined sensory spaces Create cave like spaces for isolation

Windows and skylights should be used

Create community spaces

Early Intervention Centre for children with special needs, Aurangabad

Non square activity areas allow for maximum stimulation

167

PLANNING AND DESIGN PRINCIPLES ▪ Physical environments must be designed to enhance visual

stimuli.

This

includes

body

movements,

environmental cues, objects, and written language Visual

Visual Comfort

cues such as photographs, drawings, graphics, or computer-generated icons actually benefit the learning disabled children.

▪ Sufficient daylight in the building is important because it has been shown to improve study and health, awareness and feelings of well-being. ▪ Lighting is essential for good accessibility by all users of a building. It will, however, specifically help the ID user read signs, find pathways and feel safe in public spaces. The placement and type of lighting can also be used to

help direct users through a building. ▪ Poor thermal comfort in building could distract children from learning, influence mood, health, attendance rate.

Thermal Comfort

▪ Window shading devices, blinds or curtains should be used to prevent direct solar radiation. ▪ Body heat and moisture from the users could raise building temperatures thus influencing thermal comfort. ▪ High quantity of furniture used would also affect the

airflow in the building rooms. ▪ Classrooms must be fitted with sound insulators to reduce noise pollution to help children participate and

Acoustic Comfort

concentrate better. ▪ Acoustic design must also be tailored to reduce anxiety and distress because audio stressors can cause literacy problems. ▪ Proximity to acoustic hazards such as generators, public areas such as cafeteria or factories and sources of vehicle noise, for example, main roads and heavy traffic should be minimized.

168

Early Intervention Centre for children with special needs, Aurangabad

PLANNING AND DESIGN PRINCIPLES ▪ Ensure that buildings are not confusing. They should be

Appropriate building layouts

both legible and predictable – using appropriate internal

layouts, information, colour and lighting to convey information on how to navigate a building (Disability Rights Commission, 2003). ▪ The layout should provide good sight lines with clearly defined paths and direct access routes and clear directional signage. ▪ The building layout also needs to consider spatial and

location relationships. ▪ Consistency in layout from building to building can also help people transfer wayfinding information (i.e. similar locations for toilets in each building). ▪ The entire building is friendly, welcoming and accessible for non-ambulatory children and adults.

Accessibility

▪ An elevator serves all levels of the building (if applicable). ▪ Circulation is barrier-free and easily accessible to wheelchairs and strollers. ▪ Accessible circulation routes, broad enough for people using wheelchairs or sticks. ▪ Means of escape designed to take account of disabled people

▪ Provide parking spaces for visitors and parents as per local zoning regulations.

Parking

▪ A loading zone should be designated in front of the building near the entrance for parental drop-off and pickup in the mornings and afternoons ▪ Provide a service driveway for delivery of food, supplies, trash and recycling.

▪ Special parking provision for the staff of the center. Early Intervention Centre for children with special needs, Aurangabad

169

PLANNING AND DESIGN PRINCIPLES The approach from gate to entrance doors should have: ▪ Vehicular circulation that allows for public and private transport, including set-down and drop-off without

Access and Circulation

congestion (for example, one way or roundabout traffic flow), and makes provision for emergency access and maintenance

▪ Designated safe pedestrian routes – some people have less awareness of the risks of traffic (or cannot see/hear vehicles) and this should be taken into account when the site is planned: easily accessible, level or ramped slipresistant and well-drained surfaces along the route, without trip hazards and with an accessible stepped route nearby to give a choice

▪ Suitable car parking, with accessible parking bays near the entrance ▪ Good quality external lighting for routes, clear legible signage, visual contrast and sensory wayfinding to help independence. ▪ The building needs to be flexible for everyday use and adaptable over time to meet the current and future needs

Flexibility and Adaptability

of children with SEN and disabilities. ▪ Approaches include:

• Rationalizing (non-specialist) spaces so their functions can change over time. • Having access to different sizes of space (possibly by moveable partitions) to suit different needs. • Minimizing fixed furniture, fittings and equipment to allow re-arrangement for different activities and changing needs • Positioning structural elements and service cores (lifts, stairs and toilets or load-bearing walls) to allow future adaptation.

170

Early Intervention Centre for children with special needs, Aurangabad

FRAMEWORK FOR CONDUCIVE PHYSICAL LEARNING ENVIRONMENT

Early Intervention Centre for children with special needs, Aurangabad

171

10.2. ABOUT COLOURS ▪ Colour is not a property of objects, spaces, or surfaces; it is the sensation caused by certain qualities of light that the eye recognizes and the brain interprets. ▪ Seeing colour is an act of sensory perception. ▪ Colours are fundamental elements of our visual perception and environmental experience; they are the substance of how we experience the environment. ▪ Colours serve as information, communication, and design Image Source:Mikellides, B. & R. Osborne (2009, p.13)

material.

▪ Besides other sensory perceptions, humans orient themselves according to optic signals, and learn through visual messages. ▪ This makes colour vitally important to the meaning of the environment as well as to human interaction with it. Our emotions are always touched by what colour reveals to us about our environment, what it communicates. ▪ We are all influenced by colours and have a lively relationship with them and Colour affects us and our emotional world. ▪

Source: COLOUR, THE BUILT ENVIRONMENT AND HUMAN RESPONSE, page no. 18

Image Source: COLOUR, ENVIRONMENT AND THE HUMAN RESPONSE, page no. 16

The “Colour experience Pyramid” shows six interrelated factors that influence the “colour experience” within a given environmental setting. Personal factors: Basic personal disposition; Personality and temperament; Physical and psychological constitution; Age and Gender; Sensitivity to colour.

172

Early Intervention Centre for children with special needs, Aurangabad

OVERSTIMULATION AND UNDER STIMULATION ▪ Under- and overstimulation are opposite poles between which a certain perceived amount of information is experienced ▪ The amount of visual stimuli (colours, patterns, contrasts etc.), extreme monotony and sensory deficiency can lead to under-stimulation ▪ An extreme surplus of stimuli can produce overstimulation can trigger

physical or psychological changes. On the physical level, breathing or pulse frequencies can be affected; blood pressure and muscle tension may increase ▪ Studies have shown that people who suffer from under stimulation displayed signs of restlessness, irritability, difficulties in concentrating, and perception disorders ▪ It has often been assumed that white, gray, and black were neutral

colours in spatial design. However, it has been shown that even these achromatic colours trigger psychophysiological effects. (Mikellides, B. & R. Osborne 2009, p.25) ▪ Human reaction to colour depends on a multitude of factors including: • Hue and nuance

• Amount and location of the colour in space • Paint colour and spatial function • The effect of colour over time in the space. ▪ Aspects of applied colour psychology are: • People’s experience of colour • The emotional effects of colour • The synesthetic effect of colour • The symbolism of colour and its associative affects. ▪ Synaesthesia is a cross-sensory experience in which one sensory stimulus is accompanied by another, different sensory stimulus. ▪ Colours appeal not only to the sense of sight, but, due to holistic associations and parallel sensations, also stimulate other senses such as touch, smell, taste, temperature, and hearing (Mikellides, B. & R. Osborne 2009, p.25) Early Intervention Centre for children with special needs, Aurangabad

173

THE SYNESTHETIC EFFECT OF COLOUR ▪ The synaesthetic effects of colour in spatial design can influence the perception of spatial dimensions and compensate for stress factors at the building. ▪ Perception of Volume; Perception of Weight and Size; Perception of Temperature; Perception of Noise and Sound; Associations of Odour and Taste.. (Mikellides, B. & R. Osborne 2009, p.25)

Image Source: Meerwein, G., Rodeck. B and Mahnke (1998, p.25)

174

Early Intervention Centre for children with special needs, Aurangabad

COLOR PSYCHOLOGY: CHILD LEARNING PATTERNS ▪ Scientific studies have now shown that students with learning disabilities and ADHD often experience distorted color discrimination. (Meyerhoff, 2016) Therefore, many institutional situations require a calming environment.

▪ In the University of Alberta, the color environment of 14 severely handicapped and behaviorally challenged 8 year old kids was altered dramatically. ▪ From a white fluorescent lit classroom with orange carpets and orange, yellow and white walls and shelves, it was changed to full spectrum fluorescent lighting and brown and blue walls and shelves. ▪ The children’s aggressive behavior decreased and they also showed

notable drop in blood pressure. ▪ When the environment was changed again to the way it was, the aggressive behavior and blood pressure changed to previous levels. ▪ Children also react to colors on a physical level. ▪ The explanation behind this is that the light enters the Hypothalamus which controls the nerve centers, as well as the heart rate and respiration. The wavelength and energy of each color varies and affects children differently. ▪ Even newborns react to light, a fact highlighted by infant jaundice being treated with blue light. ▪ Color brings about a vascular reflex action by increasing perspiration, the eye blinking rate and also stimulating a noticeable muscular reaction. Blue color, as shown by above experiment, reduces the blood pressure. Reactions to orange, red and yellow are same and reaction to violet color is same as that to blue. The reactions to temperature of the color are another matter; warm colors can calm one child but they may excite others. Likewise cool colors might stimulate one and relax another. (Meyerhoff, 2016) ▪ One shade of pink can be calming, another can be stimulating. Blue violet may be a mystical and spiritual color, but to some groups of college students, Blue violet induced feelings of fatigue and sadness. These students also found a shade called “cool green” as angering and

confusing. Early Intervention Centre for children with special needs, Aurangabad

175

COLOR PSYCHOLOGY: CHILD AND THE DIFFERENT COLORS Impact of different colors learning and memory in kids:(Nielson and Taylor study of 2007). ▪ Blue- Blue enhances creativity and stimulates a cool and relaxing environment. It should not be used in excess as it can also depress or invoke feelings of sorrow. ▪ Red– Red is the color of passion and strong feelings of threat, love, or excess stimulus. In school rooms it can be used in combination with other colors as it can help in detail oriented or repetitive tasks. ▪ Yellow– This is indeed the color of happiness and sunshine for children.

Yellow stimulates intelligence and is ideal for use in kids’ rooms, study rooms and play areas. It should not be overdone as it can make children feel stressed. ▪ Green-The color of abundance can relax and contribute to better health in kids. ▪ Pink-This is a calming color. It can lower heart rate. ▪ Purple-This color ideal for kids as it is attention grabbing.

▪ Orange– Many educational institutes use this color as it enhances critical thinking and memory. Test rooms in this color are known to enhance performance in exams. ▪ Guidelines from Frank H. Mahnke from his book Color, Environment and Human Response for choosing colors based on age of kids especially for Academic environments: • Pre-school and elementary school- Warm and bright color schemes are ideal. • Upper grade and secondary-Cool colors are recommended to enhance concentration • Hallways– Wide range of colors can be sued to impart distinctive personality. • Libraries-These do well with cool green or pale/light green for enhancing quietness and concentration. ▪ Children, like adults, are very aware of color. Color psychologists have linked color with brain development, decreased absenteeism, enhanced productivity.

176

Early Intervention Centre for children with special needs, Aurangabad

10.3. HEALING BY DESIGN: HEALING GARDENS AND THERAPEUTIC LANDSCAPES ▪ The importance of natural environments to health is ancient. The use of

the garden as a place for healing can be traced back to early Asian, Greek, and Roman cultures. (Larson & Kreitzer, 2005) ▪ Presently, hospitals and healthcare institutions often keep up extensive gardens and landscapes as an important part of healing. ▪ However, over the last 50 years with the rapid growth of medical technology and economic pressure, this ancient concept has been neglected. ▪ The Joint Commission for the Accreditation of Hospitals Organization (JCAHO) has stated, “Patients and visitors should have opportunities to connect with nature through outside spaces, plants, indoor atriums, and views from windows” (1999). ▪ “Healing gardens” is a term frequently applied to gardens designed to promote recovery from illness. “Healing,” within the context of healthcare, it is seen as an improvement in overall well-being . (Larson & Kreitzer, 2005) ▪ Design Principles in Therapeutic Landscapes: From the book Therapeutic Benefits and Design Recommendations (1999) 1. Variety of Spaces: Spaces for both group and solitary occupancy. By providing a variety of spaces, the patient is given choices, thus providing n increased sense of control-leading to lower stress levels. Areas for small groups (e.g., family members or support staff) to congregate provide social support to the patient.

2. A Prevalence of Green Material: Hardscaping is minimized and plant materials dominate the garden. The goal would be to minimize hardscaping to only one-third of the space being occupied. It is through the softening of the landscape patients can feel an improvement in their overall sense of wellness. 3. Encourage Exercise: Gardens that encourage walking as a form of exercise have been correlated with lower levels of depression.

4. Provide Positive Distractions: Natural distractions such as plants, flowers, and water features decrease stress levels. Other activities such as working with plants and gardening can also provide positive distractions. Early Intervention Centre for children with special needs, Aurangabad

177

5. Minimize Intrusions: Negative factors such as urban noise, smoke, and artificial lighting are minimized in the garden. Natural lighting and sounds are additive to the positive effects of the garden. 6. Minimize Ambiguity: Abstract environments (i.e., those with a high sense of mystery or complexity) can be interesting and challenging to the healthy, but to the ill they may have counter-indicated effects. Clearly identifiable features and garden elements should be incorporated into the design. Abstract art in the facility and garden is often inappropriate. (Larson & Kreitzer, 2005) ▪ Design Elements in the Healing Garden From the book The Sanctuary Garden by C. Forrest McDowell and Tricia Clark-McDowell (1998) • A special entrance that invites and embraces the visitor into the garden • The element of water for its psychological, spiritual, and physical effects • A creative use of color and lighting (be they plant or human-designed light sources) to elicit emotion, comfort, and/or awe in the visitor • The emphasis of natural features as grounding points-such as the use of rocks, wood, natural fences, screens, trellises, wind, sound, etc. • The integration of art to enhance the overall mood/spirit of the garden • Garden features that attract wildlife and provide habitat to a diversity of wildlife

Healing garden entrance with arbor at Cortesia’s Healing Sanctuary in Oregon.

Sitting bench at Cortesia’s Healing Sanctuary in Oregon

Image Source: Healing by Design: Healing Gardens and Therapeutic Landscapes; Implications Vol 2 and Issue 10.

178

Early Intervention Centre for children with special needs, Aurangabad

SENSORY GARDENS ▪ Sensory Gardens are those which are designed to stimulate the senses. Some gardens stimulate the senses to a greater degree than others. In sensory gardens, plants and other design elements are selected with the intention or providing experiences for heightened sight, smell, hearing,

touch, and taste. (Stadele and Malaney, 2001:213). ▪ Sensory gardens can serve many functions such as teaching, socializing, healing, and horticultural therapy. ▪ The ill or weakened can be enlivened and renewed physically, mentally, or spiritually by sensory gardens. ▪ Individuals with impairment of one or more of their five senses may find special enjoyment because they may have enhanced perception in their other senses. ▪ Gardens with a variety of sensory elements are particularly effective in association with health care facilities such as nursing homes and hospitals, as well as schools, parks, and botanic gardens. ▪ Plants that can grow rapidly can provide shade, can offer visual stimulation through their colourful, textured and scented characteristics must be chosen. ▪ One example of a school which has built this kind of environment is the Meldreth Manor School in Hertfordshire (Frank, 1996; Stoneham, 1996). The sensory garden there is designed with a series of ramps and raised integrated pathways and woven around the existing apple trees that offer pupils a variety of sensory experiences. ▪ Providing school grounds with sensory stimulation can encourage mental development, health improvements, emotional growth and social integration, in addition to increasing the learning motivation of the pupil, especially when being in contact with animals and plants. ▪ For children with autism, they may ‘seek sensory stimulation from the environment in order to calm or self Asian regulate their nervous system’ (Stadele and Malaney, 2001:213).

Early Intervention Centre for children with special needs, Aurangabad

179

Hardscape Elements: Hardscape elements are the components of the landscape like paths, benches, arbors, walls, etc. (Stadele and Malaney, 2001:213). • Paving materials for garden paths can vary throughout the garden, to provide desirable challenges for wheelchair users. Block paving, timber decking, mulch, and stone are some options, but may become slippery when wet. Stepping stones can be natural stone or concrete or made by children to include hand prints, leaf prints, shells, marbles, colored tile mosaics, or smooth glass.. • Pathway width should be a minimum of 36 inches, with an ideal of 60 inches for wheelchair access. • No more than 30% of the total trail length may exceed a running slope of 8.33%. • Wherever possible, trails should be designed on more level terrain to maintain minimum design guidelines for grade and avoid the need for switchbacks. • Raised planting beds can provide easy access to plants for all garden users, and are especially helpful to the vision impaired and wheelchair users. Beds placed at lower heights that are comfortable for children will encourage them to explore the plantings. • Seating in the sensory garden should be placed strategically for functionality and to maximize enjoyment of the space. It can be a grouping a circle of large, rough-textured tree stumps, to placing a smooth metal bench that becomes warm or cool depending on the position of the sun. Seating with pergolas and gazebos also can incorporate fragrant plants. ▪ Keyhole gardens • Keyhole gardens provide an intimate space to rest while immersed in sensory plants. • Keyhole gardens are shaped like a skeleton keyhole with a narrow entry

and bulbous, interior space wide enough for a young child or two to sit and reach the plantings on either side (approximately 24” - 36” wide). • Keyhole gardens can be installed as a subspace along a sensory path or be designed as a stand-alone setting.

180

Early Intervention Centre for children with special needs, Aurangabad

Sensory pathway as a short loop off primary pathway. Keyhole garden added along sensory pathway. Image Source: http://naturelearning.org/greendesk/sensorygardens

▪ Plant Selection An objective in sensory garden design is to encourage users to interact with the plants, often directly, by breaking off leaves to smell or taste. (Moore & Worden, 2003) • Avoid plants that are poisonous, allergenic, or are likely to require pesticide applications. • Some plant species can serve multiple roles in a sensory garden. For

example, mints provide both scent and taste opportunities. • Plantings arranged in themed designs can engage garden users and elicit memorable experiences. Popular themes include plants from different regions of the world or cultures, moonlight gardens, and medicinal plants. ▪ Sight (Moore & Worden, 2003) • Color, visual texture, form, movement, light, and shadow stimulate the sense of sight. Contrasts of these elements add to the sensory experience. • Color provides a visual stimulus while adding order and balance, unity, rhythm, focal points, accents, and definition to a garden. Warm colors, such as red, orange, and yellow tend to promote activity while cool colors, such as blue, purple, and white, tend to be soothing and promote tranquility. Early Intervention Centre for children with special needs, Aurangabad

181

• Flowers are a traditional, effective way to add color. Colorful fruits, foliage, and bark also can significantly enhance a garden’s visual appeal. • Plants with interesting visual texture add to the sensory garden experience. Excellent additions for sensory gardens include smooth, rough, ruffled, fuzzy, or lacey-textured plants. The overall texture of a plant is another consideration. For example, a fine-textured plant has small leaves and a somewhat sparse appearance, while a coarse-textured plant has large leaves and a fuller appearance. • Plants come in many forms, including upright, open, weeping, cascading, or columnar. Individual parts of plants, such as leaves or fruit, have their own forms, such as round, toothed, and spherical. • Movement can be added to the garden in a number of ways. Some examples include plants that sway in the wind, moving water features, pools with floating leaves or flowers, fish in ponds, butterflies, and birds. • Light and shadow are often overlooked but are visually important sensory garden elements, especially when held in contrast. • Accessories for enhancing visual pleasure include color flood lights, torches, mirrors, and gazing globes. Mobiles and sculptures can add visual stimuli. (Moore & Worden, 2003) ▪ Sound • Opportunities can be provided in a sensory garden for sitting under a tree to hear the sound of wind rushing through the leaves. Example: bamboo stems knock together, grasses rustle, palm fronds sway; Seed pods of some plants make natural maracas, or rattles; Leaves can be left on the ground to crunch underfoot. • Sounds of animals enliven the senses. Oak trees can host squirrels that chatter and scramble. Birdsongs can fill the garden if bird baths, bird-

attracting plants, bird feeders, and bird houses are provided and maintained. • Accessories for bringing sounds to the garden include waterfalls, fountains, water harps, wind chimes, and music.

182

Early Intervention Centre for children with special needs, Aurangabad

▪ Smell • This can be especially meaningful for the visually impaired. • A fragrance can evoke long-buried memories. Crushing and smelling a plant part is also a classic method of plant recognition and identification. • Incorporate Fragrance plants into the garden. Some plants release their fragrance into the air with the heat of the sun, while others release their scent only when crushed. If the garden will be used in the evening, include plants that release their fragrance at night, such as confederate jasmine. (Moore & Worden, 2003) • Place fragrant plants near garden seating to create a natural combination. Relaxing with a variety of scented plants at hand to enjoy is a simple pleasure. • Plants in large pots placed along the garden paths can be brushed and touched without stooping. When fragrant creeping herbs, such as thyme, are planted among pathways, walking or wheeling on them will release their aroma. • Incense and scented oils in garden torches are among the accessories that contribute scent to the sensory garden. (Moore & Worden, 2003) ▪ Touch • In a sensory garden, people should be encouraged to touch plants. Plants should be chosen that are durable enough to withstand frequent brushing or handling. (Moore & Worden, 2003) • Tactile delights can be found in soft flowers, fuzzy leaves, springy moss, rough bark, succulent leaves, and prickly seed pods. Even sticky fruit and gooey plant saps can stimulate the sense of touch and give children an educational thrill. • Some species offer a variety of textures within a single plant. A classic example is the rose, with its delicate petals and thorny stems. • An excellent addition to a touch garden is a lawn where people can lie

down. Water features within reach, with water lilies and other aquatic plants to touch, also provide tactile experiences. • Garden accessories that stimulate the sense of touch include outdoor misting machines and sculptures. (Moore & Worden, 2003) Early Intervention Centre for children with special needs, Aurangabad

183

▪ Taste • In a sensory garden, the taste buds can tingle from edible fruits, vegetables, herbs, and spices. To ensure that everyone gets a taste, include plants that can produce a large number of edible parts over time, such as mint leaves, strawberries, or edible flowers. • Including plants that can be tasted in the sensory garden provides teaching opportunities in edible landscaping, agriculture, and nutrition. It also is an excellent way to share memories and evoke cultural exchange over food plants. • Providing space for food preparation, cooking, and eating brings taste directly to the garden. This can be accomplished simply with an outdoor barbeque grill and a picnic table in the shade. • A small pavilion for preparing herbal tea from the garden is also a wonderful addition. (Moore & Worden, 2003)

184

Image Source: Setting Up District Early Intervention Centres Operational Guidelines; Ministry of Health & Family Welfare Government of India; May 2014; page no. 87,88

Early Intervention Centre for children with special needs, Aurangabad

SENSORY GARDENS EXAMPLE 1 FOR DEIC

Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 39

Early Intervention Centre for children with special needs, Aurangabad

185

SENSORY GARDENS EXAMPLE 2 FOR DEIC

Image Source: Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK; 2016; page no. 38

186

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 11 CASE STUDIES The chapter talks about various examples for good Architectural Environment on the basis of few important design features like Structured Corridor, Curved wall, Natural Light and the Corridors. It also includes a elaborate case study on corridors which are the most important of the circulation areas when designing for special needs. The environmental design case study includes design features according to the specific climate zone. Early Intervention Centre for children with special needs, Aurangabad

187

ARCHITECTURAL ENVIRONMENT The spatial environment heavily influences child development in educational and healthcare setup. Learning takes place, where that space enhances learning abilities with architecture and design. Children with special needs require a proper architectural environment to meet their needs in order to tackle developmental issues. These needs are met with the following architectural tactics.

Structured Corridor MUJC Developmental learning Centre

Image Source: https://www.archdaily.com/181402/designingfor-autism-the-neuro-typical-approach

Curved walls International School of Sacred Heart

Image Source: https://www.archdaily.com/26552/carl-bolleelementary-school-die-baupiloten

Safe Reliefs Gateway School New York

Image Source: https://archinect.com/abastudio/proje ct/the-gateway-school

Image Source:

Natural Light New Struan Centre for Autism Image Source: https://www.archdaily.com/435982 /an-interview-with-magdamostafa-pioneer-in-autism-design

188

Early Intervention Centre for children with special needs, Aurangabad

A structured corridor allows for the children with special needs to become better acquainted with their environment. Studies show that these children tend to feel more comfortable in a recognizable environment. A structured corridor also intended to provide a path or direction in order to provide consistency.

Curved walls in the corridor provide for smooth transitions and prevent abrupt turns and corners. Continuous walls that wrap around corner allow the children to follow the wall as a guide along the corridor. Sharp corners and edges tend to be more intimidating to children with special needs where curved spaces provide a flow and softer circulation.

Safe reliefs in the corridor provide for a scheduled space for children with special needs to occupy in order to escape the busy corridor. Especially autistic kids who tend to be frightened by large crowds and busy activity. These children feel safe in a more confined secure space where these spaces can provide relief from the busy corridor.

Well-lit spaces are essential to any school/hospital, especially natural light, which studies show provide for a healthier learning environment. Fluorescent lighting has been proven to cause headaches. Therefore, providing natural light through out the educational environment allows for better visual quality for children with special needs. Early Intervention Centre for children with special needs, Aurangabad

189

11.1.1. STRUCTURED CORRIDOR Source: https://www.archdaily.com/181402/designing-for-autism-the-neuro-typical-approach

The treatment center is designed in such a way that it can host all the necessary functions that people with autism require, while also, trying to offer as much independence as possible for the patients. The facility is a complex program, containing both

Warren Union Jointure Commission, Developmental Learning Centre Warren, New Jersey USA Architects

treatment and educational functions and other alternative facilities such as sport center, swimming pool, restaurant, shopping center and arts center USA Architect designed the main corridor as a â&#x20AC;&#x153;replica of a typical American main street.â&#x20AC;? It is placed in low construction density area, the institution is located near an educational center and some important office buildings.

Image Source: https://www.archdaily.com/181402/designing-for-autism-theneuro-typical-approach

190

Image Source: https://www.archdaily.com/181402/designing-for-autismthe-neuro-typical-approach

Early Intervention Centre for children with special needs, Aurangabad

Image Source: https://www.archdaily.com/181402/designing-for-autism-the-neuro-typical-approach

Access towards the treatment center can be done only by personal vehicle and with the special public transportation that the center possesses. The architectural design that Morris Union center is based on, is the „neuro-typical” approach, creating both in the interior and the exterior spaces scenarios similar to day-to-day life conditions.

Benefits: • Real world stimulations allow for better adaptation to real world

Therefore, the spaces present numerous sensory stimuli similar to public areas, in order to encourage the patients to

• Colour and geometric shapes provide points of focus

adapt to normal urban situations. The

• Interior windows allow children to view the corridor

center can host both children and

before entering to assess the environment • Simulates every day facades to become better acquainted

adolescent patients and it possesses many features that stimulate integration, including training for future jobs.

Constructed on 3 levels, the treatment facility can host up to 200-250 people with ages between 3 to 21.The institution is destined mostly to people with less severe forms of autism or to those who have already have begun treatment and have a minimal grade of independence. This is the reason why the therapy areas do not contain basic treatment zones such as sensory stimulation rooms and individual ABA treatment areas. Early Intervention Centre for children with special needs, Aurangabad

191

11.1.1. STRUCTURED CORRIDOR The Baupiloten have installed a leisure area in the landmarked building in order to allow the children a

rhythmical exchange between learning and free time. In accordance with the motto of "language and movement", the hallway was converted into a leisure area

that

encourages

"exploratory

learning".

Carle- Bolle Elementary School Berlin, Germany Die Baupilton

Through experiencing the architecture and newly created optical and acoustic space, the children

Image Source: https://www.archdaily.com/26552/carl-bolleelementary-school-die-baupiloten

can track down the "spy" while also learning about

the process of scientific observation in a playful environment. They can move along climbing walls, observe space from different perspectives, or find some alone time in the various reading hatches. Image Source: https://www.archdaily.com/26552/carl-bolle-elementary-school-die-baupiloten

Image Source: https://www.archdaily.com/26552/carlbolle-elementary-school-die-baupiloten

192

Early Intervention Centre for children with special needs, Aurangabad

The drawing depicts the phenomenological Image Source: https://www.archdaily.com/26552/carl-bolle-elementary-school-die-baupiloten

the

"Spy

aspects

with

the

Benefits:

shimmering cloak" and the

• Story line provides structure and direction in corridor

many things that can be

• Corridor provides activities related to the structured

discovered within it. The

story line • ‘Activities’ can provide for safe relief spaces throughout the corridor • Story line creates direction that correlates to a beginning and an end

students can experience the idea

the

periscope,

explore the colour spectrum, learn about complementary colours, reflect on light conductors, or even invent

The Listening Wall ("Sensitive Listening") functions like an

codes with which they can

oversized organ that not only can play music but also tell stories.

assume the role of the spy

When a child sits or leans on one of the keys, a song or audio book

and leave or send secret

will be played. This is made possible by built-in MP3-players and

messages to communicate

that have been connected to sensors.

with the other children.

Early Intervention Centre for children with special needs, Aurangabad

193

11.1.2. CURVED WALLS Classrooms are divided by walls shaped like the symbol for infinity "â&#x2C6;&#x17E;" to symbolize childrenâ&#x20AC;&#x2122;s infinite potential. The meaning of having no walls where the arches cross is to let children know that the world is without borders. There are no hallways and students access to classrooms from the center.

International School of Sacred Heart (ISSH) Tokyo, Japan Atelier SNS

Each classroom is colour coordinated, so students easily find their classrooms. The floor consists of

Image Source: https://www.archdaily.com/154951/the-international-school-ofsacred-heart-atelier-sns

one room which is divided by removable walls to separate each class room. The walls are also reusable because they are used as back shelves and storage. The entangled arches create an effect that looks as though you are going through a tunnel. At one end of the tunnel, you reach the mirror wall where you can constantly reflect. Image Source: https://www.archdaily.com/154951/theinternational-school-of-sacred-heart-atelier-sns

194

Image Source: https://www.archdaily.com/154951/the-international-school-of-sacred-heart-atelier-sns

Early Intervention Centre for children with special needs, Aurangabad

Image Source: https://www.archdaily.com/154951/theinternational-school-of-sacred-heart-ateliersns

Benefits:

• Curved walls allow for smooth circulation • Curves provide a comfortable sense of transitioning through space • Curved walls relive harsh corners and abrupt turns • Creates flow through the space

Image Source: https://www.archdaily.com/154951/the-international-school-of-sacred-heart-atelier-sns

Early Intervention Centre for children with special needs, Aurangabad

195

11.1.2. CURVED WALLS The building is designed by HEDE Architects. The design is centered on the people using the building, their experiences and those working with them. The built facility responds to the needs of autistic students and is also used as a teacher

Western Autistic School Laverton, Australia HEDE Architects

training facility. The use of internal walls shapes to guide and assist students, color to distinguish student groupings and different learning spaces within the class pods, internal courtyards and controlled external learning areas and the connectivity between the various learning pods support the educational objectives of the program designed to meet the needs of special students.

Image Source: http://www.hedearchitects.com.au/Western-Autistic-School/

196

Early Intervention Centre for children with special needs, Aurangabad

Image Source: http://www.hedearchitects.com.au/Western-Autistic-School/

The planning and associated design outcome has also incorporated a range of ESD features including natural lighting and ventilation energy saving through the use of solar panels and night purging and water harvesting. The design grew up from the teaching methods used by the teachers, with spaces designed specifically for the education for children with autism. As well as these classrooms, the building also houses a Teaching Institute for the education of teachers educating children with autism.

Benefits: • Curved walls provide sensory solution for traveling through corridor • Curved windows along corridor adds to natural light • Curves provide for differing widths in the corridor • Curved walls provide directional circulation

The main feature of the building is the children’s pods which combines 8 learning areas around central stores, toilets and offers direct access to external play and learning as well as teacher support and contact. Each learning area has controlled outdoor play, withdrawal and toilets in junior years. The pods are readily accessible to the main school/institute spaces. The pods produce a smaller sub school environment with differing options depending on the age and nature of the students. Early Intervention Centre for children with special needs, Aurangabad

197

11.1.3. SAFE RELIEFS ABA’s design developed progressive pedagogical ideas into built form, providing an articulate environment specifically designed for LD children. Careful acoustical and lighting design modifications were made to allow teachers and students to use

Gateway School New York, New York Andrew Bartle Architects Studio

empty corridors and public spaces as instructional space

during

class

time,

which

increased

programmatic density for the school and provided opportunities for a variety of stimulating learning environments. A satisfying sense of community was created by a clear sequence of spaces that connect the entry and classroom floor with a large stair carved out of the existing building that leads to the ‘Grandstand’ multipurpose space.

Image Source: https://archinect.com/abastudio/project/the-gateway-school

198

Early Intervention Centre for children with special needs, Aurangabad

Image Source: https://archinect.com/abastudio/project/the-gateway-school

Benefits: • Relief

cubbies

allow

for

transitional space • Cubbies provide for individual learning rooms • Reliefs provide for a sense of safety in a busy hallway • Allows child to observe the corridor from outside

Image Source: https://archinect.com/abastudio/project/thegateway-school

This renovation for Gateway was also certified as the first LEED Silver private K-8 school in Manhattan. In addition to the incredibly efficient demand-controlled AC and lighting systems, the entire space is heated by a radiant floor. Other environmentally sustainable strategies included sorting/recycling of all demolition debris, daylighting and daylight-responsive light sensors, use of rapidly renewable or recycled materials, and limited VOC emissions, among many others. Early Intervention Centre for children with special needs, Aurangabad

199

11.1.3. SAFE RELIEFS The kindergarten is organized in a number of longitudinal zones from the exterior playground, the roofed outdoor terraces that gives a good micro

Tromso Kindergarten

climate (very important in our rough climate), â&#x20AC;&#x2DC;the

Tromso, Norway 70 Arkitectur

indoor street' with water-play areas and a winter garden feel to it, the bases and to the innermost reading

nooks

and

mezzanines.

These

zones

contribute to make a soft transition from the exterior

Image Source: https://www.archdaily.com/6267/kindergartens70%25c2%25ban-arkitektur

to the interior spaces - from the exposed wide landscape to the intimate zones. The â&#x20AC;&#x2DC;rough' wardrobes, the kitchen and the playing rooms are peeking out of the facade. The four bases each have an inner wardrobe which also can be used as a play area.

The bases can be opened or closed off towards the indoor

street

wardrobes, have

and

two

and each

adjustable

playing

walls.

The

reading

nooks

and

mezzanines intimate

are spaces

more for

quieter activities. Image Source: http://www.hedearchitects.com.au/Western-Autistic-School/

200

Early Intervention Centre for children with special needs, Aurangabad

With very simple moves one can change each room into new rooms of various sizes and functions. There are several options for combinations and joint actions of rooms and spaces. Flexibility is also guaranteed by the inner walls in every base station (fixed in one end, and wheels on the other).

They can be turned like indicators Benefits:

round an axis and be put in different

• flexibility of program

positions and make various smaller

• Organization of space • Intimate

teaching

spaces

rooms in the big base room. Furniture for

learning and teaching • Large open plan allows for

movement and flexibility • Adaptable environment

and toys are partly integrated into the wall system so the floor area can be as free as possible: long drawing tables,

climbing walls and puppet theatre are all parts of the playing walls.

All Image Source: https://www.archdaily.com/6267/kindergartens-70%25c2%25ban-arkitektur

Early Intervention Centre for children with special needs, Aurangabad

201

11.1.4. NATURAL LIGHT New Struan Centre for Autism in Alloa, Scotland, designed by Aitken Turnbull architect Andrew Lester, whose daughter has autism, with the Scottish Autism Society, consists of a glass atrium that floods the space in brilliant sunlight". New Struan is an

New Struan Centre for Autism Alloa, Scotland Aitken Turnbull

independent residential and day autism school for children with Autistic Spectrum Disorder. The T-shape plan creates a clear distinction between public and private. The building includes seven classrooms, a multi-sensory room, splash area, library, early learning center, staff room and an area for visiting therapists. The school opened in the year 2005.

Image Source: https://www.archdaily.com/435982/an-interview-with-magda-mostafapioneer-in-autism-design

Children with autism are sensory sensitive and many feel extremely

uncomfortable in fluorescent lit rooms. Bringing natural daylight into the school was therefore important

development

encourage a

safe

and

stimulating environment.

Image Source: http://www.hedearchitects.com.au/Western-Autistic-School/

202

Early Intervention Centre for children with special needs, Aurangabad

Image Source: https://www.archdaily.com/435982/an-interview-with-magda-mostafa-pioneer-in-autism-design

Benefits:

• Natural Light provides for better health • Artificial light flickering may cause headaches or distractions • Entirely

natural

lighting

corridor creates inviting space • Corridor skylights allow light in

with minimum distractions

The ‘gull wing’ roof has been developed to encourage as much natural light as possible into the building. The pointed center of the ‘gull wing’ forms a glazed atrium that runs the length of the buildings and floods the space with brilliant sunlight. Seven classrooms are located on either size of the atrium, each incorporating floor-to-ceiling windows with a brise-soleil to diffuse direct sunlight. Colour-coded doors lead to an external play area and allow pupils to easily remember which classroom to return to. Early Intervention Centre for children with special needs, Aurangabad

203

11.1.4. NATURAL LIGHT “Windows with exterior views may provide autistic students with undesirable distractions.” Following this logic, the architect of the autism schools, the Langagerskölen in Århus, Denmark took great care in subduing daylight and decreasing or eliminating

exterior

views

the

Langagerskolen Arhus, Denmark 3XN Architects

teaching

environment.

Image source: https://www.archdaily.com/177293/designing-forautism-lighting/11704-060-tif

Image source: https://www.archdaily.com/177293/designing-for-autism-lighting/11704-060-tif

Image Source: http://www.hedearchitects.com.au/Western-Autistic-School/

204

Early Intervention Centre for children with special needs, Aurangabad

Image source: https://www.archdaily.com/177293/designing-for-autism-lighting/11704-060-tif

At Langagerskölen, designed by 3XN in 1998, there are only a “few places where children can look in or out a window,” the classrooms not being one of them. In regards to lighting, “The buildings are fitted out with wooden lanterns, functioning as skylights and sidelights. This solution offers bright classrooms, without distracting the children who will often have a low capacity for concentration.” This does not fit into the categorical box that limits all day light and exterior views but stands sharp contrast to the other autism facilities.

Benefits: • High windows allow light in with little distraction

• Allows more concentration • Natural light provides for well lit classrooms • Windows are high enough so children cannot see out when sitting in the classrooms

Early Intervention Centre for children with special needs, Aurangabad

205

11.2. CHILDREN’S TREATMENT CENTRE One Kids Place Children’s Treatment Centre provides regional rehabilitation and support services for children and youth with communication, developmental and physical needs including a range of integrated services like

occupational

therapy,

physiotherapy,

speech

One Kids Place Ontario, Canada Mitchell Architects

language pathology, social work, therapeutic recreation and specialized medical clinics.

Image source: https://www.archdaily.com/82958/one-kids-place-mitchell-architects

• The central east/west corridor and the waiting area are flooded with natural light from the south by a clerestory which runs it full length and provides borrowed light to the treatment rooms along it. • In addition to high glazing to the courtyard and the clerestory, the central waiting area at the heart of building features two pyramidal skylights, one of which supports the six meter high Living Green Wall. In addition to its sensory appeal, the hydroponically grown plant material on the wall contributes to indoor air quality, functioning as a bio-filter through which the building’s return air is mechanically drawn and purified. • The north/south corridor on the west side of the courtyard fully engages the courtyard as well with floor to ceiling glass. In afternoon hours, the lowering sun casts beams of colored light from stained glass down each of the small alcoves which open to the courtyard, blending with the accented floor colours and reflecting off the ceiling to enliven the space and differentiate each therapy destination on the corridor for the children. source: https://www.archdaily.com/82958/one-kids-place-mitchell-architects

Image Source: http://www.hedearchitects.com.au/Western-Autistic-School/

206

Early Intervention Centre for children with special needs, Aurangabad

Image source: https://www.archdaily.com/82958/one-kids-place-mitchell-architects

Sustainable Design Features: • Superior insulation • Structural Wood (partial) • Radiant heat with high efficiency condensing boilers •

High

efficient

lighting

(with

bi-level

dimming) • Superior day-lighting strategies • Automated day-light harvesting • On-site storm water retention and treatment • Low VOC flooring and adhesives • Formaldehyde-free millwork and furniture • Recycled materials like Paperstone table tops

• Living Green Wall (active bio-filtration) Early Intervention Centre for children with special needs, Aurangabad

207

• This building is grounded to its northern context by natural materials which include: limestone (masonry, polished sills and tile), clay brick, glue-laminated timbers, cedar, maple, and slate. • Along with the strategic placement of

Image source: https://www.archdaily.com/82958/one-kids-place-mitchell-architects

glazing to maximize the use of natural light, control of excessive heat gain is provided by overhangs on the clerestory and projecting aluminum sun shades, primarily on south and west facades. • To provide freedom of movement for all children,

regardless

physical Image source: https://www.archdaily.com/82958/one-kids-place-mitchell-architects

challenges, the center is designed as a single storey structure at grade. The spaces are organized about an intimate courtyard which provides an outdoor space, sheltered from sights and sounds of traffic, for therapy, respite and occasionally celebration. Image source: https://www.archdaily.com/82958/one-kids-place-mitchell-architects

• All major circulation spaces of the building are visually connected to the outdoors and most notably the courtyard, providing accessibility, natural light and orientation. Providing views to outdoors to aid in way-finding was an important driver in the design of the circulation

Image source: https://www.archdaily.com/82958/one-kids-place-mitchell-architects

systems. • In contrast to many environments created for kids, this is not one of sensory overload, or applied child-like decoration. With quality materials and spatial character, the building creates a matrix of professionalism which provides parents with confidence in the services provided like playful elements, color, light and textures which animate and express the energy of youth, both inside and out. In this environment, therapists can provide an appropriate range of stimuli and activity for children with varying needs and abilities.

Image Source: http://www.hedearchitects.com.au/Western-Autistic-School/

208

Early Intervention Centre for children with special needs, Aurangabad

East Elevation

West Elevation

Section AA

Section BB The building is also animated by features such as the 10 foot long saltwater aquarium in the lobby to amuse, entertain and calm children waiting for therapy. Colorful contoured resin panels are suspended above the main waiting area and artwork of local artists and craftspeople animate the public spaces. A collaborative triptych celebrating the culture of wood and spirit of discovery hang in the main corridor. As well as expressing the forest, and first nation iconography, these panels feature an array of inset woodland creatures which are ceramic or carved from antler. Discovering these treasures is a delight for the children. source: https://www.archdaily.com/82958/one-kids-place-mitchell-architects Early Intervention Centre for children with special needs, Aurangabad

209

11.3. The CORRIDOR- unrestricted The corridor in an educational/healthcare institution is the most used built environment. The circulation space allows for interactions and transitional environments to enhance the educational experience. Children with special needs especially autistic kids fear the social corridor space due to directional ambiguities, claustrophobia, and intense social interaction. This study intends to be able to design a corridor that acts as a safe environment for all children, as well as provide a transition space to integrate both disabled and non disabled children.

Finger Plan Corridor Moreland Hills Elementary School

Image Source:

Open-ended Corridor Kensington High School

Image Source:

Courtyard Corridor St. Gabriel Catholic School

Image Source:

Circular Corridor Campus International School

Image Source:

210

Early Intervention Centre for children with special needs, Aurangabad

A finger plan corridor is one of the most common type. The finger corridor allows for natural light to reach all rooms in the finger peninsulas. The finger plan can also allow for separation of program in each finger, which allows for easy organisation and direction. This separation of program allows for privacy of each user group in particular ‘fingers’ of the corridor.

A open ended plan can be described with a ‘L’ plan where access occurs at either ends of the corridor. This allows for permeability through the program where the open-ended corridor provides access and direction. The transparency of a open ended corridor also created more social environment.

The courtyard corridor allows for a one direction that provides many accessible spaces as one follows the corridor around. In addition, the courtyard corridor encloses spaces that can either serve as a social space or a private inaccessible space. Either option presented can have its own benefits for children with special needs. The Circular corridor can also act as a courtyard corridor, but creates a different type of “smooth environment. Children with special needs tend to avoid sharp edges and corners, so in this case, the corridor is rounded, providing for the same benefits of a courtyard corridor, but with added benefit of a continuous circulation flow. Early Intervention Centre for children with special needs, Aurangabad

211

11.4. UNRESTRICTED CORRIDOR The unrestricted corridor represents the possibilities of a corridor without an existing program or structure. These unrestricted corridors are analysis of how the architectural environment can benefit both disabled and non disabled children. These studies explain the corridor as a transition space where children with disability and others will co-exist. Each design option has its own merits and demerits which are written on the diagram itself. Along with the form and shape of the corridor some basic corridor requirements that have to be kept in mind. Sourcehttp://aupamnet.ru/pages/zakonodatelstvo/accessibilit y_for_the_disabled/page_02.htm:

Image Source: http://www7.mississauga.ca/Departments/Marketing/Websites/Accessib ility/Mississauga_FADS.html

212

Image Sourcehttp://aupamnet.ru/pages/zakonodatelstvo/accessibility_for_the _disabled/page_02.htm:

Early Intervention Centre, Aurangabad

UNRESTRICTED CORRIDOR

Early Intervention Centre for children with special needs, Aurangabad

213

UNRESTRICTED CORRIDOR

214

Early Intervention Centre for children with special needs, Aurangabad

UNRESTRICTED CORRIDOR

Early Intervention Centre for children with special needs, Aurangabad

215

216

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 12 RESEARCH CONCLUSIONS The chapter talks about the Research Conclusions of every chapter mentioned in the previous pages of the book. This has to lead conclusions of study at a broad level with respect to future of this project. Early Intervention Centre for children with special needs, Aurangabad

217

• Society has changed dramatically over the past few decades where there have been changes in the way we view disability and importance of integration of service systems and multilevel interventions. At the early childhood intervention level, there is a need to promote the development of children with developmental disabilities. • The Child’s behavior is influenced by the environment he lives and learns in. The child’s total environment should be arranged to become therauptic and educational to make maximum gain of the treatment. •

The environment for the children should not be such that the child cannot connect or associate himself with. Hence there is a unique need for familiarity with architecture and this is the true design challenge.

• A conscious effort should be made to amend the gap between the educational and home environment especially through continuous inclusion of parents. Isolation of parents from their child’s treatment has severe repercussions. • It cannot be argued that India faces a severe problem of child disabilities (from the census 2011). There is an urgent necessity for grassroots level

intervention like the district early intervention centers for faster identification and treatment procedure. • The treatment methodology is basically challenging the needs of the child at every step and exposing him to something that the child doesn’t want to feel or observe. Hence Architecture should also challenge the child at every possible step. Materials and features like Bridges, Tunnels steps or movable or adjustable spaces are some of the important aspects.

• A lot of social Stigma is associated and parents find it difficult to take the child out in public places, hence architecture should facilitate the parent’s privacy and having the entire treatment under one roof saves a lot of time for the working parents. • Architecture should facilitate and allow the child to progress according to his abilities and needs. It should also cater to the tactile/auditory/visual or any sensory deficiency often found in children with special needs by using the multi dimensionality of the space within. It can be flexible or non-site specific which allows for greater feasibility in variety of climate, user groups and can also be made a prototype.

218

Early Intervention Centre for children with special needs, Aurangabad

• Visual Technologies provide for enhanced learning for sensory perceptive children. It has been presented as an option for learning through virtual and augmented reality and can be used to educate the children. Architecture should enhance visual technology for learning and therapy as disabled children’s needs are met while transitioning into a shared environment.

• There are two school of thoughts of architects. Some believe that Natural Light in abundance helps in relaxing children whereas some feel that windows should be placed at a higher level for minimum distraction. • During therapy, the most important aspect is to understand the interaction and the amount of space in shared comparison to what amount is individualized. The space varies with interactions, placement and the no. of children participating.

• Compartmentalization and defining sensory environments is very crucial. The functions and the transitions from one space to the other should be done using the sensory qualities of the space. • Sensory Zoning involves the organization of spaces according to sensory qualities and allowable stimulus levels like “High stimulus” and “Low stimulus”. High stimulus areas include physical therapy and gross motor skills building spaces whereas the “low stimulus” spaces include the speech therapy, computer skills or toy library etc. • It is valuable to discuss the opportunities that could be created for teachers to share and discuss their work with special children. It is also important to facilitate further research to build on existing study to develop efficient treatment and guidelines to assist teachers and create better facilities for children with special needs. • Instead of existing secondarily to special needs services and research, architecture should equate to the substantial advancement of various treatment methodologies. Architecture should advance as the treatment advances. • Hence, There is no one type of architecture for special needs. However architects can contribute to and learn from the user experts in identifying factors that will help create a “least redistricted” environment to support social success and create opportunities for healthier and happier relationships. Early Intervention Centre for children with special needs, Aurangabad

219

AURANGABAD

SITE LOCATION: Beside SFS Ground, Seven Hills, Jalna Road, Aurangabad.

220

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 13 SITE ANALYSIS The chapter talks about the site chosen for the design project. It includes a detailed analysis of the critical reasons why this particular site has been chosen, its land use, existing site conditions, connectivity, surrounding area study, study of the environment factors for the site and the climate aspects of Aurangabad. Early Intervention Centre for children with special needs, Aurangabad

221

13.1. WHY AURANGABAD ? • The map shows the ante-natal government checkups by districts which

indicate

the

lowest

amount of them in Aurangabad and Beed district. This is the reason

why we need

awareness

and

Intervention

Centre where both the mother during pregnancy and the child can

given

good

Image Source: Maharashtra health care data https://makanaka.wordpress.com/district-level-health-care-data/

Health

treatment. • Despite there being number of Multi Disciplinary clinics and hospitals like

Hedgewar

Rugnalay,

Kamalnayan

Bajaj

Hospital,

MGM

Superspeciality Hospital none of the large hospitals render the Early Intervention services. • According to the article published in Times of India on 26th September 2017 there has been a rise in the no. of people approaching for the disability certificates so much that there is a waiting queue for 6 hours. The no. of machines have also been increased to serve the increase in demand. 90% of people in queue were from rural background that indicates that people travel from to Aurangabad for their treatment and if all services are provided under one roof it will benefit the people. • According to the article published in Times of India on July 2017 the GMCH (Govt. Hospital) has started a learning disability special center to grant LD Certificates to children with Learning Disabilities. Experts have said that now the parents don’t need to go to Pune or Mumbai to get their children tested and get necessary government certification. On an average the parent has to travel for 6-7 times for the same which now isn’t required. The centre is for students above 7 age. Thus this makes the procedure hassle free. The Bombay High curt has issued a notice to set up clinics like this all across Maharashtra. Hence a facility for children from the age group 0-6 years is a necessity which will make the treatment easy to receive and hassle free.

222

Early Intervention Centre for children with special needs, Aurangabad

13.1. WHY AURANGABAD? • According to the article published on LiveMint E paper, titled as “How

MGM Hospital

Residential Areas

disabled friendly are India’s cities?” smaller cities are better at providing employment to the disabled and most of these people have received their training in regional languages. Disability figures in India are probably under-reported due to the stigma attached to it. Employment prospects also depend on the kind of disability which affects a person. Experts say that in order to become more disabledfriendly, cities must also change their attitude to become more aware and sensitive towards persons with disability, in addition to providing

better skill development. If these disabilities are identified early and treatment at an early state this will benefit the future employment of

Church Property

persons with disability.

Aurangabad

ranks

second in most disabled friendly city in terms of

SFS School

employment of persons with

disability.

shows

the

among necessity

This

awareness

people

and

early

Intervention to improve

Commercial Plots

the future.

• It also creates an opportunity for the doctors and therapists in the city to come together and render early intervention services to the children and mothers during or after the pregnancy. And since Aurangabad is the district headquarter of Aurangabad division a Early Intervention Centre

is best suited in such a area and the city has a lot of potential. Early Intervention Centre for children with special needs, Aurangabad

223

13.2.SITE CHOICE

Main Road of the city Chosen site

SITE LOCATION: Beside SFS Ground, Seven Hills, Jalna Road, Aurangabad. Site Location

Seven Hills Flyover

Distance from bus stand

1.8kms= 5 mins travel time

Distance from Railway station

5.5 kms= 15 mins travel time

Distance from Airport

5kms = 10 mins travel time

Site Area

2.75 acres= 11140 sq. m.

The site is located in the centre of the city and is well connected from all the areas by road well as well as public Transport. The site is connected by the major arterial road of

Site Features

224

Adjoining main road and centrally located

the city to the both the central and Cidco bus stands, railway station and the airport as well. Early Intervention Centre for children with special needs, Aurangabad

Early Intervention Centre for children with special needs, Aurangabad

Residential Areas

Commercial Plots

SFS School

Residential Areas

Church Property

Chosen site

Residential Areas

MGM Hospital

13.3. SORROUNDING AREA LANDUSE PLAN

225

13.4. FAMOUS CHILDREN HOSPITALS IN AURANGABAD

CIDCO Bus Stand

Chosen site

226

Early Intervention Centre for children with special needs, Aurangabad

13.4. FAMOUS SCHOOLSIN AURANGABAD

CIDCO Bus Stand

Chosen site

Early Intervention Centre for children with special needs, Aurangabad

227

13.5. Key Considerations while choosing the site: • Land-use zoning allows an early childhood facility • Size of lot(s) or existing building (if applicable) will accommodate program needs (interior and exterior) Site as viewed from the Flyover

• Accessible to public transit • Ease of vehicular access and sufficient area

accommodate

any

required

parking, drop-off areas and associated drive aisles • Compatible with surrounding building and property uses • Overall noise levels of adjacent roadway

and property uses

Site as viewed from the Flyover

• Effect of play yard noise on adjacent property uses • Well-drained soils in outdoor play areas • Solar orientation

(for

daylighting in

classrooms as well as sunny and dry outdoor play areas)

• Potential for future expansion (if desired) • Proximity to targeted clientele (ease of access for families and staff)

Site entrance and plot reserved for Hospital

• Proximity to local emergency services • Condition of land and any existing structures • Proximity

heavily

traveled

roads/presence of vehicular pollution • Availability of existing utilities (water, power, sewer, gas, telephone, cable) • Capacity of utilities to adequately serve the new facility

228

Site as viewed from the Flyover Early Intervention Centre, Aurangabad

Early Intervention Centre for children with special needs, Aurangabad

Major Hospital

St. Francis High School Class : play group-10th

Chosen Site

Major Hospital

13.6. PROXIMITY FROM THE NEAREST CHILD HOSPITALS, NICU ETC

229

13.7. SITE PLAN

Francis Technical University

SITE Area= 2.75 Acres

Missionaries of Charity: home for poor

St. Francis School Ground

230

Early Intervention Centre for children with special needs, Aurangabad

13.8. PRIMARY SECONDARY ROADS AND ACCESS POINTS TO THE SITE

Auto Stand DP Transformer

Major Hospital

Advertisement Board

Major Hospital

SITE

LEGEND: Primary Road Secondary Road Tertiary Road

Early Intervention Centre for children with special needs, Aurangabad

231

13.9. PHOTOGRAPHS OF EDGES OF THE SITE

Francis Technical University

Advertisement on site

Informal settlement long the Edge A

Informal Food vendors at the A edge

Auto Rickshaw stand at edge A

F: Entrance gate of Missionaries of charity

C A

E E: Adjoining plot which is a closed garden

232

Key plan Early Intervention Centre for children with special needs, Aurangabad

13.10. SWOT ANALYSIS OF THE SITE STRENGTH

WEAKENSS

OPPORTUNITIES

THREAT

Centrally located for easy access from any part of the city

The Site is situated on the Primary Connecting Road of the city the noise caused due to the traffic needs to be regulated.

Creating a visual point from the flyover opportunity for a vantage point from above

The noise levels from the main road will affect the zoning of the site

Near MGM Multispecialty Hospital to the north of the site, whereas the Hedgewar Multispecialty hospital to the south of the site. Also St. Annâ&#x20AC;&#x2122;s Hospital is just adjacent to the Proposed Site.

Entrance to the site will be a critical decision considering the location of the site.

More number of connections can be made between schools and hospitals for better performance of the Centre

The informal shops on the edge of the site can be a trouble for the parents where people might stare at the children

Near Saint Francis High School and MGM School and no. of smaller preschools and primary schools.

The low rise area will be very crucial in forming a nonclaustrophobic environment for the child

Adjacent to Main Road for faster and efficient public transport.

Current land use for the site is reserved for a Hospital

Adjacent to a flyover hence can act as a view point to look at the structure.

Near Saint Francis High School and MGM School and no. of smaller preschools and primary schools.

Early Intervention Centre for children with special needs, Aurangabad

233

13.11. CLIMATE DATA OF AURANGABAD Aurangabad is influenced by the local steppe climate. In Aurangabad, there is little rainfall throughout the year. This

location is classified as hot and dry

AURANGABAD

according to BIS Classification and BSh by Köppen and Geiger. The temperature here averages 26.0 °C. The average annual rainfall is 741 mm. The warmest month of the year is May, with an

average

has

the

32.4

lowest

°C.

average

Major Hospital

December

temperature

temperature of the year. It is 21.3 °C. The driest month is January, with 2 mm of rainfall. With an average of 179 mm, the Source: (Climate data and Open Street Map)

most precipitation falls in July.

The difference in precipitation between the driest month and the wettest month is 177 mm. During the year, the average temperatures vary by 11.1 °C.

234

Early Intervention Centre for children with special needs, Aurangabad

CHAPTER 14 DESIGN PROPOSAL The chapter includes design proposals, Aims and Objectives, Scope and Limitations and the target group for the project It gives the overall idea of the design brief. Early Intervention Centre for children with special needs, Aurangabad

235

DESIGN PROPOSAL The research conclusions led to the realization that an early intervention center for children with special needs requires a set of specific spaces. The proposal can be stated as: “A trans-disciplinary center to provide the correct positive environment for a program of early intervention services, special education and stimulus in the form of visual perception of form and space with provision of various therapies multi sensory learning, Neurodevelopmental, Psychoeducational Assessment and Interventional Services to children to optimize their development.” The center aims to provide diagnostic and therauptic services for all kind of disabilities under one roof and care through early & accurate assessment and comprehensive care for special children. ▪ The services provided can be briefly divided into following parts: A) Core services (for diagnostic and evaluation of disability) B) Supplementary services (assistive and special education services and family support services etc.) ▪ The center will be divided into two parts: A) Services for high risk pregnancy B) Early Intervention Centre and Infant Development program C) Middle Age Program

▪ It is also important to provide adequate infrastructure for teacher training and research institute for facilitating the ongoing research on treatment methods and use of technology in the treatment.

Teacher training

Shared spaces

236

Sensory spaces

Research Department

Early Intervention Centre for children with special needs, Aurangabad

14.1. DESIGN PROGRAM NAME

END USER

ACTIVITY

SPECIFICATION

CORE SERVICES • • • • •

Medical Services

Doctors Children Family Teachers

Diagnosis and evaluation of disability

Dental Services

Doctors Children Family Teachers

Oral hygiene in children

Occupational Therapy and Physiotherapy

Doctors Children Family Teachers

Services that relate to self-help skills, adaptive behavior and play, sensory, motor, and postural development

• Sensory Integration Room • Therapist Cabins • Physiotherapy Area • Store Room

Psychological services

Doctors Children Family

Psychological tests and evaluation of a child’s behavior related to development, learning and mental health counseling, consultation, parent training, behavior modification

• Psychological Testing room • Counselling Rooms • Testing room • Clinical Psychologist Cabin • Rehabilitation Counsellor's Cabin

Cognition services

Doctors Children Family Teachers

Identifying cognitive delays and providing intervention to enhance cognitive development, adaptive and learning behaviors.

• Early Interventionist cabin • Early Intervention Occupational Therapy • Store Room

Audiology Services

Doctors Children Family

Services for children with hearing loss among children for both congenital deafness and also acquired deafness

• Hearing Assessment Room • OPD Cabin • Therapy Room • Store Room

Speech-language pathology

Doctors Children Family

Services for children with delay in communication skills

• Speech and language assessment room • Speech therapist cabin

Vision services

Doctors Children Family

Identification of children with visual disorders or delays and providing services and training to those children.

• Optometrist and Ophthalmologist Cabin • Vision Assessment Room

Lab services

Doctors Children Family

routine blood investigations among children

Early Intervention Centre for children with special needs, Aurangabad

OPD Cabin Paediatrician cabin Medical Officer cabin Examination Room EEG Room

• Dental Room • Assistant Cabin

• Laboratory • Cabin • Store Room

237

14.1. DESIGN PROGRAM NAME

END USER

ACTIVITY

SPECIFICATION

CORE SERVICES Nutrition services

Doctors Children Family

Services that address the nutritional needs of children that include identifying feeding skills, feeding problems, food habits, and food preferences.

• Nutritionist cabin

SUPPLEMENTARY SERVICES Social support services

Children Family

Assessment of the social and emotional strengths and needs of a child and family

• Social Worker Room • Special Educators Room • Store Room

Family resource room

Children Family

Intermixing of parents siblings for weekly conducted meetings

• Multipurpose room

Special Education services

Children Teacher

Special Education programs for children

• Classrooms for one on one teaching and many on one teaching • Staff Area • Activity Area • Computer Activity Area • Toy library and library

Assistive technology devices and services

Doctors Children Family Teachers

Services that are used to improve or maintain the abilities of a child to participate in such activities as Hearing, Seeing (Vision), Moving, Communication and learning to compensate with a specific biological limitation.

• AAC Room • Virtual Reality Room • Storage of all sequential communication devices

Play Area

Children

For children waiting for the therapy

Reception and Waiting Area

Children Family

For families and patients to wait

Additional Services

Doctors Children Family Teachers

238

• Indoor Play Area • Reception • Waiting Area for OPD • Waiting area for Therapies • Registration and anthropometry room • Bill payment Counter

• Pantry • Baby Feeding Room • Gender specific user friendly toilets for both kids and adults • Separate staff toilets • Staff locker Room • Support Staff Area and locker Rooms • Doctor Toilets and restrooms Early Intervention Centre for children with special needs, Aurangabad

14.1. DESIGN PROGRAM NAME

END USER

ACTIVITY

SPECIFICATION

Resource Services

Doctors Researchers Family Teachers

Library of all the related data and research and treatment methods

• Resource Library • Digital Library with collection of various movies etc.

Other Therapy area

Doctors Children Family Teachers

Therapies that require more area

• Water Therapy Area • Ball Pool • Mud Bath Area

Administration Area

Staff

Staff and management working Area

• • • • • • •

Account Department Public relation Dept. Human Resource Dept. Meeting Rooms Executive Cabins Conference Rooms Director Cabin

TEACHER TRAINING DEPARTMENT Teacher Training Dept.

Teachers

Training Area for Teachers

• Classrooms • Staff Rooms • Meeting and Conference Area • Activity Area • Toilets as per requirement

RESEARCH DEPARTMENT Research Dept.

Doctors Children Family

Services for children with delay in communication skills

• Laboratory • HOD Cabin • Multifunctional Lecture Hall • Workshop spaces • Conference • Staff Room • Store Room • Maintenance Room • Toilets are per requirement

OUTDOOR AREA

Sensory Garden

Children Family Teachers

Sensory Exploration in outdoor garden

Other requirements

Doctors Children Family Teachers

Parking and security cabin entrance foyer etc.

Utilities and services

Early Intervention Centre for children with special needs, Aurangabad

• Sensory Garden • outdoor play area • Vermicomposting • Parking as per requirement. • Security cabins • Sewage treatment plant and other utilities

239

CHAPTER 15 BIBLIOGRAPHY

240

Early Intervention Centre for children with special needs, Aurangabad

BIBLIOGRAPHY Ahmad, S. S., Shaari, M. F., Hashim, R., & Kariminia, S. (2015). Procedia:Social and Behavioral Sciences.

Retrieved

July

2017,

from

ScienceDirect:

http://www.sciencedirect.com/science/article/pii/S1877042815047862 Shahar, G., & TEDxWandsworth (Directors). (November 2016). The beautiful reality of autism [Motion Picture]. Early Intervention and Education for Children with Special Needs. (2010). Retrieved July 8, 2017,

from

Ministry

Social

and

Family

Development,Singapore

government

https://www.msf.gov.sg/research-and-data/Research-and.../EM_Chapter3.pdf Special Needs and Early Intervention. (2014). Retrieved August 15, 2017, from Buildinitiative: http://www.buildinitiative.org/TheIssues/SpecialNeedsandEarlyIntervention.aspx Abend, A. C. (2005). Planning and Designing for Students with Disabilities. National Clearinghouse for Educational Facilities. Washington, D.C: National Institute of Building Sciences. Banerjee, B. (2006). POSITION PAPER NATIONAL FOCUS GROUP ON EDUCATION OF CHILDREN WITH SPECIAL NEEDS. National Council of Educational Research and Training. New Delhi: Publication Department by the Secretary, National Council of Educational Research and Training. Betit, B. E. (2016, September 20). optimizing lighting in schools for students with learning-disabilities and

adhd.

Retrieved

July

23,

2017,

from

thelightingresource:

http://thelightingresource.eaton.com/features/2016/optimizing-lighting-schools-learningdisabilities-adhd Borah, R. R. (2013). Slow Learners: Role of Teachers and Guardians in. International Journal of Educational Planning & Administration., Volume 3(Number 2), 139-143. Borges, S. (2012). Learn for Life: New Architecture for New Learning. (S. Ehmann, S. Borges, & R. Klanten, Eds.) Berlin: Gestalten.

Castell, L. (2012). Adapting building design to access by individuals with intellectual disability. Retrieved

July

23,

2017,

from

UTS

ePRESS:

http://epress.lib.uts.edu.au/journals/index.php/AJCEB/article/view/2994 Lakhan R, EkĂşndayĂ˛ OT, Shahbazi M. An estimation of the prevalence of intellectual disabilities and Early Intervention Centre for children with special needs, Aurangabad

241

its association with age in rural and urban populations in India. J Neurosci Rural Pract [serial online] 2015

[cited

2017

Nov

7];6:523-8.

Available

from:

http://www.ruralneuropractice.com/text.asp?2015/6/4/523/165392 Center for Assistive Technology;University of Buffalo. (n.d.). Playing with Switches. Retrieved August 21,

2017,

from

LETâ&#x20AC;&#x2122;S

PLAY!

PROJECT;University

Buffalo:

https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rja&uact=8&v ed=0ahUKEwidxf2G9jVAhVKOrwKHaVbDZsQFghCMAY&url=http%3A%2F%2Fwww.txaer.org%2Fuploads%2F7 %2F9%2F5%2F1%2F79510546%2Fplaying_with_switches.doc&usg=AFQjCNELr01Nhc5FPm 9-PuYtiPiWk

Center on Technology and Disability. (n.d.). Center on Technology and Disability. Retrieved August 21, 2017, from CTD Institute: https://www.ctdinstitute.org/ Centres for Disease control and Prevention. (2015, July 9). Developmental disability. (U.S. Department of Health and Human Service) Retrieved August 21, 2017, from Centres for Disease control and Prevention: https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html CHAUHAN,

(2011,

December).

SLOW

LEARNERS:

THEIR

PSYCHOLOGY

AND

EDUCATIONAL PROGRAMMES. International Journal of Multidisciplinary Research, Vol. 1(Issue 8), 1-11. Communication Technology Development Institute. (n.d.). Communication Technology Development Institute.

Retrieved

August

21,

2017,

from

Supported

Life:

http://www.supportedlife.org/ctec/services.shtml Early Childhood Technical Assistance Center. (n.d.). Early Childhood Technical Assistance Center. Retrieved

August

21,

2017,

from

UNC:

FPG

Child

Development

Institute:

http://ectacenter.org/enotes/enotes.asp Government of India. (n.d.). Learning Disabilities. New Delhi. Hussein, H. (2011, January). The Influence of Sensory Gardens on the Behaviour of Children with Special Educational Needs. Asian Journal of Environment-Behaviour Studies, Volume no. 2(Issue no 4). Jones C. HcConnell, Jr. (1972). A LEARNING DISABILITY CENTER. Texas Tech University, Dept. of Architecture. Texas: Texas Tech University.

242

Early Intervention Centre for children with special needs, Aurangabad

Larson, J., & Kreitzer, M. J. (2005, February 5). Healing by Design: Healing Gardens and Therapeutic

Landscapes. Implications, Volume 2(Issue 10), pp. 1-6. MAF Team. (n.d.). Biography of Dr. Maria Montessori. Retrieved July 23, 2017, from Montessori Australia: https://montessori.org.au/biography-dr-maria-montessori Masalkis, S. (Director). (2012). Classroom Design for Children with Autism [Motion Picture]. Meyerhoff, V. L. (2016, June). COLORS IN KINDERGARTEN. Retrieved August 16, 2017, from University

Twente:

Faculty

Behavioral

science:

http://essay.utwente.nl/69979/1/Meyerhoff_BA_Psychology.pdf Mohammad, T. Z., & Mahmoud, A. M. (2014). Clustering of Slow Learners Behavior for Discovery of Optimal Patterns of Learning. (IJACSA) International Journal of Advanced Computer Science and Applications, Vol. 5( No. 11), 102-109. Montessori Education. (n.d.). Dr. Maria Montessori. Retrieved July 19, 2017, from Daily Montessori: http://www.dailymontessori.com/dr-maria-montessori/ Moore, K. A., & Worden, E. C. (2003, March). Sensory Gardens. ENH 981, one of a series of the Environmental Horticulture Department, UF/IFAS Extension, 1-4. Moore, T. (2015). Early intervention and inclusion for young children with developmental disabilities. Hunter Area Early Childhood Intervention Coordination Program Forum on Early Childhood Intervention, Inclusion and the NDIS for Children 0-8 years (pp. 1-15). Newcastle: Centre for Community Child Health. Mostafa, M. (2008, March). An Architecture for Autism: Concepts of Design Intervention for the Autistic User. International Journal of Architectural Research, Volume 2(Issue 1), 189-211. The ASPECTSSâ&#x201E;˘ of Architecture for Autism | Magda Mostafa | TEDxCairo (2016). [Motion Picture]. Ted: Ideas worth spreading (Producer), & Mullins, A. (Director). (2010). Its not fair having 12 pair of legs [Motion Picture]. Ted: Ideas worth spreading (Producer), & Mullins, A. (Director). (n.d.). Changing my legs - and my mindset [Motion Picture]. Norton, K., Fenton, J., & TEDxBellingen (Directors). (2013). Inclusion, belonging and the disability revolution [Motion Picture]. Early Intervention Centre for children with special needs, Aurangabad

243

Osei, Y. (2014). M Arch. Thesis. Retrieved August 17, 2017, from Carleton University,Ontario:

https://curve.carleton.ca/.../osei-exploringsensorydesignintherapeuticarchitecture.pdf PANT, K. (2002). A HANDBOOK FOR PARENTS OF CHILDREN WITH DISABILITIES. GOVERNMENT OF INDIA, GOVERNMENT OF INDIA PLANNING COMMISSION (Education Division), New Delhi. Psychology and child behaviour and learning through colour. (n.d.). Retrieved August 15, 2017, from Colour

Meanings:

http://www.color-meanings.com/color-psychology-child-behavior-and-

learning-through-colors/ Rashtriya Bal Swasthya Karyakram (RBSK). (2013). Child Health Screening and Early Intervention Services under NRHM. Government Of India, Ministry of Health and Welfare. New Delhi: Ministry of Health and Welfare,Govt. Of India. Rashtriya Bal Swasthya Karyakram (RBSK). (2016). Resource Manual for Equipment and Infrastructure at Nodal DEIC under RBSK. GOVT.OF INDIA, MINISTRY OF HEALTH OF FAMILY

WELFARE.

New

Delhi:

MINISTRY

HEALTH

FAMILY

WELFARE,GOVT.OF INDIA. RASHTRIYA BAL SWASTHYA KARYAKRAM:Child Health Screening and Early Intervention Services under NHM. (2014). SETTING UP DISTRICT EARLY INTERVENTION CENTRES : Operational Guidelines. Government of India, Ministry of Health & Family Welfare. New Delhi: Ministry of Health & Family Welfare,Government of India. Relationship developement Intervention. (n.d.). About Relationship Development Intervention (RDI®). Retrieved August 27, 2017, from Relationship Development Intervention (RDI®): http://www.rdiconnect.com/ Rowan, C. (2013, July 29). The Impact of Technology on Child Sensory and Motor Development. Retrieved August 21, 2017, from sensomotorische-integratie: http://www.sensomotorischeintegratie.nl/CrisRowan.pdf Scott, I. (2009). Designing learning spaces for children on the autism spectrum. (G. Jones, Ed.) GAP, 10(1), 36-49. Bose, S., & Maniyar, N. (Directors). (November 2016). Margarita with a Straw [Motion Picture].

244

Early Intervention Centre for children with special needs, Aurangabad

seeper;immersionBOX. (n.d.). IMMERSION BOX. Retrieved August 21, 2017, from SEEPER: http://www.seeper.com/work/immersionbox#work-content Siegel, T. J. (2013, July 23). QUALITY ENVIRONMENTS FOR CHILDREN:A Design and Development Guide for Child Care and Early Education Facilities. (S. Tasaki, Ed.) Retrieved 2017, from LIIF Capital

for

Healthy

Families

and

communities:

http://www.liifund.org/wp-

content/uploads/2011/03/LIIF-Quality_Environments_for_Children-2010.pdf Sona C.N., & Shailaja Nair. (2014, August). Understanding Multi Sensory Architecture. Retrieved August

16,

2017,

from

ARCHITECTURE-Time,

Space

and

People:

https://www.coa.gov.in/show_img.php?fid=148 Special Education Needs UK. (n.d.). Early Intervention Centres. Retrieved August 15, 2017, from Special Education Needs: https://www.specialeducationalneeds.co.uk/early-intervention.html Sue Goode, Martha Diefendorf & Siobhan Colgan. (2011). The Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families. OSEP's Technical Assistance and Dissemination (TA&D) Network, NECTAC. The National Early Childhood Technical Assistance Center. The Department for Children, Schools and Families (DCSF). (2014). BUILDING BULLETIN 102:Designing for disabled children and children with special educational needs:Guidance for mainstream and special schools. Government of UK, The Department for Children, Schools and Families (DCSF). Education funding Agency.

The Science of Early Childhood Development; Centre on developing Child, Harvard University. (n.d.). The impact of Early Adversity on Children's Development. Retrieved August 15, 2017, from National Scientific Council on the Developing Child.: www.developingchild.harvard.edu Time4Learning Educational Panel. (n.d.). Learning Styles. Retrieved July 19, 2017, from Time4Learning: https://www.time4learning.com/learning-styles.shtml TedxCMU (Producer), & Tonti, S. (Director). (n.d.). ADHD as a diffference in cognition, not a disorder

[Motion Picture]. UC DAVIS MIND INSTITUTE. (n.d.). Early Intervention . Retrieved August 21, 2017, from Center for Excellence

Developmental

Disability:

http://www.ucdmc.ucdavis.edu/mindinstitute/resources/early_intervention.html

Early Intervention Centre for children with special needs, Aurangabad

245

CHAPTER 16 APPENDIX 1.

HOW DISABLED FRIENDLY ARE INDIAâ&#x20AC;&#x2122;S CITIES? Article from LiveMint E-paper

6 HOURS WAIT FOR DISABILITY CERTIFICATES Article from Times of India_ 26th September 2017

GMCH GETS LEARNING DISABILITY CENTRE Article from Times of India_ 20th July 2017 246

Early Intervention Centre for children with special needs, Aurangabad

247

248

Early Intervention Centre for children with special needs, Aurangabad

249

250

Early Intervention Centre for children with special needs, Aurangabad